Spiritual Leadership, Organizational Culture, Organizational Silence and Academic Success of the School

Abstract

In this study, the relationships between high school teachers' perceptions of spiritual leadership, organizational culture, organizational silences and academic success of the school were tested. The population of the research, which is designed with causal model, consists of a total of 2,791 teachers working in public high schools in a province in Central Anatolia, whereas the sample consisted of 457 teachers working in 24 high schools determined by the proportional cluster-sampling method. The primary data of the research were obtained using the Spiritual Leadership Scale, School Culture Inventory and Organizational Silence Scale, whereas the secondary data were obtained using the average scores of the school from the Higher Education Entrance Examination (YGS) and the Undergraduate Placement Examination (LYS). The data were tested using correlation analysis, multiple regression analysis and structural equation model. The findings of the research showed that teachers' perceptions about the spiritual leadership behaviors of the principals affected their organizational culture perception positively; the perception of the organizational culture affected the school's YGS average score positively and LYS average score negatively.

Effect Size of Spiritual Leadership: In the Process of School Culture and Academic Success

“…As a result, spiritual leadership is becoming more and more important because it creates a school culture together with teachers, parents, the environment, and students in the school. In addition, spiritual leadership is becoming more and more important in educational systems that aim to educate students as academically successful individuals, because spiritual and managerial variables are now of equal importance (Akar, 2010;Çimen & Karadağ, 2019).…”

“…There is a positive correlation between organizational culture and school achievement (Çimen & Karadağ, 2019), and there is a positive significant correlation between spiritual leadership and organizational culture and academic achievement of the school (Koçyiğit, 2017). The school culture, which is the result of the efforts of the principal, also positively affects the academic success of the school (Lee & Louis, 2019).…”

“…Some organizations (e.g., Google, Zappo) are incorporating spiritual workshops and lessons into their training programs for increased productivity (Low & Ayoko, 2020). As a result, increasingly successful organizations are led by leaders who prioritize spiritual values (Çimen & Karadağ, 2019).…”

Türkiye’deki Örgüt Kültürü Konulu Tezlere İlişkin Bir İçerik Analizi

“…Bunun yanında alanyazında örgüt kültürünün farklı değişkenlerle olan ilişkisinin incelendiği çalışmalar yer almaktadır. Bu araştırmalarda örgüt kültürü ile ilişkisi incelenen konular; örgütsel vatandaşlık (Koşar ve Yalçınkaya, 2013), örgütsel sinizm (Balay, Kaya ve Cülha, 2013), örgütsel sessizlik (Altınışık ve Yengin Sarpkaya, 2020), örgütsel yabancılaşma (Kahveci ve Demirtaş, 2014), örgütsel iletişim (Durğun, 2006), örgütsel sağlık (Özdemir, 2012), motivasyon (Çevik ve Köse, 2017), akademik iyimserlik (Yılmaz ve Kurşun, 2015), öğrenci başarısı (Demirtaş, 2010), okulun akademik başarısı (Çimen ve Karadağ, 2019), çatışma yönetimi stilleri (Abacıoğlu, 2005), liderlik stilleridir (Özgözgü ve Atılgan, 2017). Eğitim alanına ilişkin ulusal alanyazını taraması kapsamında örgüt kültürü ile ilgili farklı amaç, işleyiş, yönteme dayalı birçok çalışmaya ulaşmanın mümkün olmasına rağmen; örgüt kültürü ile ilgili yapılan çalışmaların benzer ve farklı yönlerini belirlemenin yanı sıra elde edilen bilgilerin sistemli ve kapsamlı şekilde incelemesini gerçekleştiren çalışmaların daha çok yapılmasına ihtiyaç duyulduğu görülmektedir.…”

The Effect of Servant Leadership on Teacher Alienation: The Mediating Role of Supportive School Culture

“…Teachers who do not participate in decision-making processes and do not have support for professional development might face alienation. However, teachers are expected to make efforts to improve themselves and to produce innovative and creative ideas in educational settings governed by servant management mentality (Türkmenoğlu & Bülbül, 2015;Çimen & Karadağ, 2019). There are, however, very few studies addressing the relationship between servant leadership and teacher alienation (Ünsal, 2018) and supportive school culture (Kahveci & Aypay, 2013;Yalçın & Karadağ, 2013).…”