This study examined the psychometric properties of the Turkish version of the Decent Work Scale (DWS), a recently developed measure that assesses the psychological experience of the quality of one’s work life. The proposed five-factor structure was verified with a sample of 326 Turkish working adults. Consistent with previous research, a five-factor bifactor model showed best fit to the data. The results of multigroup confirmatory factor analysis showed that the structure of the instrument was invariant across gender, income, and social class groups. Convergent and discriminant validity were supported by positive correlations with person–organization fit, job satisfaction, life satisfaction, and work meaning and by negative correlations with withdrawal intentions. Evidence of predictive validity was obtained by regressing the five subscales on four outcome measures. These findings suggest that the Turkish version of the DWS can be used for assessing decent work among Turkish working adults and cross-cultural psychological research.

KeywordsThe aim of the study was to examine the relationship between Article Info

Özet Bu araştırmanın temel amacı okul yöneticilerinin yönetici öz-yeterlik algıları ile okul etkililiği arasındaki ilişkiyi incelemektir. Araştırmanın çalışma grubunu AbstractThe aim of this research is to determine the relationship between principals' self efficacy and school effectiveness. The research sample consists of 199 school principals. In the study, in order to determine principals self-efficacy, "Principal Sense of Efficacy Scale" which was developed by Tschannen-Moran and Gareis (2004) and adopted into Turkish by Negiş-Işık and Derinbay (2015), and "Index of Perceived Organizational Effectiveness" which was developed by Hoy and Ferguson (1985)

This study examines how ethical leadership influences school effectiveness via the mediating role of affective commitment and job satisfaction. For this purpose, 306 teachers completed measures of ethical leadership, affective commitment, job satisfaction, and school effectiveness. The results supported the hypothesized positive links of ethical leadership to affective commitment, job satisfaction, and school effectiveness. The results also revealed that work attitudes (i.e., affective commitment and job satisfaction) partially mediated the relationship between ethical leadership and school effectiveness, indicating both direct and indirect effects of ethical leadership on school effectiveness. In light of these findings, a number of recommendations were given for further research, specifically regarding school administrative research and applications. ResumenEste estudio examina cómo el liderazgo ético influye en la efectividad escolar a través del papel mediador del compromiso afectivo y la satisfacción laboral. Para este propósito, 306 maestros completaron medidas de liderazgo ético, compromiso afectivo, satisfacción laboral y efectividad escolar. Los resultados respaldaron los hipotéticos vínculos positivos del liderazgo ético con el compromiso afectivo, la satisfacción laboral y la efectividad escolar. Los resultados también revelaron que las actitudes laborales (es decir, el compromiso afectivo y la satisfacción laboral) mediaron parcialmente la relación entre el liderazgo ético y la efectividad escolar, lo que indica los efectos tanto directos como indirectos del liderazgo ético sobre la efectividad escolar. A la luz de estos hallazgos, se dieron una serie de recomendaciones para futuras investigaciones, específicamente con respecto a la investigación y las aplicaciones administrativas escolares.

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