Relationship between School Principals’ Leadership Behaviors and Teachers’ Organizational Trust

Kars, Mehmet; İnandı, Yusuf

doi:10.14689/ejer.2018.74.8

Cited by 25 publications

(19 citation statements)

References 8 publications

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“…Öztürk and Aydın (2012) stated that teachers working in secondary education institutions have a high level of trust in the institution and the communication dimension is important. Kars and Inandı (2018) noted that administrators should deal with the problems of teachers and be more transparent and decisive in their actions to create a sense of trust in the school. According to the findings of our research, it is believed that the coexistence of teachers who teach in different branches due to the type of educational institution of high school teachers, communication is stronger and the emphasis on teachers' feelings and thoughts within the institution will determine the relationship of organizational trust with job satisfaction.…”

Section: Discussionmentioning

confidence: 99%

Analysis of the relationship between job satisfaction and organizational trust of physical education and sports teachers

Aygün

2021

JPR

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Job satisfaction and organizational trust emerge as just two of the important factors that can lead all institutions to success today. The objective of this research is to analyse, the relationship between job satisfaction and organizational trust of physical education and sports teachers pursuant to some demographic variables. The research group consists of 146 physical education and sports teachers working in schools. Personal information forms, "Minnesota Satisfaction Questionnaire" and "Organizational Trust of School Scale" have been used as data collection tools. Pearson moments correlation coefficients have been tackled for the relationship between organizational trust and job satisfaction. It has been observed that there was a positive, significant relationship between job satisfaction and organizational trust in the research findings (). As a result of the research, it has been predicted that factors such as the individual's location, psychological and environmental factors, working conditions, and communication have an active role in determining the relationship between job satisfaction and organizational trust.

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Section: Discussionmentioning

confidence: 99%

Analysis of the relationship between job satisfaction and organizational trust of physical education and sports teachers

Aygün

2021

JPR

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“…Studies conducted on leadership styles in schools have revealed that authentic leadership style (Bird, Wang, Watson & Murray (2009), school principal's leadership style (Hallinger & Walker, 2015;Kars & Inandi, 2018), and ethical leadership Cemaloglu & Kilinc, 2012) are associated with teachers' trust levels.…”

Section: Principalmentioning

confidence: 99%

An Investigation of the Relationship between School Principals' Empowering Leadership Style and Teachers’ Job Satisfaction: The Role of Trust and Psychological Empowerment

Atik¹,

Çelik²

2020

IOJES

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This study aims to examine the effects of school principals' empowering leadership style on teachers' job satisfaction by focusing on the mediating effect of trust and psychological empowerment. Researchers of this study developed hypotheses and proposed a model based on theoretical explanations and obtained results. The proposed model was later tested by SEM (Structural Equation Modeling) analysis. The population of the research consists of teachers working in the central districts of Denizli, and the sample of the research consists of 401 teachers who were determined randomly from this population and participated in the research voluntarily. The analyses revealedthat school principals' empowering leadership behaviors positively, significantly predicted teachers' job satisfaction, trust in principal, and perceptions of psychological empowerment. In addition, it was determined that trust and psychological empowerment have a mediating effect on the relationship between empowering leadership behaviors and job satisfaction. The obtained results were compared with the results of the relevant research, and recommendations were made for future policies and practices.

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“…It could be used by the academic community for further research on DSL and its relationship with other relevant school elements. Furthermore, because many research results show that the development of DSL could have multiple positive effects on teachers (Johnson, 2017; Kars and Inandi, 2018; Peker et al, 2018; Shepherd-Jones and Salisbury-Glennon, 2018), students (Mager and Nowak, 2012; Quinn and Owen, 2016) and the school as a whole (Delgado, 2014; Dorczak, 2014; Gülbeher, 2016), the instrument could be used by school leaders for self-evaluation and as a basis for further school leadership development. Because there is a lack of autonomy in Croatian schools with regard to shared leadership, the results of the research in which the instrument was used could be an evidence-based starting point for decision-makers to effect changes in relation to Croatian educational policy and legislation.…”

Section: Discussionmentioning

confidence: 99%

Development and validation of a research instrument for measuring the presence of democratic school leadership characteristics

Pažur¹

2020

Educational Management Administration & Leadership

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The main purpose of this article is to describe the process of development and validation of a research instrument for measuring the presence of democratic school leadership characteristics. The instrument has been developed and validated in the city of Zagreb and Zagreb County in Croatia in four phases: theoretical construction; expert validation ( N = 6 experts); pilot research ( N = 77 teachers); and instrument structure validation through the main research ( N = 651 teachers). The expert validation and pilot research took place in 2018. The main research was conducted in January and February 2019. According to Carmines and Zeller (1979), the results of the factor analysis, which show that the instrument is measuring a single phenomenon, indicate that all four hypotheses have been fulfilled. More specifically, several aspects of the extracted (i.e. unrotated) factor matrix support the following four hypotheses: the (unrotated) factor matrix of all 32 items explains a total of 66.793% of the variance; subsequent components demonstrate the fairly equal proportions of the remaining variance except for a gradual decrease; all items have high factor loadings on the first component (from .603 to .861); and all items have higher loadings on the first than on the second component.

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Relationship between School Principals’ Leadership Behaviors and Teachers’ Organizational Trust

Cited by 25 publications

References 8 publications

Analysis of the relationship between job satisfaction and organizational trust of physical education and sports teachers

Analysis of the relationship between job satisfaction and organizational trust of physical education and sports teachers

An Investigation of the Relationship between School Principals' Empowering Leadership Style and Teachers’ Job Satisfaction: The Role of Trust and Psychological Empowerment

Development and validation of a research instrument for measuring the presence of democratic school leadership characteristics

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