TY  - JOUR
T1  - The Effect of School Administrators’ Use of Motivational Language on Teachers’ Organizational Support Perceptions and Work Engagement
TT  - Okul Yöneticilerinin Motivasyonel Dil Kullanımının Öğretmenlerin Örgütsel Destek Algıları ve İşle Bütünleşmeleri Üzerindeki Etkisi
AU  - Alev, Sedat
PY  - 2024
DA  - April
DO  - 10.14812/cuefd.1355418
JF  - Çukurova Üniversitesi Eğitim Fakültesi Dergisi
PB  - Cukurova University
WT  - DergiPark
SN  - 1302-9967
SP  - 243
EP  - 267
VL  - 53
IS  - 1
LA  - en
AB  - This study examines the effect of school administrators’ motivational language use on teachers’ perceptions of organizational support and work engagement. The study sample included 394 teachers who were selected using a disproportionate cluster sampling method from primary schools in Gaziantep. The relationships between the variables were analyzed using structural equation modeling. The results indicated direct positive relations among the study variables and a partial mediating role of perceived organizational support between motivational language and work engagement. Motivational language used by school administrators significantly predicts teachers’ work engagement directly and through perceived organizational support. While the use of motivational language enables teachers to engage more with their work; at the same time, they display more work engagement behaviors with increased perceptions of organizational support. Therefore, school administrators should be encouraged to use motivational language to provide support and improve teacher engagement. Further research could focus on identifying schools where motivational language use and organizational support are not occurring at the desired levels. In this way, with the measures and activities to be taken, teachers’ engagement with their work can be increased, and their active participation in school development can be ensured.
KW  - Motivational language
KW  - Work engagement
KW  - Perceived organizational support
KW  - School administrator
KW  - Teacher
N2  - Bu çalışmanın amacı, okul yöneticilerinin motivasyonel dil kullanımının öğretmenlerin örgütsel destek algıları ve işle bütünleşmeleri üzerindeki etkisini incelemektir. Araştırmanın örneklemi, Gaziantep'teki ilkokullardan oransız küme örnekleme yöntemi kullanılarak seçilen 394 öğretmenden oluşmaktadır. Değişkenler arasındaki ilişkiler yapısal eşitlik modeli ile analiz edilmiştir. Sonuçlar, çalışma değişkenleri arasında doğrudan pozitif ilişkiler ve motivasyonel dil ile işle bütünleşme arasında algılanan örgütsel desteğin kısmi aracılık rolü olduğunu göstermiştir. Okul yöneticileri tarafından kullanılan motivasyonel dil hem doğrudan hem de algılanan örgütsel destek aracılığıyla öğretmenlerin işle bütünleşmelerini anlamlı bir şekilde etkilemektedir. Motivasyonel dil kullanımı öğretmenlerin işleri ile daha çok bütünleşmelerini sağlarken; aynı zamanda örgütsel destek algılarının artmasıyla birlikte daha fazla işle bütünleşme davranışı sergilemektedirler. Bu nedenle, okul yöneticilerinin öğretmenlere destek sağlamak ve bağlılıklarını artırmak için motivasyonel bir dil kullanmaları teşvik edilmelidir. İleriki araştırmalarda, motivasyonel dil kullanımı ve örgütsel desteğin istenen düzeyde gerçekleşmediği okulların belirlenmesine odaklanılabilir. Bu sayede alınacak önlemler ve yapılacak çalışmalarla, öğretmenlerin işle bütünleşmeleri artırılarak okul gelişimine aktif katılımları sağlanabilir.
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UR  - https://doi.org/10.14812/cuefd.1355418
L1  - https://dergipark.org.tr/en/download/article-file/3386322
ER  -