The Impact of School Administrators' Influence Tactics on Teachers' Organizational

Cemaliye Mahmutoglu ^1* Cevat CELEP ¹ Ayça Kaya ²

• ¹ Girne American University, Kyrenia, Cyprus
• ² Haliç University, Istanbul, Türkiye

This study examines the impact of educational leadership, school administrators' influence tactics, and teachers' learning agility on organizational commitment (OC) among primary and secondary school teachers in Northern Cyprus. The research offers significant contributions beyond the Turkish Republic of Northern Cyprus (TRNC), as educational leadership, school administrators' strategic influence, and learning agility play a crucial role in shaping teachers' organizational commitment. From an educational management perspective, the study highlights how school leadership practices influence teachers' OC levels and provides insights that can inform best practices in different educational systems. Educational institutions aiming to enhance teachers' OC can adapt these findings to develop effective strategies, potentially improving job satisfaction and overall educational quality. Additionally, the study contributes to global educational leadership discussions by offering a comparative perspective on leadership approaches across diverse cultural contexts. The findings from the TRNC case study provide valuable insights into how cultural differences shape leadership strategies and their impact on teaching. As the first study to examine this relationship, it employs multiple regression analysis to investigate the mediating role of learning agility in the effect of influence tactics on OC. The study sample consists of 325 teachers working in primary and secondary schools, with data collected using three validated scales: Teachers' Influence Tactics, Organizational Commitment (OC), and Learning Agility. The results indicate that school administrators' influence tactics and teachers' learning agility significantly impact teachers' OC. Additionally, school administrators' direct influence tactics positively affect teachers' learning agility. Bootstrap technique was used to analyze both direct and indirect effects, revealing that while influence tactics and learning agility positively contribute to OC, the mediating role of learning agility is limited rather than decisive. These findings underscore the strategic importance of leadership behaviors in enhancing teachers' OC and suggest that learning agility serves as a partial but non-decisive mediator. This study provides an empirical basis for future research examining the interplay between leadership tactics, teacher adaptability, and OC across diverse educational contexts, particularly in post-crisis settings like the pandemic.