The Mediating Role of Moral Courage in the Relationship Between Authentic Leadership and Teachers’ Positive Psychological Capital

Yıl 2024, Cilt: 17 Sayı: 3, 698 - 718, 25.07.2024

Sami Yollu Mehmet Korkmaz

https://doi.org/10.30831/akukeg.1321356

Öz

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.

Anahtar Kelimeler

Otantik liderlik, pozitif psikolojik sermaye, ahlaki cesaret.

Kaynakça

• 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 Authentic leadership: A model for professional moral courage [Unpublished doctoral dissertation].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[The effect of positive psychological capital on job satisfaction in terms of personal values and a research] [Unpublished doctoral dissertation].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.
• Gautam, P., & Pradhan, M. (2018). Psychological capital as moderator of stress and achievement. Indian Journal of Positive Psychology, 9(1), 22–28. https://doi.org/http://dx.doi.org/10.15614/ijpp.v9i01.n73.
• Gumus, S., Bellibas, M. S., Esen, M., & Gumus, E. (2018). A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational Management Administration & Leadership, 46(1), 25–48. https://doi.org/10.1177/1741143216659296.
• Hammond, S. I., Müller, U., Carpendale, J. I. M., Bibok, M. B., & Liebermann-Finestone, D. P. (2012). The effects of parental scaffolding on preschoolers' executive function. Developmental Psychology, 48(1), 271–281. https://doi.org/10.1037/a0025519.
• Hannah, S., Avolio, B., & Walumbwa, F. (2011). Relationships between authentic leadership, moral courage, and ethical and pro-social behaviors. Business Ethics Quarterly, 21(4), 555–578. https://doi.org/10.5840/beq201121436.
• Hannah, S. T., Lester, P. B., & Vogelgesang, G. (2005). Moral leadership: Explicating the moral component of authentic leadership. W. L. Gardner, B. J. Avolio and F. O. Walumbwa (Ed.) Authentic leadership and practice: Origins, effects, and development. Amsterdam: Elsevier.
• Hu, L., & Bentler, P. (1995). Evaluating model fit. R. H. Hoyle (Ed.), Structural equation modeling. Concepts, issues, and applications (pp. 76−99). London: Sage.
• Jalongo, M. R., & Heider, K. (2006). Editorial teacher attrition: An issue of national concern. Early Childhood Education Journal, 33(6), 379-380.
• Kalaycı, Ş. (2014). SPSS uygulamalı çok değişkenli istatistik teknikleri (6. Baskı). Ankara: Asil.
• Kanten, P., & Yeşiltaş, M. (2013). Pozitif örgütsel davranışlar üzerine kavramsal bir inceleme [A conceptual study on positive organizational behaviors]. Süleyman Demirel Üniversitesi Vizyoner Dergisi, 4(8), 83-106.
• Kaur, J., & Amin, S. (2017). Psychological capital and stress among school students. Indian Journal of Positive Psychology, 8(4), 495–499.
• Keleş, H. N. (2011). Pozitif psikolojik sermaye: Tanımı, bileşenleri ve örgüt yönetimine etkileri. Organizasyon ve Yönetim Bilimleri Dergisi, 3(2), 343-350.
• Kidder, R. M. (2005). Moral courage. New York: William Morrow.
• Kline, R. B. (2019). Yapısal eşitlik modellemesinin ilkeleri ve uygulaması (Çev. Ed.: Sedat Sen). Ankara: Nobel Akademik Yayıncılık.
• Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 23(6), 695-706. https://doi.org/10.1002/job.165
• Luthans, F., & Yousseff, C. M. (2004). Human, social and now positive psychological capital management: Investing in people for competitive advantage. Organizational Dynamics, 33(2), 143-160. http://dx.doi.org/10.1016/j.orgdyn.2004.01.003
• Luthans, F., Youssef, C. M., & Avolio, B. J. (2007). Psychological capital: Investing and developing positive organizational behavior. Positive Organizational Behavior, 1(2), 9-24.
• Luthans, F., Youssef, C. M., & Avolio, B. J. (2007b). Psychological capital: Developing the human competitive edge. New York: Oxford University.
• Luthans, B. C., Luthans, K. W., & Jensen, S. M. (2012). The impact of business school students’ psychological capital on academic performance. Journal of Education for Business, 87(5), 253–259. https://doi.org/10.1080/08832323.2011.609844
• Luthans, K.W., Luthans, B.C. and Palmer, N.F. (2016). A positive approach to management education: The relationship between academic PsyCap and student engagement. Journal of Management Development, 35, 9, 1098-1118. https://doi.org/10.1108/JMD-06-2015-0091
• MacCallum, R. C., Browne, M. W., and Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods1, 130−149. https://psycnet.apa.org/doi/10.1037/1082-989X.1.2.130
• MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7(1), 83–104. https://doi.org/10.1037/1082-989X.7.1.83
• Maguen S., Luxton D.D., Skopp N.A., Gahm G.A., Reger M.A., Metzler T.J., Marmar C.R. (2011). Killing in combat, mental health symptoms, and suicidal ideation in Iraq war veterans. Journal of Anxiety Disorders, 25(4), 563-567.
• Ortega-Maldonado, A., & Salanova, M. (2018). Psychological capital and performance among undergraduate students: the role of meaning-focused coping and satisfaction. Teaching in Higher Education, 23(3), 390-402. https://doi.org/10.1080/13562517.2017.1391199
• Öztekin-Bayır, Ö. & Aydın, A. (2019). Otantik liderliğin psikolojik sermaye, işe kapılma ve okul başarısıyla ilişkisi [The relationship of authentic leadership with psychological capital, employment and school success]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(4), 1232-1254. https://doi.org/10.17240/aibuefd.2019..-631377.
• Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. New York: Oxford University.
• Petrocelli, J. V., Rubin, A. L., & Stevens, R. L. (2016). The sin of prediction: When mentally simulated alternatives compete with reality. Personality and Social Psychology Bulletin, 42(12), 1635-1652. https://doi.org/10.1177/0146167216669122
• Pulungan, A. H., Sari, K. J. A. T., Maharsi, S., & Hasudungan, A. (2021). Authentic leadership and whistleblowing: The mediating roles of trust and moral courage. Jurnal Kajian Akuntansi, 5(2), 265-289. https://dx.doi.org/10.33603/jka.v5i2.5424.
• Rodrigues, R. I., Carochinho, B. J.-A., & Rendeiro, O. M. M. (2017). The impact of positive psychological capital on the psychological distress of primary and secondary education teachers. Psique. Journal of Research Centre for Psychology of the Universidade Autonoma de Lisboa, 12, 40–56.
• Saleem, S., Khalid, A., & Ashraf, R. (2021). Emotional intelligence and life-satisfaction: mediating role of moral courage in government employees of Pakistan. Journal of Research & Reviews in Social Sciences Pakistan, 4(1), 1157-1168.
• 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.
• Sekerka, L., & Bagozzi, R. (2007). Moral courage in the workplace: moving to and from the desire and decision to act. Business Ethics: A European Review, 16(2), 132-149. https://doi.org/10.1111/j.1467-8608.2007.00484.x.
• Sekerka, L., Bagozzi, R., & Charnigo, R. (2009). Facing ethical challenges in the workplace. Journal of Business Ethics, 89, 565-579. https://doi.org/10.1007/s10551-008-0017-5.
• Sekerka, L., & Yacobian, M. (2017). Understanding and addressing Islamophobia in organizational settings. Leading with moral courage. International Journal of Public Leadership, 13(3), 134-150. https://doi.org/10.1108/IJPL-10-2016-0040
• Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5.
• Sen, S. (2020). Mplus ile yapısal eşitlik modellemesi uygulamaları. Ankara: Nobel.
• Sharma, E. (2018). Professional moral courage to combat ethical challenges in the workplace. Int J Dev Conflict.
• Shen, X., Yang, Y. L., Wang, Y., Liu, L., Wang, S., & Wang, L. (2014). The association between occupational stress and depressive symptoms and the mediating role of psychological capital among Chinese university teachers: a cross-sectional study. BMC psychiatry, 14(1), 1-8.
• Siu, O. L., Bakker, A. B., & Jiang, X. (2014). Psychological capital among university students: Relationships with study engagement and intrinsic motivation. Journal of Happiness Studies, 15, 979-994. https://doi.org/10.1007/s10902-013-9459-2.
• Sümer, N. (2000). Yapisal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar [Structural equation modeling: Basic concepts and applications]. Türk Psikoloji Yazilari, 3(6), 49–74.
• Tabak, A., Polat, M., Coşar, S., & Türköz, T. (2012). Otantik liderlik ölçeği: güvenirlik ve geçerlik çalışması. Endüstri İlişkileri ve İnsan Kaynakları Dergisi, 14(4), 89-106. http://dx.doi.org/10.4026/1303-2860.2012.0212.x.
• Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. American Psychological Association.
• Walker, A., & Shuangye, C. (2007). Leader authenticity in intercultural school contexts. Educational Management Administration and Leadership, 35(2), 185-204. https://doi.org/10.1177/1741143207075388.
• Walumbwa, F., Avolio, B., Gardner, W., Wernsing, T., & Peterson, S. (2008). Authentic leadership: Development and validation of a theory-based measure. Journal of Management, 34, 89–126. https://doi.org/10.1177/0149206307308913.
• Walumbwa, F.O., Luthans, F., Avey, J.B. and Oke, A. (2011). Retracted: Authentically leading groups: The mediating role of collective psychological capital and trust. Journal of Organizational Behavior, 32, 4-24. https://doi.org/10.1002/job.653.
• Yollu, S., & Korkmaz, M. (2021). Öğretmen görüşlerine göre okul müdürlerinin otantik liderlik davranışları ile öğretmenlerin pozitif psikolojik sermayeleri arasındaki ilişki [The relationship between school principals' authentic leadership behaviors and teachers' positive psychological capital according to teachers' opinions]. Cappadocia Journal of History and Social Sciences, 17, 186-208. http://dx.doi.org/10.29228/cahij.52211.
• You, J. W. (2016). The relationship among college students’ psychological capital, learning empowerment, and engagement. Learning and Individual Differences, 49, 17–24. https://doi.org/10.1016/j.lindif.2016.05.001.