Okul Müdürlerinin Paternalist Liderlik Davranışları Ölçeğinin Geliştirilmesi; Geçerlik ve Güvenirlik Çalışması

Saylık, Ahmet; Aydın, İnayet

doi:10.30964/auebfd.631892

Cited by 11 publications

(21 citation statements)

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“…The factor loading values of the items range between .49 and .84. The total correlations of the items ranged between .49 and .73 and the Cronbach's Alpha reliability coefficient was α = .82 in the first factor, .52 and.82 and α = .90 in the second factor, .62 and .75 and α = .85 in the third factor, .60 and .82 and α = .89 in the fourth factor, and .59 and .79 and α = .92 in the fifth factor, respectively (Saylık & Aydın, 2020). Table 2 below shows the Cronbach's Alpha coefficients calculated in this study.…”

Section: Data Collection Toolsmentioning

confidence: 98%

“…The "Paternalistic Administrator Behaviors Scale" developed by Saylık & Aydın (2020) was used to determine teachers' perceptions of school administrators' paternalistic leadership behaviors. The scale is in the Likert-type and consists of five dimensions and 30 items: The Family Atmosphere (1, 2, 3, 4), Benevolence (5,6,7,8,9,10,11,12,13),Authoritarianism (14,15,16,17),Interventionism (18,19,20,21,22), and Inadequacy (finding inadequate) (23,24,25,26,27,28,29,30).…”

Section: Data Collection Toolsmentioning

confidence: 99%

“…High scores indicate that school administrators have a high level of paternalistic behaviour. There are no negative statements included in the scale, and therefore, there is no reverse scoring in the scale (Saylık & Aydın, 2020). It was tested by the aforementioned authors via explanatory and confirmatory factor analyses regarding the validity of the scale.…”

Section: Data Collection Toolsmentioning

confidence: 99%

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The Relationship Between Paternalistic Leadership Behaviors of School Administrators and Pre-School Teachers’ Job Satisfaction

Ekmen¹,

Okçu

2021

EJES

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This study investigated the relationship between school administrators' paternalistic leadership behaviors and pre-school teachers' job satisfaction. The relational survey model was used in the research. The population of the study consists of 575 pre-school teachers working in 81 schools in Batman province during the 2019-2020 academic year. Sampling was not used due to the lack of a good number of teachers in the research population. The "Paternalistic Leadership Behaviors Scale" and the "Job Satisfaction Scale" were used in the study. In the statistical analysis of the data, frequency and percentage, standard deviation, arithmetic mean, independent sample t-test, ANOVA test, LSD test, and correlation and regression analysis techniques were used. As a result of the research, there was a positive, moderate-level, and significant relationship between the family atmosphere and job satisfaction, a positive, moderate-level, and significant relationship between benevolence and job satisfaction, a negative, low-level, and significant relationship between authoritarianism and job satisfaction, a negative, low-level, and significant relationship between interventionism and job satisfaction, and a negative, moderate-level, and significant relationship between inadequacy and job satisfaction. As a result of research, it was concluded that the paternalistic leadership in the dimensions of authoritarianism, interventionism, and inadequacy had a negative effect on teachers' job satisfaction levels, and the behaviors in the family atmosphere and benevolence dimensions had a positive effect on teachers' job satisfaction levels. All dimensions of paternalistic leadership explain about 26% of the total variance in teachers' job satisfaction in general. Article visualizations:<img src="/-counters-/edu_01/0794/a.php" alt="Hit counter" />

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Section: Data Collection Toolsmentioning

confidence: 98%

Section: Data Collection Toolsmentioning

confidence: 99%

Section: Data Collection Toolsmentioning

confidence: 99%

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The Relationship Between Paternalistic Leadership Behaviors of School Administrators and Pre-School Teachers’ Job Satisfaction

Ekmen¹,

Okçu

2021

EJES

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“…The Paternalistic Leadership Scale (PLS) was developed by Saylık and Aydın (2019). Being a, the tool consists of 30 items based on a Likert type with 5 points "1=Never (1.00-1.80), 2=Rarely (1.81-2.60), 3=Sometimes (2.61-3.40), 4= Usually (3.41-4.20) and 5 = Always (4.21-5.00) with a view to determining teachers' views on the paternalistic leadership characteristics of school administrators.…”

Section: Paternalistic Leadership Scalementioning

confidence: 99%

Okul Yöneticilerinin Paternalist Liderlik Davranışları ve Okul Etkililiği Üzerine Korelasyonel Bir Çalışma

Delice¹,

Köse²

2021

Kastamonu Eğitim Dergisi

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Purpose: This study aims to examine the relationship between school administrators' paternalistic leadership characteristics and schools effectiveness.Design/Methodology/Approach: Having a quantitative research design, this research used a relational survey model. The population of the study consisted of the teachers working at public kindergarten, primary, secondary and high schools located within the central districts of Kahramanmaraş province (Onikişubat, Dulkadiroğlu) during the 2019-2020 academic year. The sample held a total of 370 teachers who were selected by random sampling method. The study employed three data collection tools: "Paternalistic Leadership Scale", "School Effectiveness Scale" and "Personal Information Form" developed by the researcher. Findings:The research findings revealed a positive and medium level relationship between the school administrators' paternalistic leadership behaviors and the effectiveness of the schools; moreover, there was a positive and high level relation between the sub-dimensions of "family atmosphere", "benevolence" "and the effectiveness of the schools; a positive and medium level relation between "authoritarianism" sub-scale and the effectiveness of the schools; whereas, a negative and low level relationship was determined between "interventionism", "finding inadequacy" and school effectiveness. Besides, only the "family atmosphere", "benevolence" and "authoritarianism" sub-dimensions of the paternalistic leadership were identified to be significant predictors of the effectiveness of schools. Highlights:The research findings revealed a positive and medium level relationship between the school administrators' paternalistic leadership behaviors and the effectiveness of the schools. The variables of family atmosphere, benevolence and authoritarianism together explained approximately 63% of the total variance related to school effectiveness. ÖzÇalışmanın amacı: Bu araştırmada okul yöneticilerinin paternalist liderlik özellikleri ile okulların etkililiği arasındaki ilişkinin incelenmesi amaçlanmıştır.Materyal ve Yöntem: Nicel yöntemde ve ilişkisel tarama modelinde gerçekleştirilen araştırmanın evrenini 2019-2020 eğitim öğretim yılında Kahramanmaraş ili merkez ilçelerinde (Onikişubat, Dulkadiroğlu) bulunan kamu anaokulu, ilkokulu, ortaokulu ve liselerinde görev yapan öğretmenler; örneklemini ise bu evren içerisinden küme örnekleme yöntemiyle seçilen okullarda görevli ve seçkisiz yöntemle belirlenen 370 öğretmen oluşturmaktadır. Araştırma verilerinin toplanması amacıyla "Paternalist Liderlik Ölçeği", "Etkili Okul Ölçeği" ve "Kişisel Bilgi Formu" kullanılmıştır.Bulgular: Araştırma sonucunda okul müdürlerinin paternalist liderlik davranışları ile okul etkililiği arasında pozitif yönlü orta düzeyde; paternalist liderliğin alt boyutları olan "aile havası" ve "hayırseverlik" alt boyutları ile okul etkililiği arasında pozitif yönlü yüksek düzeyde; "otoriterlik" alt boyutu ile okul etkililiği arasında pozitif yönlü orta düzeyde; "müdahalecilik" ve "yetersiz görme" alt boyutları ...

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“…In this respect, Turkey is a country that highlights the close interpersonal relationships (İmamoğlu, 1987;Kağıtçıbaşı, 1984) and where culture of acting together is relatively more dominant (Sargut, 2015, 185). Therefore, even in organizations which are distinct with their formal structure, family, friend groups, relatives, and fellow citizenship, and unionism relationships become evident, albeit in informal ways (Saylık, 2017;Saylık, 2020). Therefore, the relationship and communication styles at the social level are also reflected in formal organizations.…”

Section: Introductionmentioning

confidence: 99%

Informal Relationships as a Predictor of Organizational Commitment in Schools of Turkey as a Collectivist Society

Saylık¹,

Memduhoğlu²

2021

IOJES

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In schools, as formal organizations, formal relationships defined by formal rules for employees exist, and informal relationships (natural, intimate) as a form of social relations are experienced as well.Intimate, face-to-face, and natural relations experienced at a national level are reflected in the organizational relationships in Turkey, where a collectivist culture structure is dominant. With their loose structure, schools are among the organizations in which such relationships are experienced intensely. It is expected that natural, informal relationships between school employees will increase teachers' organizational commitment. The purpose of the research, for which the survey method is employed, is to explore informal relationships in primary schools and organizational commitment levels of school employees in administrators' and teachers' views and to determine whether they are correlational. The sample of the study consists of 465 administrators and teachers who work primary schools in Diyarbakır provincial and district centers. The research concludes that Schools have moderate and positive informal relationships. Informal relationships are not advanced outside of school and employees do not establish personal communication outside of work. There is a moderate level of organizational commitment in schools. Employees' commitment to the organization they work for is higher in terms of the adaptability dimension in which more importance is given to financial benefits and obligations rather than identification or internalization. The research concludes that there is a positive, moderate correlation between informal relationships and organizational commitment levels of school employees and intra-and-extra organizational informal relationships among teachers significantly predict their school commitment.

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Okul Müdürlerinin Paternalist Liderlik Davranışları Ölçeğinin Geliştirilmesi; Geçerlik ve Güvenirlik Çalışması

Cited by 11 publications

References 28 publications

The Relationship Between Paternalistic Leadership Behaviors of School Administrators and Pre-School Teachers’ Job Satisfaction

The Relationship Between Paternalistic Leadership Behaviors of School Administrators and Pre-School Teachers’ Job Satisfaction

Okul Yöneticilerinin Paternalist Liderlik Davranışları ve Okul Etkililiği Üzerine Korelasyonel Bir Çalışma

Informal Relationships as a Predictor of Organizational Commitment in Schools of Turkey as a Collectivist Society

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