Research Article
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Year 2024, Volume: 17 Issue: 3, 698 - 718, 25.07.2024
https://doi.org/10.30831/akukeg.1321356

Abstract

References

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  • Avey, J. B., Reichard, R. J., Luthans, F., & Mhatre, K. H. (2011). Meta-analysis of the impact of positive psychological capital on employee attitudes, behaviours, and performance. Human Resource Development Quarterly, 22, 127-152. doi: 10.1002/hrdq.20070
  • Avolio, B. J., Gardner, W. L., Walumbwa, F. O., Luthans, F., & May, D.R. (2004). Unlocking the mask: A look at the process by which authentic leaders impact follower attitudes and behaviors. The Leadership Quarterly, 15, 801–823. https://doi.org/10.1016/j.leaqua.2004.09.003
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  • Clapp-Smith, R., Vogelgesang, G. R., & Avey, J. B. (2009). Authentic leadership and positive psychological capital: the mediating role of trust at the group level of analysis. Journal of Leadership & Organizational Studies, 15(3), 227-240. https://doi.org/10.1177/1548051808326596
  • Cole, M. S., Walter, F., & Bruch, H. (2008). Affective mechanisms linking dysfunctional behavior to performance in work teams: A moderated mediation study. Journal of Applied Psychology, 93(5), 945–958. https://doi.org/10.1037/0021-9010.93.5.945
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  • Çetin, M., & Tanoba, T. (2020). Okullarda otantik liderlik ve psikolojik sermaye ilişkisi [The relationship between authentic leadership and psychological capital in schools]. Eğitim Yönetimi ve Politikaları Dergisi, 1(2), 8-19.
  • Datu, J. A. D., Valdez, J. P. M., & King, R. B. (2016). The successful life of gritty students: Grit leads to optimal educational and well-being outcomes in a collectivist context. In King, R., Bernardo, A. (Eds.), The psychology of Asian learners: A festschrift in honor of David Watkins (pp. 503-516). Springer.
  • Demir, K. (2011). Pozitif örgüt araştırmaları [Positive organization research]. Eğitim Bilimleri Araştırmaları Dergisi, 1(2), 1-8.
  • Demir, S. (2018). The relationship between psychological capital and stress, anxiety, burnout, job satisfaction, and job involvement. Eurasian Journal of Educational Research, 75, 137-153.
  • Feng, F. I. (2016). School principals' authentic leadership and teachers' psychological capital: Teachers' perspectives. International Education Studies, 9(10), 245-255. http://dx.doi.org/10.5539/ies.v9n10p245
  • Fillo, J., Alfano, C. A., Paulus, D. J., Smits, J. A., Davis, M. L., Rosenfield, D., & Zvolensky, M. J. (2016). Emotion dysregulation explains relations between sleep disturbance and smoking quit-related cognition and behavior. Addictive Behaviors, 57, 6-12. https://doi.org/10.1016/j.addbeh.2016.01.013
  • Fox, J., Gong, T., & Attoh, P. (2015). The impact of principal as authentic leader on teacher trust in the K‐12 educational context. Journal of Leadership Studies, 8(4), 6-18. https://doi.org/10.1002/jls.21341
  • Fraenkel, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education. New York: McGaw-Hill International Edition.
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  • Fritz, M. S., & MacKinnon, D. P. (2007). Required sample size to detect the mediated effect. Psychological Science, 18(3), 233-239. https://doi.org/10.1111/j.1467-9280.2007.01882.x
  • Gable, S. L., & Haidt, J. (2005). What (and why) is positive psychology? Review of General Psychology, 9(2), 103-110. https://doi.org/10.1037/1089-2680.9.2.103
  • Gana, K., & Broc, G. (2019). Structural equation modeling with lavaan. Hoboken, Nj, USA:Wley-ISTE. Gardner, W. L., Avolio, B. J., Luthans, F., May, D. R., & Walumbwa, F. (2005). Can you see the real me?: A self-based model of authentic leader and follower development. The Leadership Quarterly, 16(3), 343-372. https://doi.org/10.1016/j.leaqua.2005.03.003.
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The Mediating Role of Moral Courage in the Relationship Between Authentic Leadership and Teachers’ Positive Psychological Capital

Year 2024, Volume: 17 Issue: 3, 698 - 718, 25.07.2024
https://doi.org/10.30831/akukeg.1321356

Abstract

The main aim of this study is to reveal the mediating role of teachers’ moral courage (MC) behaviors in the relationship between school principals' authentic leadership (AL) behaviors and teachers' positive psychological capital (PPC) according to the views of teachers working in primary and secondary schools. In this study “AL Questionnaire”, “PC Scale” and “PMC (Professional Moral Courage) Scale” were used. The universe of this research consists of 8665 teachers working in primary and secondary schools in Antalya city center. The sample of the study consists of 474 teachers reached by using the convenient sampling method. Confirmatory Factor Analysis (CFA) and (Cronbach Alpha Coefficient) alpha coefficients were used in the validity and reliability analysis of the scales, and Spearman's Correlation Coefficient, which was used for data that was not normally distributed, was used to determine the relationships between the variables, and structural equation modeling (SEM) was used for mediating analysis. A low-level positive and significant relationship was found between school principals' authentic leadership behaviors and teachers' psychological capital and moral courage behaviors. According to the results of the Structural equation modeling (SEM) analysis, it has been determined that the moral courage behaviors of the teachers have a mediating role in the relationship between the authentic leadership behaviors of the school principals and the positive psychological capital of the teachers.

References

  • Abney, A. C. (2016). Authentic leadership: A model for professional moral courage [Unpublished doctoral dissertation]. Regent University, London.
  • Akçay, V. H. (2011). Pozitif psikolojik sermayenin kişisel değerler bakımından iş tatminine etkisi ve bir araştırma [The effect of positive psychological capital on job satisfaction in terms of personal values and a research] [Unpublished doctoral dissertation]. İstanbul Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Aria, A., Jafari, P., & Behifar, M. (2019). Authentic leadership and teachers' intention to stay: The mediating role of perceived organizational support and psychological capital. World Journal of Education, 9(3), 67-81. https://doi.org/10.5430/wje.v9n3p67
  • Avey, J. B., Reichard, R. J., Luthans, F., & Mhatre, K. H. (2011). Meta-analysis of the impact of positive psychological capital on employee attitudes, behaviours, and performance. Human Resource Development Quarterly, 22, 127-152. doi: 10.1002/hrdq.20070
  • Avolio, B. J., Gardner, W. L., Walumbwa, F. O., Luthans, F., & May, D.R. (2004). Unlocking the mask: A look at the process by which authentic leaders impact follower attitudes and behaviors. The Leadership Quarterly, 15, 801–823. https://doi.org/10.1016/j.leaqua.2004.09.003
  • Aydın, A., Yılmaz, K., & Altınkurt, Y. (2013). Positive psychology in educational administration. Journal of Human Sciences, 10(1), 1470-1490.
  • Balcı, A. (2015). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler. Ankara: Pegem Akademi.
  • Bollen, K. A., & Pearl, J. (2013). Eight myths about causality and structural equation models. In S. L. Morgan (Ed.), Handbook of causal analysis for social research (pp. 301-328). New York: Springer.
  • Brislin, R. W., Brislin, R. W., Lonner, W. J., & Thorndike, R. M. (1973). Cross-cultural research methods (Vol. 11). New York: J. Wiley.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In A. Bollen& J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Cameron, K. S., & Spreitzer, G. M. (2011). Positive organizational scholarship handbook: Introduction. In K. S. Cameron & G. M. Spreitzer (Eds.), The Oxford Handbook of Positive Organizational Scholarship. New York: Oxford University. pp. 1-14.
  • Carmona–Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. (2018). How psychological capital mediates between study–related positive emotions and academic performance. Journal of Happiness Studies, 1–13. https://doi.org/10.1007/s10902-018-9963-5
  • Chen, X., Zeng, G., Chang, E. C., & Cheung, H. Y. (2019). What are the potential predictors of psychological capital for Chinese primary school teachers? In Frontiers in Education, 4, 1-8. https://doi.org/10.3389/feduc.2019.00050
  • Cheung, F., Tang, C. S. K., & Tang, S. (2011). Psychological capital as a moderator between emotional labor, burnout, and job satisfaction among school teachers in China. International Journal of Stress Management, 18(4), 348. https://psycnet.apa.org/doi/10.1037/a0025787
  • Clapp-Smith, R., Vogelgesang, G. R., & Avey, J. B. (2009). Authentic leadership and positive psychological capital: the mediating role of trust at the group level of analysis. Journal of Leadership & Organizational Studies, 15(3), 227-240. https://doi.org/10.1177/1548051808326596
  • Cole, M. S., Walter, F., & Bruch, H. (2008). Affective mechanisms linking dysfunctional behavior to performance in work teams: A moderated mediation study. Journal of Applied Psychology, 93(5), 945–958. https://doi.org/10.1037/0021-9010.93.5.945
  • Çetin, F., & Basım, H. N. (2012). Örgütsel psikolojik sermaye: Bir ölçek uyarlama çalışması [Organizational psychological capital: A scale adaptation study]. Amme İdaresi Dergisi, 45(1), 121-137.
  • Çetin, M., & Tanoba, T. (2020). Okullarda otantik liderlik ve psikolojik sermaye ilişkisi [The relationship between authentic leadership and psychological capital in schools]. Eğitim Yönetimi ve Politikaları Dergisi, 1(2), 8-19.
  • Datu, J. A. D., Valdez, J. P. M., & King, R. B. (2016). The successful life of gritty students: Grit leads to optimal educational and well-being outcomes in a collectivist context. In King, R., Bernardo, A. (Eds.), The psychology of Asian learners: A festschrift in honor of David Watkins (pp. 503-516). Springer.
  • Demir, K. (2011). Pozitif örgüt araştırmaları [Positive organization research]. Eğitim Bilimleri Araştırmaları Dergisi, 1(2), 1-8.
  • Demir, S. (2018). The relationship between psychological capital and stress, anxiety, burnout, job satisfaction, and job involvement. Eurasian Journal of Educational Research, 75, 137-153.
  • Feng, F. I. (2016). School principals' authentic leadership and teachers' psychological capital: Teachers' perspectives. International Education Studies, 9(10), 245-255. http://dx.doi.org/10.5539/ies.v9n10p245
  • Fillo, J., Alfano, C. A., Paulus, D. J., Smits, J. A., Davis, M. L., Rosenfield, D., & Zvolensky, M. J. (2016). Emotion dysregulation explains relations between sleep disturbance and smoking quit-related cognition and behavior. Addictive Behaviors, 57, 6-12. https://doi.org/10.1016/j.addbeh.2016.01.013
  • Fox, J., Gong, T., & Attoh, P. (2015). The impact of principal as authentic leader on teacher trust in the K‐12 educational context. Journal of Leadership Studies, 8(4), 6-18. https://doi.org/10.1002/jls.21341
  • Fraenkel, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education. New York: McGaw-Hill International Edition.
  • Frick, W.C. (2011) Practicing a professional ethic: Leading for students best interest. American Journal of Education, 117(4), 527-562. https://doi.org/10.1086/660757
  • Fritz, M. S., & MacKinnon, D. P. (2007). Required sample size to detect the mediated effect. Psychological Science, 18(3), 233-239. https://doi.org/10.1111/j.1467-9280.2007.01882.x
  • Gable, S. L., & Haidt, J. (2005). What (and why) is positive psychology? Review of General Psychology, 9(2), 103-110. https://doi.org/10.1037/1089-2680.9.2.103
  • Gana, K., & Broc, G. (2019). Structural equation modeling with lavaan. Hoboken, Nj, USA:Wley-ISTE. Gardner, W. L., Avolio, B. J., Luthans, F., May, D. R., & Walumbwa, F. (2005). Can you see the real me?: A self-based model of authentic leader and follower development. The Leadership Quarterly, 16(3), 343-372. https://doi.org/10.1016/j.leaqua.2005.03.003.
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Details

Primary Language English
Journal Section Articles
Authors

Sami Yollu 0000-0002-3261-0255

Mehmet Korkmaz 0000-0001-7600-5121

Publication Date July 25, 2024
Submission Date July 1, 2023
Published in Issue Year 2024 Volume: 17 Issue: 3

Cite

APA Yollu, S., & Korkmaz, M. (2024). The Mediating Role of Moral Courage in the Relationship Between Authentic Leadership and Teachers’ Positive Psychological Capital. Journal of Theoretical Educational Science, 17(3), 698-718. https://doi.org/10.30831/akukeg.1321356