Comparison of the Predictive Level of Transformational, Transactional and Laissez Faire Leadership Style s on School Happiness

Abstract

The aim of this study is to investigate the comparison of the predictive value of school administrators’ leadership styles on school happiness. In this context, the relational survey method is used in the research. The population of the research consists of teachers working in public and private schools in Çekmeköy and Üsküdar districts of Istanbul. The sample of the study consisted of 576 teachers. "School Principals Leadership Styles" and "School Happiness Scale" are used to collect data. Normality and reliability values are calculated before proceeding to analyze the data. Correlation and regression analyze are performed in the study. According to the findings, teachers' perceptions of school happiness are at the "high" level, while their transformational leadership style perceptions are also at the "high" level and their laissez-faire leadership style perceptions are at the "low" level and the transactional leadership style perceptions are at the "middle" level. A high level of positive correlation was found between school principals' transformational leadership style and school happiness. However, there is a medium level of a negative relationship between laissez-faire leadership style and transactional leadership style and school happiness. In the research, it is concluded that the transformational, transactional, and laissez-faire leadership styles significantly predict school happiness.

Keywords

• Leadership
• leadership styles
• organizational happiness
• school happiness

References

1. Abbott, A. R. (2017). Purdue extension: Employee engagement and leadership style (Doctoral dissertation). Creighton University, California.
2. Abdullah, A. G. K., Ling, Y. L., & Ping, C. S. (2017). Workplace happiness, transformational leadership and affective commitment. Advanced Science Letters, 23(4), 2872-2875.
3. Acaboğa, A. (2007). Religion-happiness relationship (Unpublished master thesis). Kahramanmaraş Sütçü İmam Üniversitesi, Kahramanmaraş.
4. Akan, D., Yıldırım, İ., & Yalçın, S. (2014). Developing a school principle as leadership style scale. Electronic Journal of Social Sciences, 13(51), 392-415.
5. Akcakoca, A. & Bilgin, K. U. (2016). The principal’s leadership styles and teachers performance. Çağdaş Yönetim Bilimleri Dergisi, 3(2), 1-23.
6. Antonakis, J., Avolio, B. J., & Sivasubramaniam, N. (2003). Context and leadership: An examination of the nine-factor full-range leadership theory using the Multifactor Leadership Questionnaire. The Leadership Quarterly, 14(3), 261-295.
7. Arslan, Y. & Polat, S. (2017). Adaptation of well-being at work scale to Turkish. Educational Administration: Theory and Practice, 23(4), 603-622.
8. Arslantaş, C. C. & Dursun, M. (2008). The impact of ethical leadership behavior on trust in manager and psychological empowerment: The mediating role of interactional justice. Anadolu University Journal of Social Sciences, 8(1), 111-128.

9. Arslantaş, C. C. & Pekdemir, I. (2007). Dönüşümcü liderlik, örgütsel vatandaşlık davranışı ve örgütsel adalet arasındaki ilişkileri belirlemeye yönelik görgül bir araştırma. Anadolu University Journal of Social Sciences, 7(1), 261-286.
10. Avolio, B. J., & Bass, B. M. (2002). Developing potential across a full range of Leadership TM: Cases on transactional and transformational leadership. London: Psychology Press.
11. Avolio, B. J., Waldman, D. A. & Yammarino, F. J. (1991). Leading in the 1990s: The four is of transformational leadership. Journal of European Industrial Training, 15, 9–16.
12. Aydın, A., Sarıer, Y. & Uysal, Ş. (2013). The effects of school principals 'leadership styles on teachers' organizational commitment and job satisfaction. Educational Sciences: Theory & Practice, 13(2), 795-811.
13. Aydın, M. (2007). Eğitim yönetimi. Ankara: Hatipoğlu.
14. Aypay, A. & Eryılmaz, A. (2011). Relationships of high school student’ subjective well-being and school burnout. International Online Journal of Educational Sciences, 3(1), 181-199.
15. Bass, B. M. (1999). Two decades of research and development in transformational leadership. European Journal of Work and Organizational Psychology, 8(1), 9–32.
16. Bass, B. M., Avolio, B. J., Jung, D. I., & Berson, Y. (2003). Predicting unit performance by assessing transformational and transactional leadership. Journal of Applied Psychology, 88(2), 207-218.
17. Başar, H. (1995). Eğitim denetçisi. Ankara: Pegem.
18. Beşiroğlu, A. (2013). Relationship between managers' leadership styles, organizational commitment secondary education institutions (Unpublished master thesis). Marmara Üniversitesi, İstanbul.
19. Bilir, B. (2014). A research of the relationship between teachers' perception levels of learning organizations and school administrators' leadership styles (Unpublished master thesis). Çanakkale Onsekiz Mart Üniversitesi, Çanakkale.
20. Bullough, R. V. Jr. & Pinnegar, S. (2009). The happiness of teaching (as eudaimonia): Disciplinary knowledge and the threat of performativity. Teachers and Teaching, 15(2), 241–256.
21. Bulut, A. (2015). Perceptions of high school teachers' organizational happiness: A norm study (Unpublished doctoral dissertation). Gaziantep Üniversitesi, Gaziantep.
22. Buragohain, P. & Hazarika, M. (2015). Happiness level of secondary school teachers in relation to their job satisfaction. SSRG Journal of Humanities and Social Science, 2(3), 12-36.
23. Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş. & Çakmak, E. K. (2015). Bilimsel araştırma yöntemleri. Ankara: Pegem.
24. Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı (4. Baskı). Ankara: Pegem A.
25. Cenkseven, F. & Akbaş, T. (2007). Examining the predictors of subjective and psychological well-being of university students. Turkish Psychological Counseling and Guidance Journal, 3(27), 43-65.
26. Chen, W. C. (2012). How education enhances happiness: Comparison of mediating factors in four East Asian countries. Social Indicators Research, 106(1), 117-131.
27. Chorro, E. G., Fernández, M. Á. M., & Corbí, R. G. (2017). Happiness and values in the formation of personal ıdentity in students of the fifth and sixth grade at primary school. Universal Journal of Educational Research, 5(5), 881-890.
28. Creswell, J. W. (2017). Eğitim araştırmaları: Nicel ve nitel araştırmanın planlanması, yürütülmesi ve değerlendirilmesi [Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research] (H. Ekşi, Trans. Ed.). İstanbul: Edam.
29. Dalgıç, E. (2015). Multidimensional investigation of the relationship between perceived leadership styles of school principals and school culture (Unpublished master thesis). Yeditepe Üniversitesi, İstanbul.
30. Daşçı, E. & Cemaloğlu, N. (2015). The relationship between leadership styles of elementary school principals and mobbing that teachers experience Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19, 129-166.
31. Demiriz, S. & Ulutaş, İ. (2016). How happy are children? Determining happiness according to some variables. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 7(1), 16-24.
32. Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542–575.
33. Döş, İ. (2013). Happy school. Eğitim ve Bilim Dergisi, 38(170), 266-280.
34. Eboka, O. C. (2016). Principals leadership styles and gender influence on teacher’s morale in public secondary schools. Journal of Education and Practice, 7(15), 25-32.
35. Engels, N., Aelterman, A., Petegem, K. V. & Schepens, A. (2004). Factors which influence the well-being of pupils in Flemish secondary schools. Educational Studies, 30(2), 127-143.
36. Eryılmaz, A. & Ercan, L. (2016). Investigating of subjective well-being based on gender, age and personality traits. Turkish Psychological Counseling and Guidance Journal, 4(36), 139-151.
37. Fidan, T. & Koç, M.H. (2020). Teachers’ opinions on ethical and unethical leadership: A phenomenological research. Educational Administration: Theory and Practice, 26(2), 355-400.
38. Fisher, C. D. (2010). Happiness at work. International Journal of Management Reviews, 12(4), 384-412.
39. Garza, K. (2018). A study of the relationship between principal leadership style and school climate (Master thesis). Our Lady of the Lake University San Antonio, Texas.
40. Glasser, W. (1999). Okulda kaliteli eğitim. (U. Kaplan, Trans.) İstanbul: Beyaz Yayınları.
41. Gültekin, C. (2012). Determine school principals leadership behavior and the school climate: The Anatolian bank of Istanbul (Unpublished master thesis). Maltepe Üniversitesi, İstanbul.
42. Güney, S. (1992). Evaluation of Atatürk's leadership in terms of Fiedler's situational leadership model. Atatürk Araştırma Merkezi Dergisi, 7(23), 309-316.
43. Hartog, D. N., Muijen, J. J. & Koopman, P. L. (1997). Transactional versus transformational leadership: An analysis of the MLQ. Journal of Occupational and Organizational Psychology, 70(1), 19-34.
44. Helvacı, M. A. & Aydoğan, İ. (2011). A study on the perceptions of teachers on the qualities of effective school and school principal. Uşak Üniversitesi Sosyal Bilimler Dergisi, 4(2), 41-60
45. Hoy, W. & Miskel, K. (2010). Eğitim yönetimi: Teori araştırma ve uygulama [Education administration] (S. Turan, Trans.). Ankara: Nobel.
46. Işık, M. & Çetin, M. (2020). Analysis on learning perceptions of school administrators at different career phases. International Online Journal of Educational Sciences, 10(3), 81-98.
47. Jalali, Z., & Heidari, A. (2016). The relationship between happiness, subjective well-being, creativity and job performance of primary school teachers in Ramhormoz City. International Education Studies, 9(6), 45-52.
48. Korkmaz, M. (2007). The effects of leadership styles on organizational health. Educational Research Quarterly, 30(3), 23-55.
49. Kouzes, J. M. & Posner, B. Z. (2010). The leadership challenges. San: Francisco: Pfeiffer.
50. Langevin, E. L. (2013). Undergraduate student happiness and academic performance: A correlation study (Doctoral dissertation). University of Phoenix, Phoenix.
51. Maral, M. (2016). The relationship between leadership styles and conflict solution strategies of school managers (Unpublished master thesis). Sakarya Üniversitesi, Sakarya.
52. McColl-Kennedy, J. R., & Anderson, R. D. (2002). Impact of leadership style and emotions on subordinate performance. The Leadership Quarterly, 13(5), 545-559.
53. Mehdinezhad, V. (2011). A study of the relationship between high school principals’ happiness and effective instructional management. International Journal on New Trends in Education and Their Implications, 2(1), 57-69.
54. Mert, P. & Özgenel, M. (2020). A relational research on paternalist leadership behaviors perceived by teachers and teachers' performance. Educational Policy Analysis and Strategic Research, 15(2), 41-60. doi: 10.29329/epasr.2020.251.3
55. Oğuz, E. (2011). The relationship between the leadership styles of the school administrators and the organizational citizenship behaviors of teachers. Educational Administration: Theory and Practice, 3(3), 377-403.
56. Onay, Ö. A. (2018). Examining the relationship between leadership styles and Narcissism (Unpublished master thesis). Sakarya Üniversitesi, Sakarya.
57. Özdemir, Y. & Koruklu, N. (2011). Investigating relationship between values and happiness among university students. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 190-210.
58. Özgenel, M. & Aksu, T. (2020). The power of school principals' ethical leadership behavior to predict organizational health. International Journal of Evaluation and Research in Education (IJERE), 9(4), 101-111. http://doi.org/10.11591/ijere.v9i4.20658
59. Özgenel, M. & Aktaş, A. (2020). Okul müdürlerinin liderlik stillerinin öğretmen performansına etkisi. Uluslararası Liderlik Çalışmaları Dergisi: Kuram ve Uygulama 3(2), 1-18.
60. Özgenel, M. & Ankaralıoğlu, S. (2020). The effect of school administrators’ spiritual leadership style on school culture. Spiritual Psychology and Counseling, 5, 137–165. https://dx.doi.org/10.37898/spc.2020.5.2.93
61. Özgenel, M. & Bozkurt, B. N. (2019). Okul mutluluğunu etkileyen bir faktör: Öğretmenlerin politik becerileri [A factor affecting school happiness: teachers' political skills]. Turkish Journal of Educational Studies, 7(2), 130-149.
62. Özgenel, M. & Canuylası, E. M. (2020). Okul müdürlerinin yıkıcı liderlik davranıslarının örgütsel strese etkisi. İZU Sosyal Bilimler Lisansüstü Öğrenci Kongresi, 06-07 Haziran 2020, İstanbul/Türkiye.
63. Özgenel, M. & Canuylası, R. (2020). Paternalist liderlik davranıslarının örgütsel mutluluğa eEtkisi. İZU Sosyal Bilimler Lisansüstü Öğrenci Kongresi, 06-07 Haziran 2020, İstanbul/Türkiye.
64. Özgenel, M. & Çetiner, R. (2019). Okul ikliminin öğrencilerin mutluluğuna etkisi. V. International Congress on Education and Social Sciences, Yıldız Teknik University, İstanbul, Turkey.
65. Özgenel, M. & Demirci, M. E. (2019). Öğrenen okulun bir yordayıcısı olarak teknolojik liderlik. 3rd Internatıonal Congress of Eurasian Social Sciences, 18-21 April 2019, Bodrum/Muğla.
66. Özgenel, M. & Dil, İ. (2020). Okul Yöneticilerinin Öğretimsel Liderlik Davranıslarının Öğretmen Motivasyonuna Etkisi. FSM Eğitim Araştırmaları Kongresi, 09-10 Mayıs 2020, İstanbul/Türkiye.
67. Özgenel, M. & Dursun, İ. E. (2020). Okul müdürlerinin paternalist liderlik davranışlarının okul kültürüne etkisi, Sosyal, Beşerî ve İdari Bilimler Dergisi, 3(4): 284-302.
68. Özgenel, M. & Hıdıroğlu, A. (2019). Liderlik stillerine göre ortaya çıkan bir tutum: Örgütsel sinizm [An attitude that arises according to leadership styles: Organizational cynicism]. Journal of Kırşehir Education Faculty, 20(2), 1003-1043.
69. Özgenel, M. & Karsantik, İ. (2020). Effects of school principals’ leadership styles on leadership practices. MOJES: Malaysian Online Journal of Educational Sciences, 8(2), 1-13.
70. Özgenel, M. & Mert, P. (2019). The role of teacher performance in school effectiveness. International Journal of Education Technology and Scientific Researches, 4(10), 417- 434.
71. Özgenel, M. & Nair, A. (2020). Okul müdürlerinin liderlik stilleri ile politik becerileri arasındaki ilişki [The relationship between leadership styles and political skills of the school principals]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 56.
72. Özgenel, M. & Yayık, D. (2019). Okul müdürlerinin etik liderlik özellikleri ile okul iklimi ve öğretmenlerin okula bağlılıkları arasındaki ilişkiler örüntüsü. 6th International Symposium on Academic Studies in Educational and Social Sciences, June 13-15, 2019, Ankara, Turkey.
73. Özgenel, M. (2020a). The role of charismatic leader in school culture. Eurasian Journal of Educational Research, 86, 85-114, DOI: 10.14689/ejer.2020.86.5
74. Özgenel, M. (2020b). Okul müdürlerinin liderlik davranişlarinin öğrenme kültürüne etkisi: Öğretmen algilari üzerine bir inceleme. Uluslararası Sosyal ve Eğitim Bilimleri Sempozyumu (USVES), 22-23 Şubat 2020, Pendik/İstanbul.
75. Özgenel, M., Baydar, F. & Baydar, H. (2019). Okul yöneticilerinin etik liderlik yeterlikleri ile örgütsel muhalefet arasındaki ilişki. 3rd Internatıonal Congress of Eurasian Socıal Sciences, 18-21 April 2019, Bodrum/Muğla.
76. Özgenel, M., Mert, P. & Parlar, H. (2020, baskıda). Improving teacher performance: Leadership qualities of school principals as a tool. İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi. 19(39).
77. Renehan, S. (2007). School leadership and happiness (Unpublished doctoral dissertations). Northern Illinois University, DeKalb.
78. Riggs, R. (2017). Correlational study between teacher perceived high school principal leadership style and teacher self-efficacy (Unpublished doctoral dissertation). Grand Canyon University, Phoenix, Arizona.
79. Sarıer, Y. (2013). Investigation of the relationship between the leadership of educational administrators and school outcomes using the method of meta-analysis (Unpublished doctoral dissertation). Osmangazi Üniversitesi, Eskişehir.
80. Sezer, Ş. & Can, E. (2019). School happiness: A scale development and implementation study. Eurasian Journal of Educational Research, 79, 167-190.
81. Shamaki, E. B. (2015). Influence of leadership style on teacher's job productivity in public secondary schools in Taraba State, Nigeria. Journal of Education and Practice, 6(10), 200-203.
82. Sudha, K. S., Shahnawaz, M. G. & Farhat, A. (2016). Leadership styles, leader’s effectiveness and well-being: Exploring collective efficacy as a mediator. Vision, 20(2), 111-120.
83. Şahin, F. Y. & Sarıdemir, T. (2017). An examination of teachers' life satisfaction and marriage satisfaction according to the leadership styles of school principals. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(1), 391-425.
84. Talebzadeh, F. & Samkan, M. (2011). Happiness for our kids in schools: A conceptual model. Procedia-Social and Behavioral Sciences, 29, 1462-1471.
85. Tanwar, K. C. & Priyanka, M. (2018). Study of leadership style, coping strategies and happiness in academic employees and corporate employees. International Journal of Research in Social Sciences, 8(2), 420-435.
86. Taymaz, H. (1995). Okul yönetimi. Ankara: Saypa.
87. Tekbulut, G. (2017). An examination of relationship among leadership styles, organizational citizenship behavior and academic performance in universities according to some variables (Unpublished doctoral dissertation). Hacettepe Üniversitesi, Ankara.
88. Telef, B. B. (2014). School children's happiness inventory: The validity and reliability study. Journal of Educational Sciences, 6(1), 130-143.
89. Tengilimoğlu, D. (2005a). Kamu ve özel sektör örgütlerinde liderlik davranışı özelliklerinin belirlenmesine yönelik bir alan çalışması. Elektronik Sosyal Bilimler Dergisi, 4(14), 1-16.
90. Tengilimoğlu, D. (2005b). Determination the relationship between leadership and job satisfaction in services business: a case study. Gazi Üniversitesi Ticaret ve Turizm Eğitim Fakültesi Dergisi, (1), 23-45.
91. Tiryaki, A. (2008). An application towards the relationship between the modern leadership approaches in business administrations and the motivation of employee (Unpublished master thesis). Yıldız Teknik Üniversitesi, İstanbul.
92. Tomey, A. M. (2008). Guide to nursing management and leadership. Australian Nursing and Midwifery Journal, 15(11), 41.
93. Tosten, R., Avci, Y. E., & Sahin, E. (2017). The relations between the organizational happiness and the organizational socialization perceptions of teachers: The sample of physical education and sport. European Journal of Educational Research, 7(1), 151-157.
94. Tsai, W. C., Chen, H. W., & Cheng, J. W. (2009). Employee positive moods as a mediator linking transformational leadership and employee work outcomes. The International Journal of Human Resource Management, 20(1), 206-219.
95. Tura, M. (2012). Effect of primary school managers' leadership styles on teachers' job satisfaction: Karacabey sample. (Unpublished master thesis). Balıkesir Üniversitesi, Balıkesir.
96. Türk Dil Kurumu (2019). Güncel Türkçe Sözlüğü [Contemporary Turkish Dictionary]. https://sozluk.gov.tr/
97. Türkmen, İ. (1996). Yönetsel zaman ve yetki devri açısından yönetimde verimlilik. Ankara: MPM Yayınları.
98. Uusitalo-Malmivaara, L. & Lehto, J. E. (2013). Social factors explaining children’s subjective happiness and depressive symptoms. Social Indicators Research, 111(2), 603-615.
99. Uusitalo-Malmivaara, M. (2012). Global and school-related happiness in Finnish children. Journal of Happiness Studies, 13(4), 601-619.
100. Ural, A. ve Kılıç, İ. (2013). Bilimsel araştırma süreci ve SPSS ile veri analizi. Ankara: Detay.
101. Ünüvar, P., Çalışandemir, F., Tagay, Ö. & Amini, F. (2015). Preschool children's perception of happiness: Turkey and Afghanistan Sample. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 34, 1-22.
102. Veenhoven, R. (1984). Conditions of happiness. Springer Science & Business Media.
103. Yang, C. (2014). Does ethical leadership lead to happy workers? A study on the impact of ethical leadership, subjective well-being and life happiness in the Chinese culture. Journal of Business Ethics, 123(3), 513-525.
104. Yaylalı, M. (2017). The relationship between Anatolian high school managers' leadership styles and conflict management strategies they use according to the perceptions of Anatolian high school teachers (Unpublished master thesis). Dokuz Eylül Üniversitesi, İzmir.
105. Yukl, G. (2018). Örgütlerde liderlik (Leadership in organizations) (Ş. Çetin, Trans.). Ankara: Nobel Yayınları.
106. Yusof, A. (1998). The relationship between transformational leadership behaviors of athletic directors and coaches job satisfaction. Physical Educator, 55(4), 170-175.
107. Zeren, H. (2007). İlköğretim okulu müdürlerinin dönüşümcü liderlik stilleri ile bu okullarda görevli öğretmenlerin örgütsel bağlılığı arasındaki ilişki (Şanlıurfa ili örneği). (Unpublished master thesis). Harran Üniversitesi, Şanlıurfa.