Özet:

Introduction. The role of instructional leader is a relatively new concept that emerged in the early 1980s, influenced largely by research that found effective schools usually had principals who stressed the importance of leadership in this area (Brookover Lezotte, 1982, cited in Jenkins, 2009). An instructional leadership sets clear goals, allocates resources to instruction, manages the curriculum, monitors lesson plans, and evaluates teachers (Flath, 1989). In a school, principal's instructional leadership behaviors influence a lot of things. It is considered that one of them may be organizational commitment. A great deal of attention has been given recently to the study of commitment to the organization (Mowday, Porter, Steers, 1979). This concept characterized by at least three factors: (a) a strong belief in and acceptance of the organization`s goals and values; (b) a willingness to exert considerable effort on behalf of the organization; (c) a definite desire to maintain organizational membership (Porter, Steers, Mowday, Boulian, 1974). Also teachers' organizational commitment perceptions are regarded as a determinative factor for school and student achievement. Purpose. The purpose of this study is to determine, by perception of teachers, the relationship between instructional leadership and organizational commitment in primary schools. Method. The study is based on relational method of survey. In the study, rational variety of method is used for determining sampling. In this context, the sampling group is composed of 17 primary schools with 419 teachers who worked during 2009-2010 educational year, in Konya. Two different scales were used in the data gathering process. In the study, a survey for determining instructional leadership in primary schools, namely “Instructional Leadership Behaviors of Principals” developed by Şişman (1997), and another survey for determining organizational commitment of teachers, namely “Organizational Commitment Questionnaire” developed by Porter, Steers, Mowday and Boulian (1974) are used. In analyzing data, of descriptive statistic methods, mean ( Χ ), standard deviation (s), percentage (%) frequency (f) transactions and also Pearson moments twotailed correlation analysis and multi-regression analysis are used. Findings. Findings from Instructional Leadership Behaviors of Principals' indicated that, principals show instructional leadership behaviors at “most of times” level ( Χ = 3.64, S = .63). Principals reported have the highest mean scores on “determining and sharing the school's aims” dimension ( Χ = 3.91, S = .70) and the lowest score were reported on the “supporting and improving of teachers” dimension ( Χ = 2.97, S = .77). The mean score of organizational commitment questionnaire was ( Χ = 3.69, S = .85) indicating relatively high level of organizational commitment. Findings also indicated that there was a positive and mid-level correlation between instructional leadership and also it's five dimension with organizational commitment. Ranking of the dimensions declared for, the highest correlation (r = .52, p < .01) was seen between “determining and sharing the school's aims” and organizational commitment and also “constitute regular teaching-learning neighborhood climate” and organizational commitment. The lowest correlation (r = .44, p < .01) was seen between the “supporting and improving of teachers” dimension and organizational commitment. Results of regression analysis showed that, only “determining and sharing the school's aims” dimension was a predictor for organizational commitment at p < 0.01 level. But at p < 0.05 level “constitute regular teaching-learning neighborhood climate” dimension was also a predictor for organizational commitment. Conclusion and Discussion. Findings of this study show that dimensions of instructional leadership have a mid-level effect on organizational commitment. When the correlation analysis is examined, there is a positive mid-level meaningful correlation and also when the regression analysis is examined it can be see that “Instructional Leadership Behaviors of Principals'” subscales express 31 % of variance in organizational commitment. This result of the research supports the results of Çam (2008) which is the only similar study in literature. This result also shows that instructional leadership behaviors has mid-level predictive effects on organizational commitment. Besides, in accordance with the literature it seems to be some of the other leadership styles (e.g. transformational leadership) have more predictive effects on organizational commitment (Buluç, 2009; Terzi Kurt, 2005). Last of all it can be said that as principals' instructional leadership behaviors increase, teachers' organizational commitment perception may rise.

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