TY  - JOUR
T1  - School Principals’ Micro-Authoritarian Behaviors: A Conceptual Analysis
TT  - Okul Yöneticilerinde Mikro-Otoriter Davranışlar: Kavramsal Bir Analiz
AU  - Şahin, Münir
PY  - 2026
DA  - April
Y2  - 2026
DO  - 10.59372/turajas.1862497
JF  - Turkish Research Journal of Academic Social Science
JO  - TURAJAS
PB  - Hüdaverdi BİRCAN
WT  - DergiPark
SN  - 2667-4491
SP  - 1
EP  - 17
VL  - 9
IS  - 1
LA  - en
AB  - The aim of this study is to examine the conceptual structure of micro-authoritarian behaviors among school principals and to reveal their possible consequences on educational organizations based on the existing literature. Micro-authoritarian behaviors are defined as subtle, continuous, and implicit control practices through which principals exercise authority in daily managerial interactions without overt coercion. The study was designed as a review and systematically analyzed national and international studies within the framework of authoritarian leadership, organizational silence, psychological safety, organizational commitment, and school climate. The findings indicate that micro-authoritarian behaviors increase teacher silence, erode psychological safety, and negatively affect teachers’ motivation and organizational commitment. Furthermore, these behaviors contribute to the development of a closed school climate characterized by risk avoidance, weakened collaboration, and limited professional dialogue. The literature also suggests that micro-authoritarian leadership transforms participatory discourse into symbolic participation, reinforcing compliance rather than genuine involvement. In the long term, such practices shape a school culture in which silence and conformity become normalized organizational patterns. The study concludes that micro-authoritarian behaviors represent a critical yet often overlooked dimension of school leadership that significantly influences teachers’ professional experiences and the overall school climate. By conceptualizing these subtle control mechanisms, the study provides a theoretical contribution to educational leadership literature and offers a foundation for developing more democratic, transparent, and psychologically safe school environments
KW  - Micro-authoritarian behaviors
KW  - school principals
KW  - teacher silence
KW  - psychological safety
KW  - school climate
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UR  - https://doi.org/10.59372/turajas.1862497
L1  - https://dergipark.org.tr/en/download/article-file/5598807
ER  -