An investigation of the relationship between school culture and leadership behavior on organizational commitment moderated by social identity for public school administrators in the mid-atlantic region
| dc.contributor.author | Chioma, Dr. Erinn | |
| dc.date.accessioned | 2018-10-09T04:21:43Z | |
| dc.date.available | 2018-10-09T04:21:43Z | |
| dc.date.updated | 2018-09-20T12:44:55Z | |
| dc.description.abstract | George Washington Carver says all learning is understanding relationships; the importance of relationships is undervalued in the field of education. Teachers and leaders have relationships that are inter-locking. The U.S. could build amazing schools if school leaders could tap into the power of those relationships. Social Identity helps to negotiate relationships. The relationships that ensue from our identities are crucial to human connections; those interactions inspire and motivate relationships. Given the increasing problems with teacher turnover and retention rates, it is important for educators to acknowledge social identifications and to develop practices which thoughtfully react to the inter-relational aspects of those identifications. Given the current issues within our educational structures discourses on human connections and relationships are important. The concepts of Social Identity Theory, Social Identity Theory of Leadership, Organizational Culture Theory, and Organizational Commitment Theory provided the research’s framework. The strength of school culture, level of transformational school leadership, and level of organizational commitment were the units of analysis. The research used the Culture Self-Esteem Survey, Multi-Factorial Leadership Questionnaire, Organizational Commitment Questionnaire and School Culture Triage Survey to answer three research questions that guided the research: 1) To what extent is there a relationship between leadership behaviors, school culture and organizational commitment 2) To what extent does social identity mediate the effects of leadership behaviors, school culture, and organizational commitment and 3) Does stronger social identity enhance organizational commitment between school leaders’ behaviors and school culture? The self-administered questionnaire containing the survey’s instruments and a demographic survey was administered to 159 teachers. The quantified data of both descriptive and inferential analysis indicated that a statistical relationship exists between leadership behaviors, school culture, social identity, and organizational commitment. This research advances the role of Social Identity Theory of Leadership within educational research frameworks. The study supports collective influences as encouraging relationships, discourses, and engagement. The findings suggest that we cannot exclude the importance of context in tailoring goals that transform schools to high-achieving institutions. The findings encourage institutional and political sensitivity in response to current transformations of social life as it pertains to our personal and collective social identities. | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12090/314 | |
| dc.language.rfc3066 | en | |
| dc.title | An investigation of the relationship between school culture and leadership behavior on organizational commitment moderated by social identity for public school administrators in the mid-atlantic region |
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