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

Cansoy, Ramazan; Polatcan, Mahmut; Parlar, Hanifi

doi:10.30828/real/2020.2.8

Cited by 6 publications

(3 citation statements)

References 46 publications

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“…Thus, principals underlined the necessity to establish a relationship of trust between themselves and teachers through open and honest communication. Likewise, principals in Western schools not only trust staff, but also require trust from them (Browning, 2014;Cansoy, Polatcan, & Parlar, 2020). In the study, principals stressed that mutual trust was of particular importance in the operation of the leadership team.…”

Section: Trustmentioning

confidence: 92%

The Core Values of Principals in School Management under Chinese Education Reform

2023

JEP

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The values of principals in school management play a pivotal role in shaping school leadership, teacher behaviours, and student performance. However, research studies focusing on principals' values are relatively abundant in Western countries, yet still limited in the Chinese context. To fill this gap, this paper adopts a qualitative research approach to investigate the fundamental values of Chinese principals in leading and managing primary schools within the current education reform landscape. The findings reveal that the principals in the study emphasised nine core values: equity, fairness, openness, respect, empowerment, encouragement, recognition, trust, and democracy. These values were found to contribute to a positive school climate that promoted the growth of teachers, students, and the school. The results have significant implications for policy makers and principals in China, suggesting the necessity to foster ethical and relational skills among principals and to acknowledge the invaluable contributions of teacher leaders and teachers in school development.

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Section: Trustmentioning

confidence: 92%

The Core Values of Principals in School Management under Chinese Education Reform

2023

JEP

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“…Moreover, the literature includes significant research on the antecedents and consequences of paternalistic leadership. For instance, national and international literature covers various research carried out in several organisations on the relation of paternalistic leadership with organisational variables such as organisational citizenship (Göncü et al, 2014;Chu & Hung, 2009;Mete & Serin, 2015), organisational identification (Cheng et al, 2004;Korkmaz et al, 2018), organisational commitment (Pellegrini et al, 2010;Shi et al, 2020), organisational justice (Köksal, 2011), job satisfaction (Chamundeswari, 2013;Ekmen & Okçu, 2021;Sun & Wang, 2009), mobbing (Durmaz, 2019;Soylu, 2011), organisational creativity and organisational dissent (Ağladay & Dağlı, 2021), organisational happiness (Özgenel & Canulansı, 2021), job performance (Liang et al, 2007;Mert & Özgenel, 2020;Nigama et al, 2018), emotional labour (Zheng et al, 2020) and participation in decision making (Cansoy et al, 2020). Therefore, it appears that several variables can be associated with paternalistic leadership.…”

Section: Introductionmentioning

confidence: 99%

Effects of gender and marital status on the perception of paternalistic leadership: A meta-analysis study

ÇEVİK

2023

International Journal of Assessment Tools in Education

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This research aims to determine the overall effect size of gender and marital status on the perception of paternalistic leadership. In line with the research objective, studies on the perception of paternalistic leadership carried out between 2005 and 2022 in Türkiye were analysed with the meta-analysis method. Meta-analysis covered 22 studies on gender (n Gender=9569) and 10 studies on marital status (n Marital Status=6397) on the perception of paternalistic leadership. In this meta-analysis study utilising the random effects model, the Hedges' g value determining the standardised mean difference between the groups was used to calculate the effect sizes, and the origin of the heterogeneity in the research was tried to be determined by the moderator (sub-group) analyses. Research results revealed that the overall effect size of gender on the perception of paternalistic leadership was at a low level, with a value of 0.170, while the effect size of marital status was at a mean level, with a value of -0.523. However, it was determined in the moderator (sub-group) analyses that the effect size led to a statistically significant difference just in terms of sample groups in both gender and marital status variables.

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“…However, researches in schools have focused on the effects of inclusive leadership on students (Billingsley et al, 2018;DeMatthews, 2021;Ganon-Shilon et al, 2022). Studies have shown that principal leadership positively affects trust in principal (Bektaş et al, 2020;Bellibaş & Gümüş, 2021;Cansoy et al, 2020;Hallinger et al, 2017;Karacabey et al, 2022;Kılınç et al, 2022;Ma & Marion, 2019) and that trust in the manager is important to avoid organizational hypocrisy . An inclusive leadership style in policy-practice decoupling may reduce organizational hypocrisy in schools.…”

Section: Introductionmentioning

confidence: 99%

Examining the Effect of Principals' Inclusive Leadership Practices on Organizational Hypocrisy through the Mediating Role of Trust in Principal

Ağalday

2022

Participatory Educational Research

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This study aims to explore the effect of inclusive leadership and trust in principal on organizational hypocrisy in schools. We employed a quantitative methodology and used a cross-sectional survey design and Structural Equation Modelling to determine the relationships between inclusive leadership, trust in principal, and organizational hypocrisy. The research sample consisted of 408 teachers working in preschool, primary, secondary and high schools in different regions of Türkiye. We collected the data of the study through "Inclusive Leadership Scale," "Organizational Hypocrisy Scale," and "Trust in Principal Scale." The results showed that inclusive leadership, directly and indirectly, affected organizational hypocrisy. According to the total effect, inclusive leadership had a significant, negative, and large impact on organizational hypocrisy and explained 75% of the variance in organizational hypocrisy. Results also indicated a direct effect of inclusive leadership on trust in principal and of trust in principal on organizational hypocrisy. In addition, trust in principal had a mediator effect between inclusive leadership and organizational hypocrisy. Consequently, inclusive leadership and trust in principal were important variables in reducing organizational hypocrisy in schools. In this context, principals need to increase trust in principal by displaying inclusive leadership behaviors to reduce organizational hypocrisy that causes negative consequences in schools.

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

Cited by 6 publications

References 46 publications

The Core Values of Principals in School Management under Chinese Education Reform

The Core Values of Principals in School Management under Chinese Education Reform

Effects of gender and marital status on the perception of paternalistic leadership: A meta-analysis study

Examining the Effect of Principals' Inclusive Leadership Practices on Organizational Hypocrisy through the Mediating Role of Trust in Principal

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