The concept of "authenticity" derived direct from the word "authentic" has various meanings such as “original, genuine, real, true, first hand, not copied, accurate, frank or representing the first author or source” (Ulukan and Ersen, 2014;17). Having been used in the fields of sociology and education in the 1990s, this concept has been questioned by Chan, Hannah and Gardner (2005) in terms of individual virtues and ethical behavior in relation to the field of philosophy. Besides, in the field of the psychology, based upon the individuals’ particular inner thoughts, beliefs and feelings, authenticity is clarified depending on their individual characteristics and identities as well as their way of reflecting thinking and behavior patterns (Tabak, Polat, Coşar and Türköz, 2012; Novicevic, Harvey,Ronald, and Radford, 2006). Authentic leadership is defined as a transparent model of ethical leadership which emerges with the combination of ethics and positive organizational behavioral science and which supports information sharing and preciseness (Avolio and Gardner, 2005). This leadership has emerged as a central component of positive leadership within the context of positive psychology in the early eighties; in addition, it represents the effective interaction process of the leader and the follower (Clapp-Smith, Vogelgesang and Avey, 2009). Goff and Jones (2006) state that ‘‘authenticity is a quality that others must attribute to the individuals; in addition, it is a relational phenomenon rather than an individual trait An individual can be perceived as behaving authentically or not instead of being authentic or not (Endrissat, Müller and Kaudel to-Baum, 2007).

Authentic leadership which was theoretically voiced for the first time by Gallup Leadership Institution in the University of Nebraska Leadership Summit in 2003 has attracted the attention of other researchers thanks to the studies conducted by Luthans and Avolio (2003) regarding authentic leadership. The reasons why selectivity has become an issue related to facing authenticity perception are presented above: the extensive interest has resounded in the periods when social crisis and prolonged instability occured, an increase in the sense of uncertainty, an increase in the need for more humanitarian and constructive leaders (Luthans and Avaolio, 2003), scandals emerged on a large scale, corporate financial crises, leaders’ manipulation of accounts, the events leading to large social impacts which occur in private organizations and government agencies (Walumbwa, Avolıo, Gardner, Wernsıng and Peterson, 2008).

Organizational Citizenship Behavior

Katz and Kahn (1966), Bateman and Organ (1983) and Brief and Motowidlo (1986) doing a research on positive employee behaviors define organizational citizenship behavior as the positive social behaviors which go beyond the specific job requirements and which is redefined as “extra-role behaviors”. Beyond the formal job descriptions occurring with the effect of gratitude they feel towards their employers, organizational citizenship behavior refers to the extra-role behaviors contributing greatly to the desired and required in terms of organization and exceeding role tasks as well as employer expectations (Katz and Kahn, 1966; Organ, 1997; Schnake, and Dumler, 2003; Feather and Rauter, 2004).

AIM

The aim of the current study is to reveal the relationship between the level of school administrators' authentic leadership behaviors and their organizational citizenship behaviors in terms of teachers’ perceptions working in kindergartens.

Thus, research questions are as follows:

1. What is the level and direction of the relationship between school administrators’ authentic leadership and organizational citizenship behaviors exhibited by employees depending upon the views of the employees?

2. Is school administrators’ authentic leadership skills a significant predictor of organizational citizenship behaviors exhibited by employees depending upon the views of employees?

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