Okul Yöneticilerinin Sosyal Sermaye Liderliği ile Öğretmenlerin Örgütsel Özdeşleşmeleri Arasındaki İlişki

This study examines the relationship between school principals' social capital leadership and teachers' organizational identification. The research is designed using correlation model. The population of the study consists of teachers working in public primary, secondary, and high schools in Burdur's central districts, Bucak, Gölhisar, Çavdır, and Karamanlı during the 2023-2024 academic year. The sample of the study comprises 602 teachers selected through convenience sampling from these schools. Data for the study were collected using the "School Principals' Social Capital Leadership Behavior Scale" and the "Organizational Identification Scale." According to the findings, school administrators exhibit a moderate level of social capital leadership behaviors. Teachers' perceptions of the school administrators' level of social capital leadership do not vary according to the school level, gender, seniority, educational background, or the length of service in the same school. The study also found that teachers' organizational identification levels were moderate. While teachers' organizational identification does not differ according to school level, gender, or educational background, it does vary with seniority and the length of service in the same school. A significant, positive, and moderate relationship was found between school administrators' social capital leadership and teachers' organizational identification. Furthermore, the study determined that school administrators' social capital leadership behaviors predict teachers' organizational identification Keywords: Social capital leadership, teacher alignment, organizational identification