The Relationship between Principals’ Influence Tactics and Teachers’ Organizational Citizenship Behaviors and School Mindfulness in Primary Schools

Abstract

The purpose of this study was to examine the relationship between school principals’ influence tactics, teachers’ organizational citizenship behaviors and school mindfulness through teachers’ perception. In the study, relational survey method was employed. The study population consists of teachers employed in primary schools in Ankara’s Altındağ, Çankaya, Etimesgut, Gölbaşı, Keçiören, Mamak, Sincan and Yenimahalle sub-districts of Ankara during the 2012-2013 academic year. The sample that represents this group was determined by means of stratified sampling. The sample of the study includes 785 teachers. The Influence Behavior Questionnaire-Target, the Organizational Citizenship Behavior Scale and the School Mindfulness Scale were employed to collect data. SPSS 13.00 and Lisrel 8.80 software were used to analyse the collected data. Pearson Moments Product Correlation Coefficient, multiple linear and hierarchical regression analysis were applied. As a result of the study research it is observed that there is a meaningful relationship between school principals’ influence tactics, teachers’ organizational citizenship behaviors and school mindfulness. In the study, it has been determined that school mindfulness does not exhibit a mediation effect between influence tactics and organizational citizenship behaviors.