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

Year 2022, Volume: 15 Issue: 3, 699 - 715, 31.07.2022
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.

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

Year 2022, Volume: 15 Issue: 3, 699 - 715, 31.07.2022
https://doi.org/10.30831/akukeg.1081500

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.

References

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  • Akman, Y. (2017). Örgütsel çekicilik, örgütsel imaj ve örgütsel sadakat arasındaki ilişkilerin öğretmen görüşlerine göre incelenmesi [Investigation of the relationship between organisational attractiveness, organisational image and organisational loyalty according to the teachers' opinions] (Unpublished doctoral dissertation). Hacettepe University.
  • Akman, Y., & Özdemir, M. (2019). Örgütsel çekicilik, örgütsel imaj ve örgütsel sadakat arasındaki ilişkilerin incelenmesi: Öğretmenler üzerine bir araştırma [Examining the relations between organisational attraction, organisational image and organisational loyalty: An investigation with teachers]. Education and Science, 44(198), 1-16. https://doi.org/10.15390/EB.2018.7928
  • Alev, S. (2020). Okullarda örgütsel sinizmin yordayıcısı olarak lider-üye etkileşimi [Leader-member exchange as a predictor of organizational cynicism in schools]. Trakya Journal of Education, 10(2), 347-360. https://doi.org/10.24315/tred.618955
  • Alev, S., & Taş, D. (2020). Lider-üye etkileşimi, tükenmişlik ve örgütsel bağlılık arasındaki ilişki: Öğretmenler üzerine bir araştırma [The relationship between leader-member exchange, burnout and organizational commitment: A research on teachers]. Journal of Social Sciences of Mus Alparslan University, 8(5), 1611-1619. http://dx.doi.org/10.18506/anemon.623277
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  • Bejer, J. B. A. (2019). Leadership style and motivating language among educational leaders of a State University. Asia Pacific Journal of Multidisciplinary Research, 7(3), 29-39.
  • Bozkurt, B. (2018). Sosyal adalet liderliği ile yöneticiye bağlılık ve örgütsel vatandaşlık davranışları arasındaki ilişki [The relationship between social justice leadership, loyalty to principal and organizational citizenship behaviors] (Unpublished doctoral dissertation). Gaziantep University.
  • Bozkurt, B., & Sincar, M. (2019). Ortaokul öğretmenlerinin yöneticiye bağlılık düzeylerinin bazı değişkenler açısından incelenmesi [Investigation of levels of commitment of secondary school teachers to administrators with regard to certain variables]. Gaziantep University Journal of Education Sciences, 3(2), 67-77.
  • Brannon, K. L. (2011). The effects of leader communication medium and motivating language on perceived leader effectiveness [Unpublished doctoral dissertation]. Northcentral University.
  • Brown, O., Paz-Aparicio, C., & Revilla, A. J. (2018). Leader’s communication style, LMX and organizational commitment: A study of employee perceptions in Peru. Leadership & Organization Development Journal, 40(2), 230-258. https://doi.org/10.1108/LODJ-03-2018-0129
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  • Ceylan, H., & Doğanyılmaz, A. (2007). Yöneticiye sadakat ve işgören performansı arasındaki ilişkilere yönelik bir araştırma [A study about the relations between the loyalty to supervisor and employee performance]. Istanbul Management Journal, 18(56), 18-39.
  • Chang, C. C., Chiu, C. M., & Chen, C. A. (2010). The effect of TQM practices on employee satisfaction and loyalty in government. Total Quality Management, 21(12), 1299-1314. https://doi.org/10.1080/14783363.2010.530796
  • Chen, Z. (2001). Further investigation of the outcomes of loyalty to supervisor: Job satisfaction and intention to stay. Journal of Managerial Psychology, 16(8), 650-660. https://doi.org/10.1108/EUM0000000006305
  • Chen, Z. X., Tsui, A. S., & Farh, J. L. (2002). Loyalty to supervisor vs. organizational commitment: Relationships to employee performance in China. Journal of Occupational and Organizational Psychology, 75(3), 339-356. https://doi.org/10.1348/096317902320369749
  • Cropanzano, R., & Mitchell, M. S. (2005). Social exchange theory: An interdisciplinary review. Journal of Management, 31(6), 874-900. https://doi.org/10.1177/0149206305279602
  • Çelebi, N., & Korumaz, M. (2016). Teachers' loyalty to their supervisors and organizational commitment. Educational Research and Reviews, 11(12), 1161-1167. https://doi.org/10.5897/ERR2016.2808
  • Dewhurst, M., Guthridge. M., & Mohr, E. (2010). Motivating people: Getting beyond money. McKinsey Quarterly, 1, 12-15.
  • Duman, Ş. (2018). Ortaöğretim öğretmenlerinde psikolojik güçlendirmenin yordayıcıları olarak yapısal güçlendirme, yöneticiye güven ve lider-üye etkileşimi [Structural empowerment, trust to the manager, and leader-member exchange as the predictors of the psychological empowerment of secondary school teachers] (Unpublished doctoral dissertation). Gazi University.
  • Fraenkel, J. R., & Wallen, N. E (2006). How to design and evaluate research in education (6th ed.). McGraw-Hill.
  • Gemalmaz, N. (2014). İlkokul yöneticilerinin kullandıkları motivasyonel dilin öğretmenlerin psikolojik sözleşme ve lider üye etkileşimine algıları üzerine etkisi [The effect of motivational language used by primary school managers on teachers' perceptions of psychological contract and leader - member exchange] (Unpublished master’s thesis). Zirve University.
  • Göksel, A., & Aydıntan, B. (2012). Lider-üye etkileşimi düzeyinin örgütsel bağlılık üzerine etkisi: Görgül bir araştırma [The effect of leader-member exchange on organizational commitment: An empirical research]. Suleyman Demirel University Journal of Faculty of Economics & Administrative Sciences, 17(2), 247-271.
  • Graen, G. B., & Uhl-Bien, M. (1995). Development of leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-level multi-domain perspective. Leadership Quarterly, 6(2), 219-247.
  • Gül, Ö. (2019). Okullardaki güç mesafesinin lider üye etkileşimi üzerine etkisi [The effect of power distance on leader member exchange in schools] (Unpublished doctoral dissertation). Eskişehir Osmangazi Univesity.
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There are 58 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Mevlüt Kara 0000-0002-6381-5288

Sedat Alev 0000-0003-4506-4756

Early Pub Date July 31, 2022
Publication Date July 31, 2022
Submission Date March 2, 2022
Published in Issue Year 2022 Volume: 15 Issue: 3

Cite

APA Kara, M., & Alev, S. (2022). The Mediating Role of Leader-Member Exchange in the Relationship between Motivational Language and Loyalty to Supervisor in Schools. Journal of Theoretical Educational Science, 15(3), 699-715. https://doi.org/10.30831/akukeg.1081500