The Relationship Between School Administrators' Paternalistic Leadership Behaviours and Teachers' Work Alienation Levels (original) (raw)
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The aim of this study is to investigate the relationship between school principals' paternalist leadership behaviors perceived by teachers and teacher performances. In this context, 431 teachers (313 women), (118 men) working in different institutional types were included in the study using the predictive research design. Data were collected through the Paternalist Leadership Behaviors Scale (Dağlı and Ağalday 2017) and Teacher Performance Evaluation Scale (Ozgenel, 2019). Data were having been analyzed by t-test, ANOVA, correlation, and regression. As a result of the research, the moral, authoritarian and exploitative paternalistic leadership behaviors perceived by the teachers do not differ significantly according to the gender of the teachers, whereas male teachers have higher perceptions of benevolent paternalistic leadership. According to the seniority variable, benevolent, moral, authoritarian, exploitative fatherly leadership behaviors and paternalistic leadership total scores do not differ significantly. According to the schools where teachers work, the benevolent and moral paternalistic leadership behaviors and paternalistic leadership total scores do not differ significantly; However, teachers working in secondary schools see school principals more authoritative than teachers working in primary schools. Also, teachers working in high schools consider school principals more exploitative than teachers working in secondary school. As a result of the analysis of performance, female teachers 'performances are higher than male teachers, whereas teachers' performances do not differ significantly according to their seniority and school levels. Paternalist leadership is a type of leadership with high potential and the existence of paternalist leadership behaviors in educational organizations can be explained better by researching new concepts and adding new variables.
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This research aims to develop a reliable and valid assessment tool which measures the headmaster's paternalistic leadership behaviours. The research study group consists of 390 teachers who are working at public secondary schools in Mardin/Turkey during 2015-2016 academic year. After the exploratory factor analysis which is employed for determining the scale's construct validity, a construct formed of 22 items and four factors (benevolent leadership, moral leadership, authoritarian leadership, exploitative leadership) is obtained. It is confirmed that each factor's variance ratio is respectively 38,568%, 4,800%, 6,730% and 9,842%. Each of the four factors clarifies the variance total and it is determined as 59,939%. As a result of the confirmatory factor analysis, the scale is confirmed to have sufficient compliance index values. On the other hand, The Cronbach's Alpha reliability coefficient was .926 for the first factor; .872 for the second factor; .610 for the third factor; .619 for the fourth factor and .898 for the whole scale. The obtained findings are found to be within the acceptable limits. The results of all validity and reliability analyses show that the scale can be used as a valid and reliable measurement tool in the studies where the teachers are in the study group.
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Bu arastirmanin amaci, ilkokullarda gorevli ogretmenlerin kendi okul mudurlerinin paternalist liderlik davranislarina iliskin algilarini ve bu algilarin ogrenim durumu, mesleki kidem, cinsiyet, medeni durum, sendika uyeligi ve mesleki kidem degiskenlerine gore anlamli fark olusturup olusturmadigini belirlemektir. Betimsel tarama modelinde yapilmis arastirmanin orneklemi, 2016-2017 egitim-ogretim yilinda Mardin merkez Artuklu ilcesi ve bagli 8 ilce merkezindeki kamu ilkokullarindan basit seckisiz yontemle secilen 1059 ogretmenden olusmaktadir. Arastirmanin verileri, “Okul Mudurlerinin Paternalist Liderlik Davranislari Olcegi” kullanilarak elde edilmistir. Verilerin analizi sonucunda ulasilan bazi onemli bulgular sunlardir: Ogretmenlerin ilkokul mudurlerinin paternalist liderlik davranislari ile ilgili algilari “cok katiliyorum” duzeyinde saptanmistir. Ogretmenlerin ilkokul mudurlerinin paternalist liderlik davranislari ile ilgili algilari arasinda; “ogrenim durumu” ve “medeni durum”...
Educational Policy Analysis and Strategic Research, 2020
The aim of this study is to investigate the relationship between school principals' paternalist leadership behaviors perceived by teachers and teacher performances. In this context, 431 teachers (313 women), (118 men) working in different institutional types were included in the study using the predictive research design. Data were collected through the Paternalist Leadership Behaviors Scale (Dağlı and Ağalday 2017) and Teacher Performance Evaluation Scale (Ozgenel, 2019). Data were having been analyzed by t-test, ANOVA, correlation, and regression. As a result of the research, the moral, authoritarian and exploitative paternalistic leadership behaviors perceived by the teachers do not differ significantly according to the gender of the teachers, whereas male teachers have higher perceptions of benevolent paternalistic leadership. According to the seniority variable, benevolent, moral, authoritarian, exploitative fatherly leadership behaviors and paternalistic leadership total scores do not differ significantly. According to the schools where teachers work, the benevolent and moral paternalistic leadership behaviors and paternalistic leadership total scores do not differ significantly; However, teachers working in secondary schools see school principals more authoritative than teachers working in primary schools. Also, teachers working in high schools consider school principals more exploitative than teachers working in secondary school. As a result of the analysis of performance, female teachers 'performances are higher than male teachers, whereas teachers' performances do not differ significantly according to their seniority and school levels. Paternalist leadership is a type of leadership with high potential and the existence of paternalist leadership behaviors in educational organizations can be explained better by researching new concepts and adding new variables.
Reasons for teachers' alienation
Journal of Education, Theory and Practical Research (JETPR), 2023
The aim of this study is to investigate the causes of alienation according to the opinions of teachers working at different school types and levels. Phenomenology, one of the qualitative research designs, was used in the study. The study group, on the other hand, consists of 7 teachers selected from different school types and grades in Aydın with the snowball sampling method, which is one of the purposeful sampling methods. A semi-structured "Reasons for teachers' alienation interview form" developed by the researchers was used to obtain the data. The analysis of the data was carried out using content analysis. As a result of the research, the reasons for teachers' alienation were gathered in three categories: factors related to work, institution and communication. According to the findings of the study, teachers; (i) reasons for alienation from work, administrative problem, loss of prestige of the profession, financial problems, program and equipment-material, working conditions, parental indifference and environmental pressures; (ii) the reasons for alienation from the institution, not being able to participate in the decision, negative attitude of the management, terms of appointment of administrators, physical conditions of the school; (iii) sees the reasons for alienation from communication as political and ideological thoughts, personal attitudes and behaviors, not sharing information and grouping. According to the findings, it can be said that in order to minimize alienation in teachers, school administrators should perform their administrative actions more carefully and diligently, be solution-oriented, act impartially, and provide support.
Turkish Online Journal of Qualitative Inquiry, 2021
In this research, it was aimed to determine the undesired behaviors of school principals and to identify the effects of these behaviors on teachers. This research study was designed in qualitative research design. Study group was consisted of the teachers working in primary, secondary, and high schools in Düzce city center, in the academic year of 2019-2020. The data was gathered through semi-structured interviews, and the interviews were conducted via video calls due to the pandemic effective in Turkey and worldwide. It has been analyzed with descriptive analysis method that the data collected from fourteen teachers with the maximum variation sampling method. The teachers were asked questions about the undesired behaviors of school principals, the effects of these behaviors, and their opinions about how to prevent these behaviors. According to the results of the research, some topics becomes prominent such concepts as administrative skills, unqualified administratorship, psychological violence at workplace, disequilibrium and inequality. The most emphasized negative personal characteristics are discriminatory behaviours, ride roughshod over and behave egoistically. Teachers verbalized that the school principals are lack of deficiency in administrative skills and due to their negative personal characteristics; teachers have difficulty such as loss of motivation, downheartedness, explode with anger. Regarding the organizational effects of unwanted behaviors of school principals, loyalty to the institution, loss of trust, lack of belonging, not being able to focus on jobs, being productive and cynicism have come to the fore.