Influences of organizational communication tactics on trust with procedural justice effects: A cross-cultural study between Japanese and American workers

Yamaguchi, Ikushi

doi:10.1016/j.ijintrel.2009.01.002

Cited by 19 publications

(13 citation statements)

References 31 publications

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“…The results of the studies of Yamaguchi (2009), Yamaguchi (2005 and Dulebohn and Ferris (1999) support the results of the study. Dulebohn ve Ferris (1999), in their study in which they analyzed the relationship between administrators and employees, organizational influence tactics and procedural justice, have concluded that there is a negative significant relationship between organizational influence tactics and procedural justice ((-0,35).…”

Section: Figure 2 the Standardized Regression Values Of The Regressiosupporting

confidence: 81%

“…In the USA sample, it has been concluded that the standardized regression values show that rational tactics have an effect of 0,77 on procedural justice, -0,02 on mild organizational influence tactics and -0,27 on severe organizational influence tactics. In the Japan sample, it has been concluded that the standardized regression values show that rational tactics have an effect of 0,66 on procedural justice, 0,02 on mild organizational influence tactics and 0,07 on severe organizational influence tactics (Yamaguchi 2009). Yamaguchi (2005) in his study on Japanese employees has concluded that in the model formed on organizational influence tactics, perceived procedural justice and variability of career stability, procedural justice explains 27% of interpersonal organizational influence tactics.…”

Section: Figure 2 the Standardized Regression Values Of The Regressiomentioning

confidence: 99%

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Relation between School Managers and Teachers Downward and Upward Influence Tactis and Organizational Justice

Çetin¹,

Çınkır²

2018

IJELM

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Section: Figure 2 the Standardized Regression Values Of The Regressiosupporting

confidence: 81%

Section: Figure 2 the Standardized Regression Values Of The Regressiomentioning

confidence: 99%

Relation between School Managers and Teachers Downward and Upward Influence Tactis and Organizational Justice

Çetin¹,

Çınkır²

2018

IJELM

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“…Influencing is the heart of the management process (Friedrich, 2010, p.1). Managers use the influencing process to control employees (Onyekwere, 1989, p.18), to utilize scarce resources (Cocivera, 2002, p.1), for organizational change (Boonstra and Bennebroek-Gravenhorst, 1989) to break employees' resistance against change (Dulaimi, Nepal and Park, 2005) and to enhance performance of employees from different backgrounds (Yamaguchi, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…In order to be an manager successful in influencing, managers need to have their requests fulfilled, their suggestions supported and their decisions implemented. To this end, they need to influence employees (Yamaguchi, 2009;Yukl, 2010Yukl, , 1998Bennebroek and Boonstra,1998). Essentially, influencing is a valid action at all levels of ______________________ organizational communication.…”

Section: Introductionmentioning

confidence: 99%

School Administrators’ and Teachers’ Opinions about Influencing Each Other

Çetin¹

2016

EUROPEAN J ED RES

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The main objective of this study is to shed light on the administrators' and teachers' perceptions of teacher autonomy in Azerbaijani and Turkish educational system. In the study, the meaning of teacher autonomy, areas where teachers are able to act in an autonomous manner and the obstacles related to teacher autonomy were comparatively studied. Qualitative research model was used in this study. Data was collected by means of the interviews conducted between 2014-2015 academic years in Baku, Azerbaijan and Sinop, Turkey. The sampling of the research was selected by means of easy access case sampling method. A total of 40 participants including 15 class teachers and 5 administrators from the state schools in Baku Azerbaijan and 15 class teachers and 5 administrators from Sinop, Turkey state schools provided support for the research. According to the findings analysed by the descriptive and content analysis, teachers and administrators in Azerbaijan and Turkey have defined the concept of teacher autonomy in terms of the teachers' duties and responsibilities during the in-class educational activities and the factors related to in-class educational activities are in low levels. TÜRKİYE VE AZERBAYCAN EĞİTİM SİSTEMLERİNDE ÖĞRETMEN ÖZERKLİĞİNE İLİŞKİN OKUL YÖNETİCİLERİ VE ÖĞRETMEN GÖRÜŞLERİ ÖZET Bu araştırmanın temel amacı, Azerbaycan ve Türkiye eğitim sistemlerinde okul yöneticileri ve öğretmenlerin öğretmen özerkliği kavramına ilişkin görüşlerini belirlemektir. Araştırmada, Türkiye ve Azerbaycan eğitim sistemlerinde öğretmen özerkliğinin (otonomisinin) anlamı, öğretmenlerin özerk davranabileceği alanlar ve öğretmenlerin özerk, bağımsız davranmalarının ve meslekleri ile ilgili kararlar almalarının önündeki engeller karşılaştırmalı olarak incelenmiştir. Bu çalışma nitel araştırma yöntemi ile gerçekleştirilmiştir. Araştırmanın verileri 2014-2015 döneminde Türkiye'de Sinop'ta, Azerbaycan'da Bakü'de kamu okullarında yüz yüze görüşme tekniği ile toplanmıştır. Araştırmanın örneklemi, kolay ulaşılabilir durum örneklemesi yöntemiyle seçilmiştir. Araştırmaya Bakü merkezindeki devlet okullarından 15 sınıf öğretmeni ve 5 yönetici; Sinop merkezindeki devlet okullarından 15 sınıf öğretmeni ve 5 yönetici olmak üzere toplam 40 öğretmen ve yönetici katılmıştır. Araştırmanın verileri betimsel ve içerik analizi ile analiz edilmiştir. Araştırmanın bulgularına göre, Azerbaycan ve Türkiye'de öğretmen ve yöneticiler öğretmen özerkliği kavramını genellikle öğretmenin sınıf içindeki öğretim etkinlikleri ile ilgili görev ve sorumluluklarına göre tanımlamış, okul içi diğer faktörlerde kararlara katılma düşük düzeyde kalmıştır. Anahtar Kelimeler: Öğretmen otonomisi, okul yöneticisi, müfredat, karar, Türkiye, Azerbaycan *V. Uluslararası Eğitim Araştırmaları Kongresinde (6-9 Haziran 2013, Çanakkale) sunulan Öğretmen ve Öğretmen Adaylarının Görüşlerine Göre Türkiye ve Azerbaycan Eğitim Sistemlerinde Öğretmen Özerkliği çalışmasının genişletilmesi ile oluşturulmuştur.  Sinop Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü,

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“…Compared with other sports the role of a captain is elevated in cricket. A cricket captain's direct involvement in the proceedings of a game can be viewed as team-leadership in the corporate world, leadership in politics, social capital [33] or organizational communication tactics [34]. The captain chooses the batting order, sets up fielding positions and shoulders the responsibility of on-field decisionmaking and is also responsible at all times for ensuring that play is conducted within the Spirit of the Game as well as within the Laws.…”

mentioning

confidence: 99%

Leadership network and team performance in interactive contests

Mukherjee

2016

Social Networks

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Influences of organizational communication tactics on trust with procedural justice effects: A cross-cultural study between Japanese and American workers

Cited by 19 publications

References 31 publications

Relation between School Managers and Teachers Downward and Upward Influence Tactis and Organizational Justice

Relation between School Managers and Teachers Downward and Upward Influence Tactis and Organizational Justice

School Administrators’ and Teachers’ Opinions about Influencing Each Other

Leadership network and team performance in interactive contests

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