Okul Müdürleri̇ni̇n Paternali̇st Li̇derli̇k Davranişlarinin İncelenmesi̇

Dağlı, Abidin; Ağalday, Bünyamin

doi:10.17755/esosder.341663

Cited by 19 publications

(16 citation statements)

References 19 publications

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“…According to this finding, it can be said that teachers generally evaluate their principals with fatherly leadership qualities. This result reveals the idea that principals have a helpful profile towards teachers, they tend to deal with almost every problem and care about loyalty, as stated in similar studies (Dağli & Ağalday, 2018;Köksal, 2011). Another finding in this study is that the effect of gender on paternalist leadership assessments is not significant.…”

Section: Change Of Teachers' Paternalist Leadership Perceptions By Gender Age and Year Of Studysupporting

confidence: 76%

“…This finding is consistent with the findings of some research conducted for teachers (Cerit et al, 2011;Koç & Alpullu, 2019). However, in other studies, it is stated that the gender variable significantly affects the perception of paternalist leadership and that men have a higher perception (Dağli & Ağalday, 2018). In the study, it was determined that the variables of age and working year did not significantly differentiate teachers' paternalist leadership perceptions.…”

Section: Change Of Teachers' Paternalist Leadership Perceptions By Gender Age and Year Of Studymentioning

confidence: 79%

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The effect of paternalist leadership style of principals on the professional burnout of special education teachers

Küçükgöz

2021

revtee

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This study was applied to determine whether the paternalist leadership of school principals affected the burnout levels of special education teachers. The research was carried out with mixed method. 192 teachers participated in the quantitative dimension and 25 teachers and 25 principals participated in the qualitative dimension. Paternalist Leadership Scale, Maslach Burnout Scale and Semi-Structured Question Set were used. In the research, it was determined that teachers' perception of paternalist leadership is high and their burnout levels are low. It was determined that variables of gender, age and working year did not make a significant difference on teachers' paternalist leadership perception. However, these variables cause a significant difference on teachers' professional burnout. It was determined that there was a moderately negative relationship between teachers' paternalist leadership perceptions and their burnout. As the paternalist leadership levels of the principals’ increase, the burnout of the teachers decreases. It was revealed in qualitative findings that teachers define their principals just like a paternalist leader using father and boss metaphors, and the benevolent attitudes of the principals reduce teachers' burnout. A supportive result in qualitative findings is this; it was determined that the paternalist leadership style of principals prevented insensitivity from burnout dimensions in teachers.

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Section: Change Of Teachers' Paternalist Leadership Perceptions By Gender Age and Year Of Studysupporting

confidence: 76%

Section: Change Of Teachers' Paternalist Leadership Perceptions By Gender Age and Year Of Studymentioning

confidence: 79%

The effect of paternalist leadership style of principals on the professional burnout of special education teachers

Küçükgöz

2021

revtee

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“…On the other hand, teachers' perception of the paternalist leadership style of school principals who act as family members, authoritarian, and have good relationships is low when compared to other leadership styles. While Özgenel and Dursun (2020) determined school administrators' paternalist leadership behaviors at a "moderate" level, according to perceptions of teachers, Dağlı and Ağalday (2018) and Aktaş (2019) concluded that the perception of paternalist leader behaviors among school principals was higher.Some studies (Çetinkaya, 2011;Gündüz & Doğan, 2009;Kazancı, 2010;Özcan 2013) revealed that school principals display the transformational leadership style at the highest level according to teachers' perceptions. Smith (2008), Günay Süle (2019), and Ankaralıoğlu (2020) found in their studies that spiritual leaders make decisions by considering their strong moral convictions and what is best for the organization.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Etik, Dönüşümcü, Paternalist, Spiritüel ve Öğretimsel Liderlik Stillerinin Karşılaştırılması

Özgenel

YILDIZ

Mert

et al. 2021

Fırat Üniversitesi Sosyal Bilimler Dergisi

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In this study, it is aimed to compare the ethical, transformational, paternalistic, spiritual, and instructional leadership styles of school principals. For this purpose, the research has been carried out according to the survey model. 586 teachers from Istanbul province participated in the study. A high level of a positive correlation has been found between the leadership styles of school administrators perceived by the teachers. Teachers most perceived ethical leadership style and least perceived paternalist leadership style of school administrators. While teachers' perceptions of instructional, transformational, ethical, and spiritual leadership styles differ significantly according to their gender; It does not differ significantly according to their educational status. It has been determined that the instructional, transformational, ethical, paternalist, and spiritual leadership styles of school administrators differ significantly according to the type, grade, and age variables. The instructional, transformational, paternalist and spiritual leadership styles of school principals do not differ significantly according to the seniority variable; however, it has been determined that the ethical leadership style of school administrators differed significantly according to the seniority variable. It has been determined that instructional, transformational, ethical, paternalist, and spiritual leadership styles of school administrators differ significantly; according to the type of schools, grade, and age variables. Anahtar KelimelerLiderlik, Etik liderlik, dönüşümcü liderlik, paternaslit liderlik, ruhsal liderlik, öğretimsel liderlik ÖZ Bu araştırmada okul müdürlerinin etik, dönüşümcü, babacan/paternalist, ruhsal/spiritüel ve öğretimsel liderlik stillerinin karşılaştırılması amaçlanmıştır. Bu amaç doğrultusunda araştırma betimsel tarama desenine göre gerçekleştirilmiştir. Araştırmaya İstanbul ilinden 586 öğretmen katılmıştır. Okul müdürlerinin öğretmenler tarafından algılanan liderlik stilleri arasında pozitif yönde yüksek düzeyde anlamlı ilişki tespit edilirken; öğretmenler okul müdürlerinin en fazla etik liderlik stilini en az ise paternalist liderlik stilini sergilediğini düşünmektedir. Öğretmenlerin öğretimsel, dönüşümcü, etik ve ruhsal liderlik stilleri algıları cinsiyetlerine göre anlam farklılık gösterirken; eğitim durumlarına göre anlamlı farklılık göstermemektedir. Öğretmenlerin görev yaptıkları okul/kurum türüne/kademesine ve yaşlarına göre okul müdürlerinin öğretimsel, dönüşümcü, etik, paternalist ve ruhsal liderlik stilleri anlamlı farklılık gösterdiği tespit edilmiştir. Okul müdürlerinin öğretimsel, dönüşümcü, paternalist ve ruhsal liderlik stilleri öğretmenlerin kıdemlerine göre anlamlı farklılık göstermediği; ancak okul müdürlerinin etik liderlik stili öğretmenlerin kıdemlerine göre anlamlı farklılık gösterdiği belirlenmiştir.

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“…In parallel with the studies above, there are some studies which suggest that a paternalistic leadership style is one of the appropriate leadership styles for the cultural norms of Turkish society and that it has positive effects with regard to citizenship, intimidation and cynicism 558 in schools. These studies found that school principals displayed paternalistic leadership qualities frequently (Dağlı and Ağalday, 2018;Cerit, 2012;Cerit, 2013;Cerit et al, 2011;Mete and Serin, 2015;Aydıntan, 2016). Although there are intercultural comparative studies on educational leadership, there is a need for an in-depth analysis of school principals' leadership implementation in different countries in the context of different cultures (Harris, 2016;Ghamrawi, 2011).…”

Section: Introductionmentioning

confidence: 99%

Paternalistic School Principal Behaviours and Teachers’ Participation in Decision Making: The Intermediary Role of Teachers’ Trust in Principals

Cansoy¹,

Polatcan²,

Parlar³

2020

REAL

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Article InfoIn this study, the effect of school principals' administrative mentality on teachers' participation in the decision-making process was analysed via the intermediary role of teachers' trust in principals. In this study, which utilised structural equation modelling (SEM) to analyse conceptual relationships, the sample consisted of 646 teachers who worked in various school types in the Çekmeköy district of Istanbul. In the findings, a positive correlation was found between benevolent and moral leadership (dimensions of paternalistic leadership behaviour), and trust in principals and teachers' participation in decision making. On the other hand, a negative and significant relationship was found between the authoritarian leadership dimension and trust in principals and teachers' participation. The results of the SEM analysis, in which the

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Okul Müdürleri̇ni̇n Paternali̇st Li̇derli̇k Davranişlarinin İncelenmesi̇

Cited by 19 publications

References 19 publications

The effect of paternalist leadership style of principals on the professional burnout of special education teachers

The effect of paternalist leadership style of principals on the professional burnout of special education teachers

Etik, Dönüşümcü, Paternalist, Spiritüel ve Öğretimsel Liderlik Stillerinin Karşılaştırılması

Paternalistic School Principal Behaviours and Teachers’ Participation in Decision Making: The Intermediary Role of Teachers’ Trust in Principals

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