The Relationship Between Private School Administrators' Leadership Styles, Teachers' Informal Communication Levels and Teacher Job Performance


The aim of this study is to determine the relationship between the leadership styles of private school administrators, teachers' informal communication levels and teacher Job performance. The population of the study consists of 951 teachers working in private schools (primary and secondary schools) in Nicosia, Kyrenia and Famagusta district of the TRNC. The sample of the study consists of 426 people who continue their teaching profession in the 2023-2024 academic year, which is determined by random sampling method. The data collection tool consists of four parts. In the first part, there are questions containing the general knowledge of the teachers. In the second part, the 24-item "Informal Communication Scale" developed by Uğurlu (2014) was used. In the third part, the School Principals Leadership Styles Scale (OMLSS) developed by Akan et al. (2014) was used. The "Teacher Job Performance Scale" used in the fourth section is a measurement tool developed by Limon and Sezgin-Nartgün in 2020. In the study, the data were analyzed with the 28.00 SPSS program.


According to the results of the research, it is clearly seen that the leadership styles adopted by school administrators and the level of communication between teachers affect the Job performance of teachers. It has been determined that transformational leadership style has a positive and significant effect on Job performance. On the other hand, it was observed that liberating and sustaining leadership styles exhibited a negative and significant relationship with Job performance. In addition, it has been determined that communication style also plays an important role. The positive relationships between the contextual performance dimension and the friendship and entertainment dimensions show that teachers exhibit a communication style that positively affects Job performance. Overall, leadership styles and communication style were found to be determining factors on teachers' Job performance. According to the results of the regression analysis, which evaluates the effect of school administrators' leadership styles on teachers' informal communication levels and Job performance, there are significant relationships between the relevant factors. A positive and significant relationship was determined between the teacher Job performance scale and the informal communication scale. This situation shows that a strong and effective level of informal communication plays a role in increasing the Job performance and productivity of teachers.