One of the distinct leadership styles in influencing the attitudes and behaviors of employees in organizations is inclusive leadership, which means hints at that there may be a relationship between inclusive leadership and organizational behavior. This study, which was designed with a correlational study model, aims to determine the moderating role of gender and age in the relationship between school principals' inclusive leadership behaviors and teachers' organizational cynicism levels. The study data were collected from the study population consisting of 4583 teachers. The sample consisted of 377 teachers, which were reached through the simple random sampling method. In addition, the inclusive leadership and organizational cynicism scales were used while collecting data. The results were obtained using descriptive statistics (mean and standard deviation), Pearson's product-moment correlation, and the modulation-effect analysis. Based on this study, school principals' inclusive leadership behavior levels were high, while teachers' organizational cynicism levels were low. Again, there is a moderately negative and significant relationship between school principals' inclusive leadership behaviors and teachers' organizational cynicism. Also, this study revealed that gender and age have a moderating effect on the relationship between school principals' inclusive leadership behaviors and teachers' organizational cynicism. The influence of school principals' inclusive leadership behaviors on teachers' organizational cynicism levels was high in on female teachers and less in younger teachers.

<p style="text-align: justify;">The study aims to determine the relationship between school administrators’ paternalistic leadership behaviours and teachers’ work alienation levels. The research sample group involves 205 teachers working in the Anatolian high schools in the central district of Siirt. Research data was collected through the “Paternalistic Leadership Behaviours Scale of School Principals” and the “Work Alienation Scale”. According to the descriptive and Pearson correlation analysis results of the research, it was determined that the paternalistic leadership behaviours of the school administrators are at a “strongly agree” level while the work alienation of the teachers is at a “somewhat agree” level, and a negative moderate significant relationship was found between the paternalistic leadership behaviours and the teachers’ work alienation levels. The path analysis revealed that benevolent leadership predicts the powerlessness and meaninglessness dimension negatively significantly; authoritarian leadership predicts the powerlessness dimension positively significantly, and moral leadership predicts meaninglessness and self-estrangement negatively significantly. Moreover, it was also established that, in general, paternalistic leadership behaviours predict the teachers’ work alienation negatively significantly as a whole. As a result of the research, school administrators were suggested to display helpful and ethical behaviours by watching over the teachers in various matters.</p>

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Betimsel tarama modelindeki bu araştırma “Örgütsel Yapı-Üniversite” versiyonu ölçeğinin okullara uyarlanmasını ve okulların örgütsel yapısının bazı değişkenlere göre incelenmesini amaçlamaktadır. Araştırmanın evreni 2020-2021 eğitim-öğretim yılında Siirt il merkezinde resmi ortaöğretim kurumlarında görev yapan 584 öğretmen ve 95 yöneticiden; örneklemi ise seçkisiz örnekleme yöntemlerinden basit tesadüfi örnekleme yöntemiyle seçilen 294 öğretmen ve yöneticiden oluşmaktadır. Araştırmada veri toplama aracı olarak “Örgütsel Yapı Ölçeği Üniversite Versiyonu” ölçeğinin araştırmacılar tarafından okullara uyarlanmış hâli kullanılmıştır. Örgütsel yapı ölçeğinin okullarda da aynı yapıya sahip olup olmadığını belirlemek amacıyla yapılan doğrulayıcı faktör analizi sonucunda elde edilen uyum iyilik değerlerinin istatistiksel açıdan uygun olduğu saptanmıştır. Araştırma sonuçlarına göre okul yöneticileri ve öğretmenlerin okulların örgütsel yapısına ilişkin algılarının karmaşıklık, formalleşme ve merkezileşme alt boyutlarında “katılıyorum” ; tabakalaşma alt boyutunda ise “katılmıyorum” düzeyinde olduğu ve okulların örgütsel yapısının mekanik örgüt yapısına daha yakın olduğu belirlenmiştir. Ayrıca katılımcıların okulların örgütsel yapısına ilişkin algılarının cinsiyete göre tabakalaşma boyutunda; okul türüne göre karmaşıklık boyutunda; öğretmen sayısına göre merkezileşme ve tabakalaşma boyutlarında anlamlı bir farklılık gösterdiği tespit edilmiştir.