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

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dc.authorid0000-0002-6313-6955en_US
dc.contributor.authorCansoy, Ramazan
dc.contributor.authorPoltcan, Mahmut
dc.contributor.authorParlar, Hanifi
dc.date.accessioned2020-11-04T11:06:21Z
dc.date.available2020-11-04T11:06:21Z
dc.date.issued2020en_US
dc.departmentFakülteler, Fen Edebiyat Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractIn this study, the effect of school principals’ administrative mentality on teachers’ participation in the decision-making process was analysed via the intermediary role of teachers’ trust in principals. In this study, which utilised structural equation modelling (SEM) to analyse conceptual relationships, the sample consisted of 646 teachers who worked in various school types in the Çekmeköy district of Istanbul. In the findings, a positive correlation was found between benevolent and moral leadership (dimensions of paternalistic leadership behaviour), and trust in principals and teachers’ participation in decision making. On the other hand, a negative and significant relationship was found between the authoritarian leadership dimension and trust in principals and teachers’ participation. The results of the SEM analysis, in which the conceptual model was tested, indicated that the benevolent and moral leadership dimensions of paternalistic leadership could positively predict trust in the administrator and teachers’ participation in decision making. As for authoritarian leadership, it negatively predicted teachers’ participation in decision making, and trust in principals played a full intermediary role in this relationship. When these findings were synthesised, morality and benevolence were found to affect teachers’ trust in principals and participation positively, while authoritarian leadership was found to have a negative effect.en_US
dc.identifier.doi10.30828/real/2020.2.8en_US
dc.identifier.endpage584en_US
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85092023702en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage553en_US
dc.identifier.urihttps://hdl.handle.net/11467/3482
dc.identifier.urihttps://doi.org/10.30828/real/2020.2.8
dc.identifier.volume5en_US
dc.identifier.wosWOS:000578920300008en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherDokuz Eylül Üniversitesien_US
dc.relation.ispartofResearch in Educational Administration & Leadershipen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectPaternalistic Leadershipen_US
dc.subjectPrincipalsen_US
dc.subjectDecision Makingen_US
dc.subjectTrusten_US
dc.subjectTeachersen_US
dc.titlePaternalistic School Principal Behaviours and Teachers’ Participation in Decision Making: The Intermediary Role of Teachers’ Trust in Principalsen_US
dc.typeArticleen_US

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