Okullarda Motivasyonel Dil ile Yöneticiye Sadakat İlişkisinde Lider-Üye Etkileşiminin Aracılık Rolü

Year 2022, , 699 - 715, 31.07.2022

Mevlüt Kara , Sedat Alev

https://doi.org/10.30831/akukeg.1081500

Abstract

Araştırmada, motivasyonel dil ile yöneticiye sadakat ilişkisinde lider-üye etkileşiminin aracılık rolünün incelenmesi amaçlanmıştır. İlişkisel modelde yürütülen araştırmanın evrenini, 2020-2021 eğitim-öğretim yılında Türkiye’nin Gaziantep ilinde bulunan ilkokul, ortaokul ve liseler oluşturmaktadır. Örneklem ise, bu okullarda görev yapan ve oransız küme örnekleme yöntemiyle tesadüfi olarak belirlenen 511 öğretmenden oluşmaktadır. Analiz aşamasında betimsel istatistikler ve korelasyon katsayıları hesaplanmıştır. Daha sonra kuramsal çerçeveye dayalı olarak öne sürülen model, yapısal eşitlik modeli ile test edilmiştir. Betimsel analiz sonuçlarına göre, öğretmenlerin motivasyonel dil, yöneticiye sadakat ve lider-üye etkileşimine yönelik algı düzeyleri görece yüksektir. Motivasyonel dil, yöneticiye sadakat ve lider-üye etkileşimi değişkenleri arasında pozitif yönde ve yüksek düzeyde bir ilişki bulunmaktadır. Yapısal eşitlik modeli analizi sonucunda, lider-üye etkileşiminin; motivasyonel dil ile yöneticiye sadakat arasındaki ilişkide kısmi aracılık rolü olduğu tespit edilmiştir. Araştırma sonuçları, okul yöneticilerin kullandıkları motivasyonel dilin, öğretmenlerin lider-üye etkileşimi algı düzeyleri ve yöneticiye sadakatleri üzerinde önemli bir belirleyici olduğunu ortaya koymuştur. Buradan hareketle öğretmenlerin yöneticiye sadakatlerini artırmak için, nitelikli iletişim kurulması, yaptıkları çalışmalara değer atfedilmesi ve desteklenmesi önemli görülmektedir. Öte yandan okul müdürlerinin öğretmenleri motive edici bir dil kullanarak, onlara yapacakları çalışmalarda yön göstermeleri, cesaret vermeleri, okula aidiyet ve bağlılık hissettirmeleri yöneticiye bağlılıklarını olumlu yönde etkileyecektir.

Keywords

motivasyonel dil, lider-üye etkileşimi, yöneticiye sadakat, öğretmen

The Mediating Role of Leader-Member Exchange in the Relationship between Motivational Language and Loyalty to Supervisor in Schools

Abstract

The present study aimed to examine the mediating role of leader-member exchange in the relationship between motivational language and loyalty to supervisor. The population of this correlational study consisted of primary, secondary, and high schools in Gaziantep, Turkey during the 2020-2021 academic year. The research sample included randomly determined 511 teachers through unequal cluster sampling technique. In data analysis, descriptive statistics and correlation coefficients were estimated. Then, the model, which was based on the theoretical framework, was tested through structural equation modelling. According to research results, teachers’ perceptions of motivational language, loyalty to supervisor, and leader-member exchange were found to be relatively high. There were positive and high-level relationships between motivational language, loyalty to supervisor, and leader-member exchange. The results of structural equation modelling analysis indicated that the leader-member exchange partially mediated the relationship between motivational language and loyalty to supervisor. The research results revealed that the motivational language of school administrators was a significant determinant of teachers’ perception of leader-member exchange and their loyalty to supervisor. Thus, it seemed necessary to establish high-quality communication, appreciate their efforts, and support teachers to increase their loyalty to the administrator. Moreover, school administrators’ guiding teachers for their work, encouraging them using motivational language, and making them feel a sense of belonging and commitment to the school will positively affect teachers’ loyalty to the administrator.

Keywords

motivational language, leader-member exchange, loyalty to supervisor, teacher

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