Examining the Effect of Principals' Inclusive Leadership Practices on Organizational Hypocrisy through the Mediating Role of Trust in Principal

Bünyamin Ağalday

doi:10.17275/per.22.111.9.5

EN

Examining the Effect of Principals' Inclusive Leadership Practices on Organizational Hypocrisy through the Mediating Role of Trust in Principal

Abstract

This study aims to explore the effect of inclusive leadership and trust in principal on organizational hypocrisy in schools. We employed a quantitative methodology and used a cross-sectional survey design and Structural Equation Modelling to determine the relationships between inclusive leadership, trust in principal, and organizational hypocrisy. The research sample consisted of 408 teachers working in preschool, primary, secondary and high schools in different regions of Türkiye. We collected the data of the study through "Inclusive Leadership Scale," "Organizational Hypocrisy Scale," and "Trust in Principal Scale." The results showed that inclusive leadership, directly and indirectly, affected organizational hypocrisy. According to the total effect, inclusive leadership had a significant, negative, and large impact on organizational hypocrisy and explained 75% of the variance in organizational hypocrisy. Results also indicated a direct effect of inclusive leadership on trust in principal and of trust in principal on organizational hypocrisy. In addition, trust in principal had a mediator effect between inclusive leadership and organizational hypocrisy. Consequently, inclusive leadership and trust in principal were important variables in reducing organizational hypocrisy in schools. In this context, principals need to increase trust in principal by displaying inclusive leadership behaviors to reduce organizational hypocrisy that causes negative consequences in schools.

Keywords

inclusive leadership , organizational hypocrisy , trust in principal

References

Alicke, M., Gordon, E., & Rose, D. (2013). Hypocrisy: what counts? Philosophical Psychology, 26(5), 673-701. https://doi.org/10.1080/09515089.2012.677397
Argyris, C., & Schon, D. A. (1974). Theory in practice: Increasing professional effectiveness. Jossey-bass.
Bektaş, F. Kılınç, A. Ç., & Gümüş, S. (2020). The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation. Educational Studies. https://doi.org/10.1080/03055698.2020.1793301
Bellibaş, M.Ş., & Sedat Gümüş, S. (2021). The effect of learning-centred leadership and teacher trust on teacher professional learning: evidence from a centralised education system. Professional Development in Education, https://doi.org/10.1080/19415257.2021.1879234
Boies, K., & Fiset, J. (2018). Leadership and communication as antecedents of shared mental models emergence. Performance Improvement Quarterly, 31(3), 293-316. https://doi.org/10.1002/piq.21267
Booysen, L. (2014). The development of inclusive leadership practice and processes. In B. M. Ferdman & B. R. Deane (Eds.), Diversity at work: The practice of inclusion (pp. 296-329). Jossey-Bass/Wiley. https://doi.org/10.1002/9781118764282.ch10
Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational leadership: Journal of the Department of Supervision and Curriculum Development, 60(6), 40-45.
Brunsson, N. (2002). The organization of hypocrisy: Talk, decisions and actions in organizations (2.ed.). Abstrakt Liber Copenhagen Business School Press.
Burke, C. S., Sims, D. E., Lazzara, E. H., & Salas, E. (2007). Trust in leadership: A multi-level review and integration. The Leadership Quarterly, 18(6), 606-632. https://doi.org/10.1016/j.leaqua.2007.09.006
Cansoy, R., Polatcan, M., & Parlar, H. (2020). Paternalistic school principal behaviours and teachers’ participation in decision making: The intermediary role of teachers’ trust in principals. Research in Educational Administration and Leadership, 5(2), 553-584. https://doi.org/10.30828/real/2020.2.8

Cenkci, A. T., Bircan, T., & Zimmerman, J. (2020). Inclusive leadership and work engagement: the mediating role of procedural justice. Management Research Review, 44(1). 158-180. https://doi.org/10.1108/MRR-03-2020-0146
Choi, S. B., Tran, T. B. H., & Kang, S. W. (2017). Inclusive leadership and employee well-being: The mediating role of person-job fit. Journal of Happiness Studies, 18(6), 1877-1901. https://doi.org/10.1007/s10902-016-9801-6
Christensen, L. T., Morsing, M., & Thyssen, O. (2013). CSR as aspirational talk. Organization, 20(3), 372-393. https://doi.org/10.1177/1350508413478310
Çayak, S. (2021). The mediating role of organizational hypocrisy in the relationship between organizational silence and organizational rumor: a study on educational organizations. International Journal of Psychology and Educational Studies, 8(2), 1-13. https://dx.doi.org/10.52380/ijpes.2021.8.2.177
DeMatthews, D. (2020). Undoing systems of exclusion: exploring inclusive leadership and systems thinking in two inclusive elementary schools. Journal of Educational Administration. https://doi.org/10.1108/JEA-02-2020-0044
Doney, P. M., & Cannon, J. P. (1997). An examination of the nature of trust in buyer–seller relationships. Journal of marketing, 61(2), 35-51. https://doi.org/10.1177/002224299706100203
Edmondson, A. C., Kramer, R. M., & Cook, K. S. (2004). Psychological safety, trust, and learning in organizations: A group-level lens. Trust and distrust in organizations: Dilemmas and approaches, 12(2004), 239-272.
Elsaied, M. M. (2020). A moderated mediation model for the relationship between inclusive leadership and job embeddedness. American Journal of Business, 35(3/4), 191-210. https://doi.org/10.1108/AJB-06-2019-0035
Erdem, M., Aydin, I., Tasdan, M., & Akin, U. (2011). Educational problems and solutions in Turkey: The views of district governors. Educational Management Administration & Leadership, 39, 242. https://doi.org/101177/1741143210390059
Fang, Y. C., Chen, J. Y., Wang, M. J., & Chen, C. Y. (2019). The impact of inclusive leadership on employees’ innovative behaviors: the mediation of psychological capital. Frontiers in Psychology, 1803. https://doi.org/10.3389/fpsyg.2019.01803
Farnsworth, S. J., Hallam, P. R., & Hilton, S. C. (2019). Principal learning-centered leadership and faculty trust in the principal. NASSP Bulletin, 103(3), 209-228. https://doi.org/10.1177/0192636519871624
Fraenkel, W., Wallen, N., & Hyun, E. (2012). How to design and evaluate research in education. McGraw-Hill.
Fukuyama, F. (1996). Trust: The social virtues and the creation of prosperity. Simon and Schuster.
Ganon-Shilon, S., Finkelstein, I., Sela-Shayovitz, R., & Schechter, C. (2022). Inclusive leadership in times of COVID-19 crisis: the role of district and school leaders in fostering school sense-making processes within a national ınclusion and ıntegration reform. Leadership and Policy in Schools, 1-21. https://doi.org/10.1080/15700763.2022.2052907
George, D., & Mallery, P. (2003). Reliability and validity assessment. Sage Thousand Oaks CA.
Göçen, A., Uzun, M., & Kaya, A. (2021). Examining the relationship between organizational cynicism and organizational hypocrisy in schools. OPUS International Journal of Society Researchers, 18(44), 8001-8024. https://doi.org/10.26466//opus.906933
Guo, Y., Zhu, Y., & Zhang, L. (2020). Inclusive leadership, leader identification and employee voice behavior: The moderating role of power distance. Current Psychology, 41, 1301-1310. https://doi.org/10.1007/s12144-020-00647-x
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2013). Partial least squares structural equation modeling: Rigorous applications, better results and higher acceptance. Long range planning, 46(1-2), 1-12. https://ssrn.com/abstract=2233795
Hallinger, P., Liu, S., & Piyaman, P. (2017). Does principal leadership make a difference in teacher professional learning? A comparative study China and Thailand. Compare: A Journal of Comparative and International Education, 49(3), 341-357. https://doi.org/10.1080/03057925.2017.1407237
Handford, V., & Leithwood, K. (2013). Why teachers trust school leaders. Journal of Educational Administration. 51(2), 194-212. https://doi.org/10.1108/09578231311304706
Hitt, D. H., & Tucker, P. D. (2016). Systematic review of key leader practices found to influence student achievement: A unified framework. Review of educational research, 86(2), 531-569. https://doi.org/10.3102/0034654315614911
Hollander, E. P. (2008). Inclusive leadership: The essential leader-follower relationship. Routledge/Psychology Press.
Hoppey, D., & McLeskey, J. (2013). A case study of principal leadership in an effective inclusive school. The Journal of Special Education, 46(4), 245-256. https://doi.org/10.1177/0022466910390507
Hoy, W. K., & Tschannen-Moran, M. (1999). Five faces of trust: An empirical confirmation in urban elementary schools. Journal of School leadership, 9(3), 184-208. https://doi.org/10.1177/105268469900900301
Hoy, W. K., & Tschannen-Moran, M. (2003). The conceptualization and measurement of faculty trust in schools: The Omnibus T-Scale. In W. K. Hoy & C. G. Miskel (Eds.), Studies in leading and organizing schools (pp. 181-208). Greenwich, CT: Information Age.
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. https://doi.org/10.1080/10705519909540118
Iltis, A. S. (2005). Value based decision making: Organizational Mission and Integrity. H E C Forum, 17(1), 6-17. https://doi.org/10.1007/s10730-005-4947-3
Jiang, J., Ding, W., Wang, R., & Li, S. (2020). Inclusive leadership and employees’ voice behavior: A moderated mediation model. Current Psychology, 1-11. https://doi.org/10.1007/s12144-020-01139-8
Karacabey, M. F., Bellibaş, M. Ş., & Adams, D. (2022). Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust. Educational Studies, 48(2), 253-272, https://doi.org/10.1080/03055698.2020.1749835
Khan, J., Jaafar, M., Javed, B., Mubarak, N., & Saudagar, T. (2020). Does inclusive leadership affect project success? The mediating role of perceived psychological empowerment and psychological safety. International Journal of Managing Projects in Business, 13(5), 1077-1096. https://doi.org/10.1108/IJMPB-10-2019-0267
Kılıçoğlu, G. (2017a). Organizational hypocrisy and integrity in Turkish contexk: a theoretical analysis. Kuram ve Uygulamada Eğitim Yönetimi, 23(3), 465-504. https://doi.org/10.14527/kuey.2017.016
Kılıçoğlu, G. (2017b). Consistency or discrepancy? Rethinking schools from organizational hypocrisy to integrity. Management in Education, 31(3), 118-124. https://doi.org/10.1177/0892020617715268
Kılıçoğlu, G., Kılıçoğlu, D.Y., & Hammersley-Fletcher, L. (2019). Leading Turkish schools: A study of the causes and consequences of organisational hypocrisy. Educational Management Administration & Leadership, 48(4), 745-761. https://doi.org/10.1177/1741143218822778
Kılıçoğlu, G., Kılıçoğlu, D.Y., & Karadağ, E. (2017). Do schools fail to "walk their talk"? Development and validation of a scale measuring organizational hypocrisy. Leadership and Policy in Schools, 1-31. https://doi.org/101080/1570076320171371762
Kılıçoğlu, G., & Yılmaz Kılıçoğlu, D. (2019). Understanding organizational hypocrisy in schools: The relationships between organizational legitimacy, ethical leadership, organizational hypocrisy and work-related outcomes. International Journal of Leadership in Education, https://doi.org/101080/1360312420191623924
Kılınç, A. Ç., Polatcan, M., Savaş, G., & Er, E. (2022). How transformational leadership influences teachers’ commitment and innovative practices: Understanding the moderating role of trust in principal. Educational Management Administration & Leadership, 17411432221082803. https://doi.org/10.1177/17411432221082803
Kline, R.B. (2011). Methodology in the social sciences: Principles and practice of structural equation modeling (3rd ed.). Guilford Press.
Ma, X., & Marion, R. (2021). Exploring how instructional leadership affects teacher efficacy: A multilevel analysis. Educational Management Administration & Leadership, 49(1), 188-207. https://doi.org/10.1177/1741143219888742
Mor Barak, M. E., Luria, G., & Brimhall, K. C. (2021). What leaders say versus what they do: Inclusive leadership, policy-practice decoupling, and the anomaly of climate for inclusion. Group & Organization Management, 10596011211005916. https://doi.org/10.1177/10596011211005916
Mundy, K., & Menashy, F. (2014). The World Bank and private provision of schooling: A look through the lens of sociological theories of organizational hypocrisy. Comparative Education Review, 58(3), 401-427. https://doi.org/10.1086/676329
Nembhard, I. M., & Edmondson, A. C. (2006). Making it safe: The effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 27(7), 941-966. https://doi.org/10.1002/job.413
Okçu, V., & Deviren, İ. (2020). Kapsayıcı liderlik ölçeğinin eğitim örgütleri için Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. MSKU Journal of Education, 7(2), 180-192. https://doi.org/10.21666/muefd.770115
Özer, N., Demirtaş, H., Üstüner, M., & Cömert, M. (2006). Ortaöğretim öğretmenlerinin örgütsel güven algıları. Ege Eğitim Dergisi, 7(1), 103-124.
Pless, N. M., & Maak, T. (2004). Building an inclusive diversity culture: Principles, processes and practice. Journal of Business Ethics, 54(2), 129-147. https://doi.org/10.1007/s10551-004-9465-8
Polatcan, M., & Cansoy, R. (2019). Organisational trust in schools: a critical review of empirical research in Turkey. Ş. Ş. Erçetin, N. Potas (eds.), In Chaos, Complexity and Leadership (pp. 379-398). Springer.
Sakız, H. (2016). Ability, examination and inclusive education: Stretching the hard lines of the educational system. Educational Process: International Journal (EDUPIJ), 5(1), 65-75. https://doi.org/10.12973/edupij.2016.51.5
Shakil, R. M., Memon, M. A., & Ting, H. (2021). Inclusive leadership and innovative work behaviour: the mediating role of job autonomy. Quality & Quantity, 1-15. https://doi.org/10.1017/jmo.2018.50
Suchman, M. C. (1995). Managing legitimacy: Strategic and institutional approaches. Academy of Management Review, 20(3), 571-610. https://doi.org/10.2307/258788
Tran, T. B. H., & Choi, S. B. (2019). Effects of inclusive leadership on organizational citizenship behavior: the mediating roles of organizational justice and learning culture. Journal of Pacific Rim Psychology, 13(17). https://doi.org/10.1017/prp.2019.10
Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. Jossey Bass.
Tschannen-Moran, M. (2017). Trust in education. In Oxford Research Encyclopedia of Education.
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
Walumbwa, F. O., & Schaubroeck, J. (2009). Leader personality traits and employee voice behavior: mediating roles of ethical leadership and work group psychological safety. Journal of applied psychology, 94(5), 1275. https://doi.org/10.1037/a0015848
Workman-Stark, A. L. (2017). Inclusive policing from the inside out. Springer.
Wuffli, P. A. (2016). Inclusive leadership: A framework for the global era. Springer.
Xiaotao, Z., Yang, X., Diaz, I., & Yu, M. (2018). Is too much inclusive leadership a good thing? An examination of curvilinear relationship between inclusive leadership and employees’ task performance. International Journal of Manpower, 39(7), 882-895. https://doi.org/10.1108/IJM-01-2017-0011
Ye, Q., Wang, D., & Guo, W. (2019). Inclusive leadership and team innovation: The role of team voice and performance pressure. European Management Journal, 37(4), 468-480. https://doi.org/10.1016/j.emj.2019.01.006

Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Bünyamin Ağalday ^*
0000-0003-0128-5055
Türkiye

Publication Date

September 1, 2022

Submission Date

April 4, 2022

Acceptance Date

May 30, 2022

Published in Issue

Year 2022 Volume: 9 Number: 5

DOI

https://doi.org/10.17275/per.22.111.9.5

IZ

https://izlik.org/JA99DE78KS

APA

Ağalday, B. (2022). Examining the Effect of Principals’ Inclusive Leadership Practices on Organizational Hypocrisy through the Mediating Role of Trust in Principal. Participatory Educational Research, 9(5), 204-221. https://doi.org/10.17275/per.22.111.9.5