THE RELATIONSHIP BETWEEN PATERNALISTIC LEADERSHIP BEHAVIORS OF SCHOOL ADMINISTRATORS AND PRE-SCHOOL TEACHERS’ JOB SATISFACTION
Abstract
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:
Keywords
Full Text:
PDFReferences
Acar, F. M. (2016). Okul öncesi öğretmenlerinin tükenmişlik ve iş doyum düzeylerinin bazı değişkenler açısından incelenmesi. [Investigation of the burnout and the job satisfaction levels of pre-school teachers in terms of different variables]. (Unpublished Master’s Thesis). Çağ University, Mersin, Turkey.
Ağalday, B., & Dağlı, A. (2018). Paternalist liderlik ile örgütsel yaratıcılık ve örgütsel muhalefet arasındaki ilişki. [The relationship between paternalistic leadership and organizational creativity and organizational opposition]. International Ejer congress 2018, Abstracts Book (s. 472-475). Ankara: Anı Yayıncılık.
Arslan, Ö. (2016). Okul yöneticilerinin paternalist liderlik düzeyleri ile öğretmenlerin örgütsel sinizm algıları arasındaki ilişki. [The correlation between school directors' paternalist leadership level and teachers' organizational cynism level]. (Unpublished Master’s Thesis). Uşak University, Uşak, Turkey.
Aslan, Ü. (2013). Okul müdürlerinin liderlik stilleri ile öğretmenlerin iş doyumu arasındaki ilişkinin incelenmesi. [Examining the relationship between leadership styles of school principals and teachers' job satisfaction]. (Unpublished Master’s Thesis). Gaziantep University, Gaziantep, Turkey.
Aycan, Z., Kanungo, R., Mendonca, M., Yu, K., Deller, J., Stahl, G. & Kurshid, A. (2000). Impact of culture on human resource management practices: A 10 country comparison. Applied Psychology, 49(1), 192-221.
https://iaap-journals.onlinelibrary.wiley.com/doi/abs/10.1111/1464-597.00010
Aziri, B. (2011). Job Satisfaction: A Literature Review. Management Research and Practice, 3(4), 77-86. http://mrp.ase.ro/no34/f7.pdf
Başaran, S. T., & Ulubey, Ö. (2018). 2013 okul öncesi eğitim programının değerlendirilmesi. [Evaluation of the 2013 pre-school curriculum]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 51(2), 1-38. https://dergipark.org.tr/tr/pub/auebfd/issue/38670/417643
Baycan, F. A. (1985). An analysis of the several aspects of job satisfaction between different occupational groups. (Unpublished Master’s thesis). Boğaziçi University, İstanbul, Turkey.
Berkovich, I., & Eyal, O. (2018). The effects of principals’ communication practices on teachers’ emotional distress. Educational Management Administration and Leadership, 46(4),642–658. doi: 10.1177/1741143217694894
Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş. V., Kılıç Çakmak, E. and Demirel, F. (2016). Bilimsel araştırma yöntemleri. [Scientific research methods]. 26. Baskı. Ankara: Pegem Akademi.
Cerit, Y., Özdemir, T. & Akgün, N. (2011). Sınıf öğretmenlerin okul müdürlerinin paternalist liderlik davranışları sergilemlerini istemeye yönelik görüşlerinin bazı demografik değişkenler açısından incelenmesi. [Classroom teachers' opinions toward primary school principal fulfillment of paternalistic leadership behaviors in terms of some demographic variables]. AİBÜ, Eğitim Fakültesi Dergisi, 11(1), 87-99. https://dergipark.org.tr/tr/download/article-file/16836
Cerit, Y. (2012). Paternalistik liderlik ile yöneticiden ve işin doğasından doyum arasındaki ilişki. [The relationship between paternalistic leadership and satisfaction from administrator and work]. On Dokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 31(2), 35-56. https://www.acarindex.com/dosyalar/makale/acarindex-1423910233.pdf
Chamundeswari, S. (2013). Job satisfaction and performance of schoolteachers. International Journal of Academic Research in Business and Social Sciences, 3(5), 420-428.
Çalışkan, N. & Özkoç, A. G. (2016). Örgütlerde paternalist liderlik algısına etki eden ulusal kültür boyutlarının belirlenmesi. [Determination of national culture dimensions affecting paternalistic leadership perception in organizations ]. Yaşar Üniversitesi Dergisi, 11(44), 240-250. https://dergipark.org.tr/tr/download/article-file/343659
Çanak, M. (2014). Ortaöğretim kurumlarında görev yapan öğretmenlerin iş doyumlarının incelenmesi. [An analysis on job satisfaction of teachers who work in high school institutions ]. Türkiye Sosyal Politika ve Çalışma Hayatı Araştırmaları Dergisi,4(7),7-26. https://dergipark.org.tr/tr/download/article-file/210710
Çoğaltay, N., & Karadağ, E. (2016). The effect of educational leadership on organizational variables: A meta-analysis study in the sample of Turkey. Educational Sciences: Theory & Practice, 16(2), 603-646. https://pdfs.semanticscholar.org/7936/e71163450c25b7fe70e7192c21664754498e.pdf
Delice, A. (2020). Yöneticilerin paternalist liderlik özellikleri ile okulların etkililiği arasındaki ilişki (Kahramanmaraş ili örneği). [The relationship between paternalist leadership characteristics of administrators and the effectiveness of schools (Kahramanmaraş province example)]. (Unpublished Master’s thesis). Kahramanmaraş Sütçü İmam University, Kahramanmaraş, Turkey.
Demirtaş, Z. (2010). Teacher's job satisfaction levels. Procedia Social and Behavioral Sciences, 9, 1069-1073. https://www.sciencedirect.com/science/article/pii/S187704281002392X
Durmaz, C. (2019). Babacan liderlik-örgütsel sinizm ilişkisinde yıldırma değişkeninin aracı, bireycilik-toplulukçuluk değişkeninin düzenleyici rolü. [The moderator effect of individualism-collectivism and the mediating effect of mobbing on the relationship between paternalistic leadership and organizational cynicism]. (Unpublished Master’s Thesis). Hacettepe University, Ankara.
Eğinli, A. T. (2009). Çalışanlarda iş doyumu: Kamu ve özel sektör çalışanlarının iş doyumuna yönelik bir araştırma. [Job satisfaction in employees: Public and private sector a research on employees' job satisfaction]. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 23(3), 35-52. https://dergipark.org.tr/tr/pub/atauniiibd/issue/2672/34998
Erben, G., S. (2004). Toplumsal kültür, aile kültürü etkileşimi bağlamında paternalizm boyutuyla işletme kültürü: Türkiye örneği. [Social culture, family culture in the context of interaction with the business culture of paternalism dimension: in Turkey]. 1. Family Businesses Congress Proceedings, (ss.345-356), 17-18 April 2004, (Edit: Tamer Koçel). İstanbul: İstanbul Kültür Üniversitesi Yayınları.
Erben, G., S. & Güneşer, A., B. (2008). The relationship between paternalist leadership and organizational commitment: Investigating the role of climate regarding ethics. Journal of Business Ethics, 82, 955-968. https://link.springer.com/article/10.1007/s10551-007-9605-z
Eser, Ş. (2010). Okul öncesi öğretmenlerinde iş doyumu, meslektaş ilişkileri ve okul idaresi desteği arasındaki ilişkilerin incelenmesi. Tekirdağ ili örneği. [Interrelations among job satisfaction, colleague relationships and managerial support in early childhood teachers: The case of Tekirdağ]. (Unpublished Master’s Thesis). Çanakkale Onsekiz Mart University, Çanakkale.
Farh, J. L., & Cheng, B. S. (2000). A cultural analysis of paternalistic leadership in Chinese organizations. In (J. T. Li, A. S. Tsui & E. Weldon (Eds.), Management and organizations in the Chinese context. pp.84-127. London: Macmillan.
Gafa, İ. (2019). Sınıf öğretmenlerinin iş doyumu ve iş yaşamındaki yalnızlık düzeylerinin incelenmesi. [An investigation of elementary teachers' job satisfaction and loneliness levelsin worklife]. (Unpublished Master’s Thesis). Kırşehir Ahi Evran University, Kırşehir, Turkey.
Gerçek, M. (2018). Yöneticilerin babacan (paternalist) liderlik davranışlarının psikolojik sözleşme bağlamındaki beklentileri üzerindeki etkilerine yönelik bir çalışma. [A Study on the effects of managers’ paternalist leadership behaviors on their expectations regarding psychological contract]. Eskişehir Osman Gazi Üniversitesi İİBF Dergisi, 13(2), 101-118. https://dergipark.org.tr/tr/pub/oguiibf/issue/36762/390533
Gurbetoğlu, A. & Genç Yücel, B. (2019). Okulöncesi eğitim kurumu yöneticilerinin liderlik stilleri ile öğretmenlerin iş doyumu arasındaki ilişkinin incelenmesi. [An investigation of the relationship between leadership styles of the preschool managers and teachers’ job satisfaction]. Temel Eğitim Dergisi /Journal of Primary Education, 1(2). https://dergipark.org.tr/tr/pub/temelegitim/issue/44423/552090
Hallinger, P. & Heck, R. H. (1996). Reassessing the principal’s role in school effectiveness: A review of the empirical research. Educational Administration Quarterly,32(1),27-31. https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?ReferenceID=1292077
Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329-352. doi: 10.1080/0305764032000122005
Hatipoğlu, Z., Akduman, G., & Demir, B. (2019). Babacan liderlik tarzını çalışan görev performansı ve duygusal bağlılık üzerindeki etkisi. [The effect of paternalistic leadership style on employee task performance and emotional commitment]. İşletme Araştırmaları Dergisi, 11(1), 279-292.
https://www.isarder.org/2019/vol.11_issue.1_article23_full_text.pdf
Nigama, K., Selvabaskar, S., Surulivel, S. T., Alamelu, R. & Joice, D. U. (2018). Job satisfaction among school teachers. International Journal of Pure and Applied Mathematics, 119(7), 2645-255.
Karasar, N. (2016). Bilimsel araştırma yöntemi. [Scientific research method]. (30. Baskı). Ankara: Nobel Yayınları.
Kavutçu, R. (2016). Öğretmenlerin iş doyum düzeyleri (Denizli ili merkezefendi ilçe örneği). [Teachers' job satisfaction levels (Denizli Province, Merkezefendi district example)]. (Unpublished Master’s Thesis). Pamukkale University, Denizli, Turkey.
Kete, D. (2015). Okul müdürlerinin liderlik stilleri, öğretmenlerin iş doyumu ve örgütsel adalet algıları arasındaki ilişkinin incelenmesi. [Investigation of relationship between school principal’s leadership style, teacher’s jop satisfaction with perception of organizational justice]. (Unpublished Master’s Thesis). Zirve University, Gaziantep.
Koç, E. (2019). Gençlik ve spor il müdürlüğü çalışanlarının iş doyumu ile paternalist liderlik arasındaki ilişkinin incelenmesi. [Investigation of the relationship between job satisfaction of the employees in provincial directorate of youth and sports and paternalist leadership]. (Unpublished Master’s thesis). Marmara University, İstanbul, Turkey.
Korkmaz, M., Okçu, V. & Uçar, L. (2018). The relationship between primary and secondary school teacher's levels of organizational cynism and their job satisfaction (Siirt sample). Atlas International Referred Journal on Social Sciences, 4(10), 683-694.
Köksal, O. (2011). Bir kültürel liderlik paradoksu: Paternalizm. [A cultural leadership paradox: Paternalısm]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 101-122. https://dergipark.org.tr/tr/pub/mkusbed/issue/19555/208664
Köksal, K. (2019). İngilizce öğretmenlerinin iş doyum düzeylerinin belirlenmesi. [Determining the job satisfaction levels of English teachers]. (Unpublished Master’s Thesis). Ankara University, Ankara, Turkey.
Kuzu, V. (2019). Sosyal bigiler öğretmenlerinin boş zaman değerlendirme etkinlikleri ile mesleki iş doyumu arasındaki ilişki. [The relationship between leisure time activities and vocational job satisfaction]. (Unpublished Master’s Thesis). Uşak University, Uşak, Turkey.
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: A review of research for the Learning from Leadership project. New York, NY: The Wallace Foundation.
Msuya, O. W. (2016). Exploring levels of job satisfaction among teachers in public secondary schools in Tanzania. International Journal of Educational Administration and Policy Studies, 8(2), 9-16. https://files.eric.ed.gov/fulltext/EJ1102240.pdf
Nal, M. & Sevim, E. (2019). Paternalist liderliğin iş motivasyonu üzerine etkisi: sağlık çalışanları üzerinde bir araştırma. [The impact of paternalistic leadership style on work motivation: A research on health employees]. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 8(4), 397-410. https://dergipark.org.tr/tr/pub/gumussagbil/issue/50658/532702
Nal, M., & Tarım, M. (2017). Sağlık yöneticilerinin paternalist (babacan) liderlik davranışlarının çalışanların iş doyumu üzerindeki Etkisi. [The effect of paternalistic leadership behavior by health managers on workers’ job satisfaction]. AÇÜ Uluslararası Sosyal Bilimler Dergisi, 3(2), 117-141. https://dergipark.org.tr/tr/download/article-file/395020
Okçu, V., & Çetin, H. (2017). Investigating the relationship among the level of mobbing experience, job satisfaction and burnout levels of primary and secondary school teachersout. Universal Journal of Educational Research, 5(1), 148-161. https://eric.ed.gov/?id=EJ1124614
Okçu, V., & Gider, İ. (2019). Okul yöneticilerinin paternalist (babacan) liderlik davranışları ile öğretmenlerin örgütsel güven düzeyleri arasındaki ilişki (Kurtalan ilçesi örneği). [The relationship between school administrators 'paternalistic leadership behavior and teachers' organizational trust (Kurtalan district)]. ISPEC International Social and Humanities Congress, 2019, Siirt university, Full Text Proceedings Book, (s.472-496). Ankara: ISPEC Publishs
Okçu, V., Ergül, H. F. & Ekmen, F. (2020). Examining the relationship between the paternalist leadership behaviour of school principals and the levels of organızational trust and motivation, according to the perceptions of teachers (Path analysis study). The Journal of International Social Research/Uluslararası Sosyal Araştırmalar Dergisi, 13(73), 755-770. https://www.sosyalarastirmalar.com/cilt13/sayi73_pdf/5egitim/okcu_veysel.
Ouyang, M. & Paprock, K. (2006). Teachers job satisfaction and retention: A comparison study between the U.S. and China. Texas: A&M University.
Özçelik, G. & Cenkci, T. (2014). Moderating effects of job embeddedness on the relationship between paternalistic leadership and in-role job performance. Procedia Social and Behavioral Science, 150, 872-880. https://www.sciencedirect.com/science/article/pii/S1877042814051453
Öztürk, N. (2015). Eğitim örgütlerinde örgüt kültürü ve öğretmen liderliği: lider-üye etkileşiminin arcılık rolü. [Organizational culture and teacher leadership in educational organizations: Mediation role of leader-member exchange]. [Unpublished Doctoral Dissertation]. Gaziantep University, Gaziantep, Turkey.
Pellegrini, E. K. & Scandura, T. A. (2008). Paternalistic leadership: A review and agenda for future research. Journal of Management, 34(3), 566-593. https://journals.sagepub.com/doi/10.1177/0149206308316063
Saylık, A. (2017). Okul müdürlerinin paternalist (babacan) liderlik davranışları ile Hofstede'nin kültür boyutları arasındaki ilişki. [The relationship between paternalistic leadership behaviours of school principals and culture dimensions of Hofstede ]. [Unpublished Doctoral dissertation]. Ankara University, Ankara, Turkey.
Saylık, A. & Aydın, İ. (2020). Okul müdürlerinin paternalist liderlik davranışları ölçeğinin geliştirilmesi. Geçerlik ve güvenirlik çalışması. [Development of the paternalist leadership behavior scale of school principals: Validity and reliability study]. Ankara Universitesi Eğitim Bilimleri Fakültesi Dergisi, 53(1), 273-300. https://dergipark.org.tr/en/download/article-file/1032952
Şişman, M. (2012). Öğretim liderliği. [Instructional leadership ]. Ankara: Pegem Akademi Yayınları.
Tekin, E. (2019). Paternalist liderliğin iş tatmini ve çalışan performansına etkisi üzerine bir araştırma. [An investigation on the effect of paternalist leadership on job satisfaction and employee performance]. Üçüncü Sektör Sosyal Ekonomi Dergisi, 54(1), 178-204.
Thomas, C. (2020). The correlation of the perceived leadership style of high school principals to teacher job satisfaction and school morale. (Unpublished Doctoral Dissertation). Nazarene University, Italy.
Tien, T. N. (2018). Determinants of job satisfaction among teachers in Vietnam. Journal of Education & Social Policy, 5(1), 65-76. https://www.jespnet.com/journals/Vol_5_No_1_March_2018/8.pdf
Türesin, H. (2012). Örgüt çalışanlarının paternalistik liderlik algıları, öğrenilmiş güçlülük düzeyleri, iş tatmin düzeyleri ve işten ayrılma niyetleri arasındaki ilişkilerin incelenmesi. [Investigation of the relationship between perceptions of paternalistic leadership and learned resourcefulness levels of the employees].(Unpublished Master’s Thesis). Celal Bayar University, Manisa, Turkey.
Uhl-Bien, M. & Tierney, P. (1990). Company paternalism and the hidden investment process: Identification of the “right type” for line managers in leading Japanese organizations. Group and Organization Studies, 15, 414-430. https://journals.sagepub.com/doi/10.1177/105960119001500406
Ünal, S. (2000). İlköğretim okulu yöneticilerinin okullarında motivasyonu sağlama etkinlikleri. [The activities of elementary school managers to provide motivation]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 7(7), 84-90. https://dergipark.org.tr/tr/pub/pauefd/issue/11136/133208
Yardımcı, C. (2010). Paternalistik liderlik davranışlarının iş tatmini üzerindeki etkisi: Bankacılık sektörü üzerinde bir uygulama. [Effects of paternalistic leadership behaviors on job satisfaction: An application on banking sector]. (Unpublished Master’s Thesis). Hacettepe University, Ankara, Turkey.
Yetim, N. & Yetim, Ü. (2006). The cultural orientations of entrepreneurs and employees’ job satisfaction: The Turkish small and medium sized enterprises (SMEs) case. Social Indicators Research, 77(2), 257-286. https://link.springer.com/article/10.1007/s11205-005-4851-x
Yılmaz, A. & Ceylan, Ç. B. (2011). İlköğretim okul yöneticilerinin liderlik davranış ve düzeyleri ile öğretmenlerin iş doyumu ilişkisi. [Relationship between primary school administrators’ leadership behavior and job satisfaction of teachers]. Kuram ve Uygulamada Eğitim Yönetimi, 17(2), 277-394. https://dergipark.org.tr/tr/pub/kuey/issue/10328/126615
DOI: http://dx.doi.org/10.46827/ejes.v8i6.3776
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Ferda Ekmen, Veysel Okçu
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
