The Mediating Role of Initiative Climate on the Relationship between Distributed Leadership and Organizational Resilience in Schools

Li̇mon, İbrahim; Dilekçi, Ümit; Demirer, Sibel

doi:10.33200/ijcer.829411

Cited by 5 publications

(9 citation statements)

References 98 publications

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“…Thus, it can be argued that the views of the participants on OR were similar in all dimensions. This finding is supported by Limon, Dilekçi and Demirer (2021).…”

Section: Discussion Conclusion and Recommendationssupporting

confidence: 67%

“…In addition, Gültekin (2019) found that there was a moderate and negative relationship between organizational blindness and OR. Limon, Dilekçi, & Demirer (2021) found a positive and significant relationship between distributed leadership and OR. It was also found in the present study that there was a significant relationship between SE and all dimensions of ORS.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 88%

“…It has been studied in many studies (Bhamra, Dani, & Burnard, 2011;Denyer, 2017;Duchek, 2014;Duchek, 2020;Everly Jr, 2011;Hamel & Välikangas, 2003;Lengnick-Hall, A, & Beck, 2008;Mallak L., 1998a;Sutcliffe & Vogus, 2003;Youssef & Luthans, 2007): However, there are limited studies conducted recently in Türkiye (Akgün & Keskin, 2014;Kantur & İşeri-Say, 2012;Kantur & Iseri-Say, 2015;Karaköse, 2019). In recent years, a limited number of studies have been carried out on organizational resilience in educational organizations in Türkiye (Gültekin, 2019;Limon et al, 2021). Therefore, this study is significant in that it tries to provide a better understanding of the organizational resilience in educational organizations and contribute to the growing literature.…”

Section: Theoretical Framework Of the Modelmentioning

confidence: 99%

“…The literature review on leadership style and organizational resilience shows that there are theoretical studies on this issue. For example, Karaköse (2019), Karaköse, İmamoğlu, & İnce (2020), Limon, Dilekçi, & Demirer (2021) invesigated the effects of leadership on organizational resilience.…”

Section: Theoretical Framework Of the Modelmentioning

confidence: 99%

See 3 more Smart Citations

The Relationship Between Empowering Leadership, Self-Efficacy and Organizational Resilience

KARAGÖZOĞLU¹,

OZAN²

2022

IOJES

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This study examined the relationship between empowering leader behaviors of school principals and self-efficacy and organizational resilience perceptions of teachers. The universe of the research consisted of teachers working in public primary schools in 5 education regions in the center of Elâzığ in the 2020-2021 educational year. Among them, 385 took part in the study. Simple random sampling, one of the probabilistic sampling methods, was used in sample selection. The Structural Equation Modelling results revealed that self-efficacy predicted organizational resilience, and empowering leadership predicted teachers' self-efficacy and organizational resilience in a positive and significant way. In addition, empowering leadership explained 20% of the variance in self-efficacy, and empowering leadership and self-efficacy explained 40% of the variance in organizational resilience.Finally, it was concluded that self-efficacy had a partial mediating role in the relationship between empowering leadership and organizational resilience.

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“…Thus, it can be argued that the views of the participants on OR were similar in all dimensions. This finding is supported by Limon, Dilekçi and Demirer (2021).…”

Section: Discussion Conclusion and Recommendationssupporting

confidence: 67%

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 88%

Section: Theoretical Framework Of the Modelmentioning

confidence: 99%

Section: Theoretical Framework Of the Modelmentioning

confidence: 99%

See 2 more Smart Citations

The Relationship Between Empowering Leadership, Self-Efficacy and Organizational Resilience

KARAGÖZOĞLU¹,

OZAN²

2022

IOJES

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“…On taking up their new role, principals are at the eye of the storm of personal and organizational change that characterizes this stage (Limon et al, 2021). These change processes naturally entail significant emotional and mental challenges (Slater, Garcia, & Mentz, 2018).…”

Section: The Complexity Of Entering Principalshipmentioning

confidence: 99%

Resilient Leaders: Resilient Determinants When Entering Principalship

Halevi

Schechter

2023

NASSP Bulletin

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The study examines factors that boost principals’ sense of resilience in their first year, as well as those that undermine it. 61 interviews were conducted with 21 school principals from five different districts throughout their first year in the role. Analysis revealed five categories of resilience-undermining factors. (1) Work overload that creates a sense of stress; (2) Difficulties in dealing with key players; (3) Lack of administrative knowledge; (4) Acceptance or rejection by the staff; and (5) Coping with the Covid-19 crisis. The analysis also revealed five categories of resilience-boosting factors: (1) Growth resulting from biographical events; (2) Short-term successes; (3) Supportive environment; (4) Drawing strength from the student environment; and (5) Acceptance by the staff. This study proposes ways of coping with the challenges of principalship through the prism of the resilience determinants of principals when entering their role.

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Examination of the Relationship Between Teachers' Organizational Change Fatigue Levels and the Organizational Resilience Levels of Secondary Education Institutions

YILDIZOĞLU

Cemaloğlu²

2023

Kastamonu Eğitim Dergisi

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Purpose: The aim of this research is to determine the relationship between organizational change fatigue levels of teachers working in secondary education institutions and organizational resilience levels of these institutions. Design/Methodology/Approach: The research was organized in relational screening model. The population of the research consisted of teachers working in high schools located within the borders of Kastamonu province. Proportional stratified sampling method was used in the study. The sampling included 313 teachers. In the study, the "Organizational Change Fatigue Scale”, which was developed by Bernerth et. al. 2011 and adapted to Turkish in 2020 and whose validity and reliability study was conducted by Limon, was used to measure the organizational change fatigue level of teachers. In order to measure the organizational resilience level of secondary education institutions, the “Organizational Resilience Scale” developed by Kantur and Say in 2015 was used. Pearson Product Moments Correlation Coefficient, Independent Sample t-test, One-Way Anova and Regression Analysis techniques were used in the analysis of the data. Findings: In the analyzes made, it was concluded that teachers working in high schools experienced change fatigue at the level of "agree", that high schools were resilient at the level of "agree", that there was no significant relationship between teachers' organizational change fatigue levels and organizational resilience, and that the level of change fatigue was not a significant predictor of organizational resilience.

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The Mediating Role of Initiative Climate on the Relationship between Distributed Leadership and Organizational Resilience in Schools

Abstract: This article may be used for research, teaching, and private study purposes.Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Cited by 5 publications

References 98 publications

The Relationship Between Empowering Leadership, Self-Efficacy and Organizational Resilience

The Relationship Between Empowering Leadership, Self-Efficacy and Organizational Resilience

Resilient Leaders: Resilient Determinants When Entering Principalship

Examination of the Relationship Between Teachers' Organizational Change Fatigue Levels and the Organizational Resilience Levels of Secondary Education Institutions

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