Research Article
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Year 2018, , 901 - 911, 15.10.2018
https://doi.org/10.12973/eu-jer.7.4.901

Abstract

References

  • Bauman, D. C. (2013). Leadership and the three faces of integrity. The Leadership Quarterly, 24(3), 414-426.
  • Becker, T.E. (1998). Integrity in organisations: Beyond honesty and conscientiousness. Academy of Management Review, 23(1), 154-161.
  • Beheshtifar, M., Esmaeli, Z., & Moghadam, M. N. (2011). Effect of moral intelligence on leadership. European Journal of Economics, Finance and Administrative Sciences, 43(1), 6-11.
  • Borsa, J. C., Damásio, B. F., & Bandeira, D. R. (2012). Cross-cultural adaptation and validation of psychological instruments: Some considerations. Paidéia (Ribeirão Preto), 22(53), 423-432.
  • Buyukozturk, S. (2003). Sosyal bilimler icin veri analizi el kitabi [Data analysis handbook for social sciences]. Ankara: Pegem A Yayincilik.
  • Campbell, K. L. (2015). Western civilization: A global and comparative approach: Volume II: Since 1600. New York: Routledge.
  • Clarken, R. H. (2009). Moral Intelligence in the Schools. Retrieved from https://files.eric.ed.gov/fulltext/ED508485.pdf.
  • Dutton, J. E., Frost, P. J., Worline, M. C., Lilius, J. M., & Kanov, J. M. (2002). Leading in times of trauma. Harvard Business Review, 80(1), 54-61.
  • Guiab, M. R., Andaya, O. J. F., Sario, M. L. P., Ganal, N. N., Palting, J. D., & Reyes Jr, V. F. (2015). Moral intelligence of faculty and prospective teacher graduates of Pnu North Luzon: Basis for the development of a framework for a values training program for pre-service teachers. The Normal Lights, 9(1),93-118.
  • Harris, A., & Muijs, D. (2005). Improving schools through teacher leadership. Berkshire, England: Open University Press.
  • Kalayci, S. (2006). Faktor analizi: SPSS uygulamali cok degiskenli istatistik teknikleri [Factor Analysis: SPSS multivariate statistical techniques and applications]. Ankara: Asil Yayin Dagitim.
  • Lennick, D., & Kiel, F. (2011). Moral intelligence: Enhancing business performance and leadership success. Boston: Pearson Education, Inc.
  • Lowery-Moore, H., Latimer, R. M., & Villate, V. M. (2016). The essence of teacher leadership: a phenomenological inquiry of professional growth. International Journal of Teacher Leadership, 7(1), 1-16.
  • Mahasneh, A. M. (2014). The level of moral competence among sample of Hashemite university students. Canadian Social Science, 10(1), 159.
  • Martin, D. E., & Austin, B. (2010). Validation of the moral competency inventory measurement instrument: Content, construct, convergent and discriminant approaches. Management Research Review, 33(5), 437-451.
  • Narvaez, D. (2010). The emotional foundations of high moral intelligence. In B. Latzko & T. Malti (Eds.), Children’s moral emotions and moral cognition: Developmental and educational perspectives. New directions for child and adolescent development (pp. 77–94). San Francisco: Jossey-Bass.
  • Naqashzadeh, M., & Sabahizadeh, M. (2016). The effectiveness of the moral intelligence components training on the social interaction of female junior high school students. Academic Journal of Psychological Studies, 5(2), 128-134.
  • Palanski, M. E., & Yammarino, F. J. (2007). Integrity and Leadership: Clearing the Conceptual Confusion. European Management Journal, 25(3), 171-184.
  • Rissanen, I., Kuusisto, E., Hanhimäki, E., & Tirri, K. (2018). The implications of teachers’ implicit theories for moral education: A case study from Finland. Journal of Moral Education, 47(1), 63-77.
  • Ritter, B. A. (2006). Can business ethics be trained? A study of the ethical decision-making process in business students. Journal of Business Ethics, 68(2), 153-164.
  • Stone-Johnson, C. (2014). Responsible leadership. Educational Administration Quarterly, 50(4), 645-674.
  • Sutton, M. (2006). Emotional intelligence and competence in a knowledge citizen's world. South African Journal of Information Management, 8(4). doi: 10.4102/sajim.v8i4.234.
  • Simsek, O.F. (2007). Yapisal eşitlik modellemesine giriss: Temel ilkeler ve LISREL uygulamalari. [Introduction to structural equation modelling: Basic principles and LISREL applications]. Ankara: Ekinoks Yayincilik.
  • Tavsancil, E. (2005). Tutumlarin olculmesi ve SPSS ile veri analizi [Measuring attitudes and data analysis with SPSS]. Ankara: Nobel Yayinlari.
  • Tenbergen, R.(2001). Leadership, morality, and power: The leadership quotient. Retrieved from http://www.rasmus-tenbergen.de/publikationen/Leadership_by_Tenbergen.pdf
  • Teyfur, M., Beytekin, O. F., & Yalcinkaya, M. (2013). Ilkogretim okul yoneticilerinin etik liderlik ozellikleri ile okullardaki orgutsel guven duzeyinin incelenmesi (Izmir il ornegi). [A research on the ethical leadership of primary school administrators and the organizational trust levels in primary schools: The sample of İzmir]. Dicle Universitesi Ziya Gokalp Egitim Fakultesi Dergisi, 21, 84-106.
  • Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134-171.
  • Wylie, K. (2005). The moral dimension of personal and social education. Pastoral Care in Education, 23(3), 12-18.

Teachers’ Moral Intelligence: A Scale Adaptation into Turkish and Preliminary Evidence

Year 2018, , 901 - 911, 15.10.2018
https://doi.org/10.12973/eu-jer.7.4.901

Abstract

The purpose of this work is to adapt the existing Moral Competency Index (MCI) developed by Lennick and Kiel in a sample of teachers. The validated Turkish version of MCI is based on the item pool of the original MCI with a slight adaptation of the items to fit the context of teacher leadership. The translated form was administered to 773 teachers in Gaziantep city. Exploratory factor analysis, Cronbach’s Alpha and Split-half reliability, and item analysis were performed through SPSS, while the first and second order confirmatory factor analyses were performed through AMOS. Results showed that adapted Turkish form of MCI (Ogretmen Ahlaki Yeterlik Olcegi) is reliable and valid, and the four-dimensional original factorial structure (integrity, responsibility, forgiveness, and compassion) was confirmed and maintained. Finally, multiple regression analyses were performed. Results showed that female teachers have higher levels of moral competencies in the dimensions of integrity and forgiveness. Also, as teachers’ age increases, their general moral competency scores increase in the dimensions of integrity, responsibility, and compassion.

References

  • Bauman, D. C. (2013). Leadership and the three faces of integrity. The Leadership Quarterly, 24(3), 414-426.
  • Becker, T.E. (1998). Integrity in organisations: Beyond honesty and conscientiousness. Academy of Management Review, 23(1), 154-161.
  • Beheshtifar, M., Esmaeli, Z., & Moghadam, M. N. (2011). Effect of moral intelligence on leadership. European Journal of Economics, Finance and Administrative Sciences, 43(1), 6-11.
  • Borsa, J. C., Damásio, B. F., & Bandeira, D. R. (2012). Cross-cultural adaptation and validation of psychological instruments: Some considerations. Paidéia (Ribeirão Preto), 22(53), 423-432.
  • Buyukozturk, S. (2003). Sosyal bilimler icin veri analizi el kitabi [Data analysis handbook for social sciences]. Ankara: Pegem A Yayincilik.
  • Campbell, K. L. (2015). Western civilization: A global and comparative approach: Volume II: Since 1600. New York: Routledge.
  • Clarken, R. H. (2009). Moral Intelligence in the Schools. Retrieved from https://files.eric.ed.gov/fulltext/ED508485.pdf.
  • Dutton, J. E., Frost, P. J., Worline, M. C., Lilius, J. M., & Kanov, J. M. (2002). Leading in times of trauma. Harvard Business Review, 80(1), 54-61.
  • Guiab, M. R., Andaya, O. J. F., Sario, M. L. P., Ganal, N. N., Palting, J. D., & Reyes Jr, V. F. (2015). Moral intelligence of faculty and prospective teacher graduates of Pnu North Luzon: Basis for the development of a framework for a values training program for pre-service teachers. The Normal Lights, 9(1),93-118.
  • Harris, A., & Muijs, D. (2005). Improving schools through teacher leadership. Berkshire, England: Open University Press.
  • Kalayci, S. (2006). Faktor analizi: SPSS uygulamali cok degiskenli istatistik teknikleri [Factor Analysis: SPSS multivariate statistical techniques and applications]. Ankara: Asil Yayin Dagitim.
  • Lennick, D., & Kiel, F. (2011). Moral intelligence: Enhancing business performance and leadership success. Boston: Pearson Education, Inc.
  • Lowery-Moore, H., Latimer, R. M., & Villate, V. M. (2016). The essence of teacher leadership: a phenomenological inquiry of professional growth. International Journal of Teacher Leadership, 7(1), 1-16.
  • Mahasneh, A. M. (2014). The level of moral competence among sample of Hashemite university students. Canadian Social Science, 10(1), 159.
  • Martin, D. E., & Austin, B. (2010). Validation of the moral competency inventory measurement instrument: Content, construct, convergent and discriminant approaches. Management Research Review, 33(5), 437-451.
  • Narvaez, D. (2010). The emotional foundations of high moral intelligence. In B. Latzko & T. Malti (Eds.), Children’s moral emotions and moral cognition: Developmental and educational perspectives. New directions for child and adolescent development (pp. 77–94). San Francisco: Jossey-Bass.
  • Naqashzadeh, M., & Sabahizadeh, M. (2016). The effectiveness of the moral intelligence components training on the social interaction of female junior high school students. Academic Journal of Psychological Studies, 5(2), 128-134.
  • Palanski, M. E., & Yammarino, F. J. (2007). Integrity and Leadership: Clearing the Conceptual Confusion. European Management Journal, 25(3), 171-184.
  • Rissanen, I., Kuusisto, E., Hanhimäki, E., & Tirri, K. (2018). The implications of teachers’ implicit theories for moral education: A case study from Finland. Journal of Moral Education, 47(1), 63-77.
  • Ritter, B. A. (2006). Can business ethics be trained? A study of the ethical decision-making process in business students. Journal of Business Ethics, 68(2), 153-164.
  • Stone-Johnson, C. (2014). Responsible leadership. Educational Administration Quarterly, 50(4), 645-674.
  • Sutton, M. (2006). Emotional intelligence and competence in a knowledge citizen's world. South African Journal of Information Management, 8(4). doi: 10.4102/sajim.v8i4.234.
  • Simsek, O.F. (2007). Yapisal eşitlik modellemesine giriss: Temel ilkeler ve LISREL uygulamalari. [Introduction to structural equation modelling: Basic principles and LISREL applications]. Ankara: Ekinoks Yayincilik.
  • Tavsancil, E. (2005). Tutumlarin olculmesi ve SPSS ile veri analizi [Measuring attitudes and data analysis with SPSS]. Ankara: Nobel Yayinlari.
  • Tenbergen, R.(2001). Leadership, morality, and power: The leadership quotient. Retrieved from http://www.rasmus-tenbergen.de/publikationen/Leadership_by_Tenbergen.pdf
  • Teyfur, M., Beytekin, O. F., & Yalcinkaya, M. (2013). Ilkogretim okul yoneticilerinin etik liderlik ozellikleri ile okullardaki orgutsel guven duzeyinin incelenmesi (Izmir il ornegi). [A research on the ethical leadership of primary school administrators and the organizational trust levels in primary schools: The sample of İzmir]. Dicle Universitesi Ziya Gokalp Egitim Fakultesi Dergisi, 21, 84-106.
  • Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134-171.
  • Wylie, K. (2005). The moral dimension of personal and social education. Pastoral Care in Education, 23(3), 12-18.
There are 28 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Mustafa Toprak This is me

Mehmet Karakus This is me

Publication Date October 15, 2018
Published in Issue Year 2018

Cite

APA Toprak, M., & Karakus, M. (2018). Teachers’ Moral Intelligence: A Scale Adaptation into Turkish and Preliminary Evidence. European Journal of Educational Research, 7(4), 901-911. https://doi.org/10.12973/eu-jer.7.4.901
AMA Toprak M, Karakus M. Teachers’ Moral Intelligence: A Scale Adaptation into Turkish and Preliminary Evidence. eujer. October 2018;7(4):901-911. doi:10.12973/eu-jer.7.4.901
Chicago Toprak, Mustafa, and Mehmet Karakus. “Teachers’ Moral Intelligence: A Scale Adaptation into Turkish and Preliminary Evidence”. European Journal of Educational Research 7, no. 4 (October 2018): 901-11. https://doi.org/10.12973/eu-jer.7.4.901.
EndNote Toprak M, Karakus M (October 1, 2018) Teachers’ Moral Intelligence: A Scale Adaptation into Turkish and Preliminary Evidence. European Journal of Educational Research 7 4 901–911.
IEEE M. Toprak and M. Karakus, “Teachers’ Moral Intelligence: A Scale Adaptation into Turkish and Preliminary Evidence”, eujer, vol. 7, no. 4, pp. 901–911, 2018, doi: 10.12973/eu-jer.7.4.901.
ISNAD Toprak, Mustafa - Karakus, Mehmet. “Teachers’ Moral Intelligence: A Scale Adaptation into Turkish and Preliminary Evidence”. European Journal of Educational Research 7/4 (October 2018), 901-911. https://doi.org/10.12973/eu-jer.7.4.901.
JAMA Toprak M, Karakus M. Teachers’ Moral Intelligence: A Scale Adaptation into Turkish and Preliminary Evidence. eujer. 2018;7:901–911.
MLA Toprak, Mustafa and Mehmet Karakus. “Teachers’ Moral Intelligence: A Scale Adaptation into Turkish and Preliminary Evidence”. European Journal of Educational Research, vol. 7, no. 4, 2018, pp. 901-1, doi:10.12973/eu-jer.7.4.901.
Vancouver Toprak M, Karakus M. Teachers’ Moral Intelligence: A Scale Adaptation into Turkish and Preliminary Evidence. eujer. 2018;7(4):901-1.