Research Article
PDF Mendeley EndNote BibTex Cite

Year 2019, Volume 8, Issue 3, 265 - 280, 27.12.2019

Abstract

References

  • Abdullah, J. B., & Kassim, J. M. (2012). An Overview in Qualitative Study: Practices As Instructional Leaders among Secondary Schools Principals in The State of Pahang, Malaysia.Bayram, N. (2010). Yapısal eşitlik modellemesine giriş: Amos uygulamaları (1. baskı). Bursa: Ezgi Kitabevi.Berkovich, I. (2018). Typology of trust relationships: profiles of teachers’ trust in principal and their implications. Teachers and Teaching, 1-19.Bogler, R., & Nir, A. E. (2012). The importance of teachers' perceived organizational support to job satisfaction: What's empowerment got to do with it?. Journal of Educational Administration, 50(3), 287-306.Boles, K. C. (1992). School Restructuring by Teachers: A Study of the Teaching Project at the Edward Devotion School.Blase, J., & Blase, J. (1996). Facilitative school leadership and teacher empowerment: Teacher's perspectives. Social Psychology of Education, 1(2), 117-145.Brown, T.A. (2006). Confirmatory factor analysis: For applied research. New York: Guilford Press.Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.Byrne, B.M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming. New York: Routledge.Canlı, S. (2016). Okul Müdürlerinin Öğretmenlere Güveninin Okul İklimine Etkisi, (Doktora Tezi), İnönü Üniversitesi, Eğitim Bilimleri Enstitüsü, Eğitim Yönetimi ve Denetimi Bilim Dalı, Malatya.Çelik, H.E. & Yılmaz, V. (2013). Lisrel 9.1 ile yapısal eşitlik modellemesi: Temel kavramlar-uygulamalar-programlama (2.baskı). Ankara: Anı Yayıncılık.Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.DeConinck, J.B. (2010). The effect of organizational justice, perceived organizational support, and perceived supervisor support on marketing employees' level of trust. Journal of Business Research. Volume 63, Issue 12, December 2010, Pages 1349-1355Demir, K. (2015). The Effect of Organizational Justice and Perceived Organizational Support on Organizational Citizenship Behaviors: The Mediating Role of Organizational Identification. Eurasian Journal of Educational Research, 60, 131-148.Demirtaş, H., Demirbilek, N. & Balı, O. (2015). Öğretmenlerin Algıladığı Müdür Desteği İle Müdüre Güven Ve Örgütsel Bağlılık Arasındaki İlişki (Bingöl İli Örneği). Dipaola, M. F. (2012). Conceptualizing And Validating a Measure of Principal Support. In Michael F. DiPaola & Patrick B. Forsyth (Eds.), Contemporary Challenges Confronting School Leaders. Charlotte, NC: Information Age.Donovan, M.A., Drasgow, F., & Munson, L.J. (1998). The Perceptions of Fair Interpersonal Treatment Scale: Development and Validation of a Measure of Interpersonal Treatment in the Workplace. Journal of Applied Psychology, Vol. 83, No. 5, 683-692Evers, C. W., & Eacott, S. (Eds.). (2016). New directions in educational leadership theory. Routledge, Taylor & Francis Group.Hallam, P. R., Smith, H. R., Hite, J. M., Hite, S. J., ve Wilcox, B. R. (2015). Trust and collaboration in PLC teams: Teacher relationships, principal support, and collaborative benefits. NASSP Bulletin, 99(3), 193-216.Harrington, D. (2009). Confirmatory factor analysis. New York: Oxford University Press.Hoy, W. K. (1980). Educational Administration Theory and Practice. Rex Bookstore, Inc..Hoy, W. K., & Tarter, C. J. (2004). Organizational justice in schools: No justice without trust. International Journal of Educational Management, 18(4), 250-259.Hoy, W. K., & Tschannen-Moran, M. (1999). Five faces of trust: An empirical confirmation in urban elementary schools. Journal of school leadership, 9, 184-208.Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.Karagöz, Y. (2016). SPSS 23 ve AMOS 23 uygulamalı istatistiksel analizler. Nobel Akademik Yayıncılık.Kelley, C.J., & Finnigan, K. (2003). The Effects of Organizational Context on Teacher Expectancy. Educational Administration Quarterly. Vol. 39, No. 5 (December 2003) 603-634Khiavi, F. F., Shakhi, K., Dehghani, R., & Zahiri, M. (2016). The correlation between organizational justice and trust among employees of rehabilitation clinics in hospitals of Ahvaz, Iran. Electronic physician, 8(2), 1904.Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York. USA: Guilford Press.Kral, K. (2012). The functional significance of mantis peering behaviour. Eur. J. Entomol. 109 (3): 295-301Noruzy, A., Shatery, K., Rezazadeh, A., & Hatami-Shirkouhi, L. (2011). Investigation the relationship between organizational justice, and organizational citizenship behavior: The mediating role of perceived organizational support. Indian Journal of science and Technology, 4(7), 842-847.Ozer, N., Demirtas, H., Ustuner, M., & Comert, M. (2006). Secondary school teachers’ perceptions regarding organizational trust. Journal of Ege Education, 7(1), 103-124.Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (4. Edt.). Berkshire: Open University Press.Randall, M. L., Cropanzano, R., Bormann, C. A., & Birjulin, A. (1999). Organizational Politics And Organizational Support As Predictors Of Work Attitudes, Job Performance, And Organizational Citizenship Behavior.Schermelleh-Engel, K., Moosbrugger, H. & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.Şimşek, Ö., F. (2007). Yapısal eşitlik modellemesine giriş temel ilkeler ve LISREL uygulamaları. Ankara: Ekinoks Yayıncılık.Tahseen, N., & Akhtar, M. S. (2015). Effect of Organizational Justice on Faculty Trust in University Education Faculties. Journal of Research & Reflections in Education (JRRE), 9(1)Tasdan, M., & Yalcin, T. (2010). Relationship between Primary School Teachers' Perceived Social Support and Organizational Trust Level. Educational Sciences: Theory and Practice, 10(4), 2609-2620.Tokgöz, N. (2011). Örgütsel sinisizm, örgütsel destek ve örgütsel adalet ilişkisi: elektrik dağıtım işletmesi çalışanları örneği. Eskişehir Osmangazi Üniversitesi İktisadi ve İdari Bilimler Dergisi, 6 (2),363-382.Tschannen-Moran, M. (2014). The interconnectivity of trust in schools. In Trust and school life (pp. 57-81). Springer, Dordrecht.Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust in the principal: An essential ingredient in high-performing schools. Journal of Educational Administration, 53(1), 66-92.Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of educational research, 70(4), 547-593.Tuli, F. (2017). Teachers Professional Development in schools: Reflection on the Move to Create a Culture of Continuous Improvement. Journal of Teacher Education and Educators, 6(3), 275-296.Uzun, T. (2018). Okullarda algılanan örgütsel destek, örgütsel güven, duygusal bağlılık ve örgütsel vatandaşlık davranışı arasındaki ilişkiler. OPUS Uluslararası Toplum Araştırmaları Dergisi, 8(15), 9584-987.Yean, T. F., & Yusof A.A. (2016). Organizational justice: A conceptual discussion. Procedia-Social and Behavioral Sciences, 219, 798-803.Zaitouni, M., & Nassar, M. (2015). Perceived supervisor support as a mediator between organizational justice and trust in supervisor: Evidence from Kuwaiti banks. International Review of Business Research Papers, 11(2), 170-188.Wasti, S. A. (2001). Örgütsel adalet kavramı ve tercüme bir ölçeğin Türkçe'de güvenirlik ve geçerlik analizi. Yönetim Araştırmaları Dergisi, 1, 33-50.

The Mediating Effect of the Trust of Managers in Teachers in the Relation between Manager Support and Organizational Justice

Year 2019, Volume 8, Issue 3, 265 - 280, 27.12.2019

Abstract

This study aims to examine the relationship between perceived principal support of teachers who are working in primary schools under the Ministry of National Education and school principals’ trust in teachers and organizational justice with structural equation modeling. The population of the study was 2217 teachers working in the districts of Eyyubiye and Karaköprü in the province of Şanlıurfa in the 2016-2017 academic year. The sample of the study was 332 teachers who were determined by the convenience sampling method. Data were collected through the Turkish versions of a principal support scale and an organizational justice scale. Findings show that first, teachers’ perceived principal support directly affected the school principal’s trust in teachers from the perspective of the teachers; second, teachers’ perceived principal support directly affected their perceptions of organizational justice and indirectly influenced it through the school principal’s trust in teachers; and finally, teachers’ perceived principal trust directly affected teachers’ perceptions of organizational justice. In conclusion, principal support for teachers directly affects principal trust in teachers. In addition, principal support and principal trust in teachers explain approximately 34% of the variance in organizational justice.

References

  • Abdullah, J. B., & Kassim, J. M. (2012). An Overview in Qualitative Study: Practices As Instructional Leaders among Secondary Schools Principals in The State of Pahang, Malaysia.Bayram, N. (2010). Yapısal eşitlik modellemesine giriş: Amos uygulamaları (1. baskı). Bursa: Ezgi Kitabevi.Berkovich, I. (2018). Typology of trust relationships: profiles of teachers’ trust in principal and their implications. Teachers and Teaching, 1-19.Bogler, R., & Nir, A. E. (2012). The importance of teachers' perceived organizational support to job satisfaction: What's empowerment got to do with it?. Journal of Educational Administration, 50(3), 287-306.Boles, K. C. (1992). School Restructuring by Teachers: A Study of the Teaching Project at the Edward Devotion School.Blase, J., & Blase, J. (1996). Facilitative school leadership and teacher empowerment: Teacher's perspectives. Social Psychology of Education, 1(2), 117-145.Brown, T.A. (2006). Confirmatory factor analysis: For applied research. New York: Guilford Press.Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.Byrne, B.M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming. New York: Routledge.Canlı, S. (2016). Okul Müdürlerinin Öğretmenlere Güveninin Okul İklimine Etkisi, (Doktora Tezi), İnönü Üniversitesi, Eğitim Bilimleri Enstitüsü, Eğitim Yönetimi ve Denetimi Bilim Dalı, Malatya.Çelik, H.E. & Yılmaz, V. (2013). Lisrel 9.1 ile yapısal eşitlik modellemesi: Temel kavramlar-uygulamalar-programlama (2.baskı). Ankara: Anı Yayıncılık.Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.DeConinck, J.B. (2010). The effect of organizational justice, perceived organizational support, and perceived supervisor support on marketing employees' level of trust. Journal of Business Research. Volume 63, Issue 12, December 2010, Pages 1349-1355Demir, K. (2015). The Effect of Organizational Justice and Perceived Organizational Support on Organizational Citizenship Behaviors: The Mediating Role of Organizational Identification. Eurasian Journal of Educational Research, 60, 131-148.Demirtaş, H., Demirbilek, N. & Balı, O. (2015). Öğretmenlerin Algıladığı Müdür Desteği İle Müdüre Güven Ve Örgütsel Bağlılık Arasındaki İlişki (Bingöl İli Örneği). Dipaola, M. F. (2012). Conceptualizing And Validating a Measure of Principal Support. In Michael F. DiPaola & Patrick B. Forsyth (Eds.), Contemporary Challenges Confronting School Leaders. Charlotte, NC: Information Age.Donovan, M.A., Drasgow, F., & Munson, L.J. (1998). The Perceptions of Fair Interpersonal Treatment Scale: Development and Validation of a Measure of Interpersonal Treatment in the Workplace. Journal of Applied Psychology, Vol. 83, No. 5, 683-692Evers, C. W., & Eacott, S. (Eds.). (2016). New directions in educational leadership theory. Routledge, Taylor & Francis Group.Hallam, P. R., Smith, H. R., Hite, J. M., Hite, S. J., ve Wilcox, B. R. (2015). Trust and collaboration in PLC teams: Teacher relationships, principal support, and collaborative benefits. NASSP Bulletin, 99(3), 193-216.Harrington, D. (2009). Confirmatory factor analysis. New York: Oxford University Press.Hoy, W. K. (1980). Educational Administration Theory and Practice. Rex Bookstore, Inc..Hoy, W. K., & Tarter, C. J. (2004). Organizational justice in schools: No justice without trust. International Journal of Educational Management, 18(4), 250-259.Hoy, W. K., & Tschannen-Moran, M. (1999). Five faces of trust: An empirical confirmation in urban elementary schools. Journal of school leadership, 9, 184-208.Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.Karagöz, Y. (2016). SPSS 23 ve AMOS 23 uygulamalı istatistiksel analizler. Nobel Akademik Yayıncılık.Kelley, C.J., & Finnigan, K. (2003). The Effects of Organizational Context on Teacher Expectancy. Educational Administration Quarterly. Vol. 39, No. 5 (December 2003) 603-634Khiavi, F. F., Shakhi, K., Dehghani, R., & Zahiri, M. (2016). The correlation between organizational justice and trust among employees of rehabilitation clinics in hospitals of Ahvaz, Iran. Electronic physician, 8(2), 1904.Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York. USA: Guilford Press.Kral, K. (2012). The functional significance of mantis peering behaviour. Eur. J. Entomol. 109 (3): 295-301Noruzy, A., Shatery, K., Rezazadeh, A., & Hatami-Shirkouhi, L. (2011). Investigation the relationship between organizational justice, and organizational citizenship behavior: The mediating role of perceived organizational support. Indian Journal of science and Technology, 4(7), 842-847.Ozer, N., Demirtas, H., Ustuner, M., & Comert, M. (2006). Secondary school teachers’ perceptions regarding organizational trust. Journal of Ege Education, 7(1), 103-124.Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (4. Edt.). Berkshire: Open University Press.Randall, M. L., Cropanzano, R., Bormann, C. A., & Birjulin, A. (1999). Organizational Politics And Organizational Support As Predictors Of Work Attitudes, Job Performance, And Organizational Citizenship Behavior.Schermelleh-Engel, K., Moosbrugger, H. & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.Şimşek, Ö., F. (2007). Yapısal eşitlik modellemesine giriş temel ilkeler ve LISREL uygulamaları. Ankara: Ekinoks Yayıncılık.Tahseen, N., & Akhtar, M. S. (2015). Effect of Organizational Justice on Faculty Trust in University Education Faculties. Journal of Research & Reflections in Education (JRRE), 9(1)Tasdan, M., & Yalcin, T. (2010). Relationship between Primary School Teachers' Perceived Social Support and Organizational Trust Level. Educational Sciences: Theory and Practice, 10(4), 2609-2620.Tokgöz, N. (2011). Örgütsel sinisizm, örgütsel destek ve örgütsel adalet ilişkisi: elektrik dağıtım işletmesi çalışanları örneği. Eskişehir Osmangazi Üniversitesi İktisadi ve İdari Bilimler Dergisi, 6 (2),363-382.Tschannen-Moran, M. (2014). The interconnectivity of trust in schools. In Trust and school life (pp. 57-81). Springer, Dordrecht.Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust in the principal: An essential ingredient in high-performing schools. Journal of Educational Administration, 53(1), 66-92.Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of educational research, 70(4), 547-593.Tuli, F. (2017). Teachers Professional Development in schools: Reflection on the Move to Create a Culture of Continuous Improvement. Journal of Teacher Education and Educators, 6(3), 275-296.Uzun, T. (2018). Okullarda algılanan örgütsel destek, örgütsel güven, duygusal bağlılık ve örgütsel vatandaşlık davranışı arasındaki ilişkiler. OPUS Uluslararası Toplum Araştırmaları Dergisi, 8(15), 9584-987.Yean, T. F., & Yusof A.A. (2016). Organizational justice: A conceptual discussion. Procedia-Social and Behavioral Sciences, 219, 798-803.Zaitouni, M., & Nassar, M. (2015). Perceived supervisor support as a mediator between organizational justice and trust in supervisor: Evidence from Kuwaiti banks. International Review of Business Research Papers, 11(2), 170-188.Wasti, S. A. (2001). Örgütsel adalet kavramı ve tercüme bir ölçeğin Türkçe'de güvenirlik ve geçerlik analizi. Yönetim Araştırmaları Dergisi, 1, 33-50.

Details

Primary Language English
Subjects Education, Scientific Disciplines
Journal Section Research Article
Authors

Servet ATİK (Primary Author)
INONU UNIVERSITY
0000-0003-2841-6182
Türkiye


Hasan DEMİRTAŞ
INONU UNIVERSITY
0000-0003-4159-8937
Türkiye


Mahmut AKSOY
INONU UNIVERSITY
0000-0001-9672-8765
Türkiye

Publication Date December 27, 2019
Published in Issue Year 2019, Volume 8, Issue 3

Cite

APA Atik, S. , Demirtaş, H. & Aksoy, M. (2019). The Mediating Effect of the Trust of Managers in Teachers in the Relation between Manager Support and Organizational Justice . Journal of Teacher Education and Educators , 8 (3) , 265-280 . Retrieved from https://dergipark.org.tr/en/pub/jtee/issue/50999/542586