The Relationship Between School Principals’ Personality Traits and Spiritual Leadership Level

Abstract

The research was designed in the relational survey model to reveal the relationship between school administrators’ personalities and their spiritual leadership levels. The study was conducted with 160 school administrators. Spiritual Leadership Scale and Five Factor Inventory were used. Data were analyzed using descriptive and inferential statistical techniques. School administrators showed personality traits related to the highest conscientiousness and the lowest neuroticism. School administrators exhibited the highest level of altruistic love, the lowest level of vision and faith spiritual leadership. The spiritual leadership levels of school administrators on the basis of dimensions and in general were relatively high. The spiritual leadership levels of school administrators differed according to seniority and managerial position in vision and faith dimension. Positive and negative relationships at low and medium levels were found between the personality traits of school administrators and their spiritual leadership levels. Personality traits of school administrators affect their vision and faith, altruistic love and general spiritual leadership.

Keywords

• Administrator
• Leadership
• Personality
• Spiritual

References

1. Akbaba - Altun, S. A. (2003). İlköğretim okulu müdürlerinin dönüşümcü liderliğe verdikleri önem ve uygulama düzeyleri [The importance and application levels of primary school principals on transformational leadership]. İlköğretim Online, 2(1), 10 – 17.
2. Akinci, T. (2017). Lise öğretmenlerinin yönetici ruhsal liderlik algılarının öğretmenlik liderliğine ve öz-yetkinliklerine olan etkisi [The effect of high school teachers' managerial spiritual leadership perceptions on teaching leadership and self-efficacy]. (Unpublished doctoral dissertation). Marmara University – İstanbul Sabahattin Zaim University, İstanbul.
3. Aslan, M. & Korkut, A. (2015). Spiritual leadership in primary schools in Turkey. Journal of Educational and Social Research, 5(2), 123 – 136.
4. Balyer, A. (2012). Çağdaş okul müdürlerinin değişen rolleri [The changing role of contemporary school principles]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(2), 75 – 93.
5. Benet-Martinez, V. & John, O. P. (1998). Los cinco grandes across cultures and ethnic groups: Multitrait multimethod analyses of the big five in Spanish and English. American Psychological Association, 75(3), 729–750.
6. Bono, J. E. & Judge, T. A. (2004). Personality and transformational and transactional leadership: a meta-analysis. Journal of Applied Psychology, 89(5), 901-910.
7. Bozkus, G. & Gunduz, Y. (2016). Ruhsal liderlik ile örgütsel bağlılık arasındaki ilişkinin modellenmesi [Modeling the relationship between spiritual leadership and organizational commitment]. Kastamonu Eğitim Dergisi, 24(1), 405 – 420.
8. Burger, J. M. (2016). Kişilik [Personality](I. D. ERGUVAN SARIOGLU, trans.). Istanbul: Kaknus Psikoloji.

9. Buyukozturk, S. (2019). Veri analizi el kitabı [Data analysis handbook]. Ankara: Pegem
10. Buyukozturk, S., Kılıc Cakmak, E., Akgun, O.E., Karadeniz, S. & Demirel, F. (2020). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Yayınları
11. Byrne, B. M. (1994). Structural equation modeling with EQS and EQS/Windows: Basic concepts, applications, and programming. Sage Publishing.
12. Celebi, N. & Ugurlu, B. (2014). Resmi Liselerde Çalışan Öğretmenlerin Kişilik Özelliklerinin Demografik Değişkenlere Göre İncelenmesi [Analysis of public school teachers’ personality traits according to demographic variables]. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18, 537 – 569.
13. Chen, C. Y., Yang, C. Y. & Li, C. (2012). Spiritual leadership, follower mediators, and organizational outcomes: Evidence from three industries across two major Chinese societies. Journal of Applied Social Psychology, 42(4), 890–938.
14. Civgaz Kazancioglu, S. (2018). Eğitim kurumu yöneticilerinin kişilik özelliklerinin benimsedikleri liderlik tarzları üzerindeki rolünün incelenmesi [The role of the personality traits of the principals in the educational institutions on the leadership styles they adopt]. (Unpublished master thesis). Recep Tayyip Erdoğan University, Rize.
15. Cokluk, O., Sekercioglu, G., & Buyukozturk, S. (2018). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications]. Ankara: Pegem Akademi.
16. De Hoogh, A. H. B., Den Hartog, D. N. & Koopman, P. L. (2005). Linking the Big Five-Factors of personality to charismatic and transactional leadership; perceived dynamic work environment as a moderator. Journal of Organizational Behavior, 26, 839–865.
17. Demirci, S. (2003). Öğretmenlerde beş faktör kişilik özellikleri ile iş doyumu arasındaki ilişkinin incelenmesi [Relationships between five peronality factors traits and job satisfaction of teachers]. (Unpublished master thesis), Karadeniz Teknik University, Trabzon.
18. Feingold, A. (1994). Gender differences in personality: a meta-analysis. Psychological Bulletin, 116(3), 429-456.
19. Fry, L.W. (2003). Toward a theory of spiritual leadership. The Leadership Quarterly, 14, 693 – 727.
20. Fry, L.W. (2005). Toward a theory of ethical and spiritual well-being, and corporate social responsibility through spiritual leadership. R. A. Giacalone, C. L. Jurkiewicz, & C. Dunn (Ed.), In positive psychology in business ethics and corporate responsibility (pp. 47–83). Greenwich, CT: Information Age Publishing.
21. Fry, L. W., Latham, J. R., Clinebell, S. K. & Krahnke, K. (2017). Spiritual leadership as a model for performance excellence: A study of Baldrige award recipients. Journal of Management, Spirituality & Religion, 14(1), 22-47.
22. Fry, L.W. & Matherly, L.L. (2006). Spiritual leadership and factor affecting motivation market organizational performance: An exploratory study. Presented at the Academy of Management conference, Atlanta, Georgia.
23. Fry, L. W. & Nisiewicz, M. S. (2013). Maximizing the triple bottom line through spiritual leadership. Retrieved from https://ebookcentral.proquest.com/lib/amenderes/detail.action?docID=1056988 on August 10, 2017.
24. Goksal, M. (2017). Sınıf öğretmenlerinin beş faktör kişilik özellikleri ile örgütsel vatandaşlık davranışları arasındaki ilişkinin incelenmesi [Investigating the relationship between the five factor personality features and organizational citizenship behaviors of primary school teachers]. (Unpublished master thesis). Kahramanmaraş Sütçü İmam University, Kahramanmaraş.
25. Gökler, R. & Taştan, N. (2018). Öğretmenlerin kişilik özellikleri ile okul akademik iyimserliği arasındaki ilişkinin incelenmesi [Examining the relationship between teachers’ personality traits and school academic optimism]. Gazi Eğitim Fakültesi Dergisi, 38(1), 333 – 358.
26. Gumuseli, A. I. (2001). Çağdaş okul müdürünün liderlik alanları. [Leadership areas of the contemporary school principal]. Kuram ve Uygulamada Eğitim Yönetimi, 28(28), 531-548.
27. Hogan, R., Curphy, G. J., & Hogan, J. (1994). What we know about leadership: Effectiveness and personality. American Psychologist, 49(6), 493-504.
28. Holden, T. E. (2017). Spiritual leadership, school climate, and teacher collective efficacy in Asian international schools. (Unpublished doctoral dissertation). Concordia University, Portland.
29. 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.
30. Javanmard, H. (2012). The impact of spirituality on work performance. Indian Journal of Science and Technology, 5 (1), 1961 – 1966.
31. Judge, T.A. & Bono, J. E. (2000). Five-factor model of personality and transformational leadership. Journal of Applied Psychology, 85(5), 751-765.
32. Judge, T. A., Bono, J. E., Ilies, R., & Gerhardt, M. W. (2002). Personality and leadership: a qualitative and quantitative review. Journal of Applied Psychology, 87(4), 765-780.
33. Karasar, N. (2020) Bilimsel araştırma yönetimi. [Scientific research method]. Ankara: Nobel Yayınevi.
34. Kaptan, S. (1998). Bilimsel araştırma ve istatistik teknikleri. [Scientific research and statistics techniques]. Tekışık Web Ofset: Ankara.
35. Khani, A. H. A. & Arani, H. S. (2013). An empirical investigation on the effects of spiritual leadership components on organizational learning capacity: A case study of Payame Noor University. Management Science Letters, 3, 1547–1552.
36. Kıral, E. (2020). Excellent leadership theory in education. Journal of Educational Leadership and Policy Studies, 4(1), 1-30.
37. Kıral, E. & Basaran, R. (2018). Academic Leadership. Tuncer Fidan (Ed.), In Vocational Identity and Career Construction in Education (pp. 238-257). T. IGI Global.
38. Kıral, E. & Kacar, O. (2016). The Relationship between teachers’ school commitment and school culture. International Education Studies, 9 (12), 90 – 108.
39. Kline, T. J. (2005). Psychological testing: A practical approach to design and evaluation. California: Sage Publications.
40. Koca, E. (2016). Okul yöneticilerinin kişilik özellikleri ile mesleki doyum düzeyleri arasındaki ilişki [The relationship between personality characteristics and professional level of satisfaction of school]. (Unpublished master thesis). Marmara University, İstanbul.
41. Malone, P. N. & Fry, L. W. (2003). Transforming schools through spiritual leadership: A field experiment. Paper presented ad national meeting of the Academy of Management, Seattle Washington. Retrieved from http://iispiritualleadership.com/wp-content/uploads/docs/SLTAOMPeggy0106.pdf on August 10, 2017.
42. Mitroff, I. I., & Denton, E.A. (1999). A study of spirituality in the workplace. Sloan Management Review, 40(4), 83-92.
43. Nair, R. S. & Sivakumar, V. (2018). Investigating the impact of workplace spirituality on ethical climate. IUP Journal of Organizational Behavior, 17(3), 7 – 28.
44. Ozbag, G. K. (2016). The role of personality in leadership: Five factor personality traits and ethical leadership. Procedia-Social and Behavioral Sciences, 235, 235-242.
45. Ozsoy, E. ve Yıldız, G. (2013). Kişilik kavramının örgütler açısından önemi: Bir literatür taraması [Importance of personality concept for organizations: A literature review]. İşletme Bilimi Dergisi, 1(2), 1-12.
46. Pfeffer, J. (2003) Business and the spirit: Management practices that sustain values. R. Giacalone & C. Jurkiewicz (Ed.), Handbook of Workplace Spirituality and Organization Performance (pp. 29-45). New York: M. E. Sharp.
47. Salehzadeh, R. Pool, J. K.,Lashaki, J. K., Dolati, H. & Jamkhaneh, H. B. (2015). Studying the effect of spiritual leadership on organizational performance: An empirical study in hotel industry., International Journal of Culture, Tourism and Hospitality Research, 9(3), 346-359.
48. Silverthorne, C. (2001). Leadership effectiveness and personality: A cross cultural evaluation. Personality and Individual Differences, 30(2), 303-309.
49. Sumer, N. & Sumer, H. C. (2005). Beş faktör envanteri [Five Factor Scale]. Unpublished study.
50. Tavsancil, E. (2019). Tutumların ölçülmesi ve SPSS ile veri analizi [Measuring attitudes and data analysis with SPSS. Ankara: Nobel Yayın Dağıtım.
51. Ural, A. & Kılıc, I. (2018). Bilimsel araştırma süreci ve SPSS ile veri analizi [Scientific research process and data analysis with SPSS]. Ankara: Detay Yayıncılık.
52. Yalcinkaya, M. T. (2017). Üniversite Öğrencilerinde beş faktör kişilik özellikleri ile liderlik tarzları arasındaki ilişkide değerlerin aracılık rolü [Mediator role of the values on the relationship between five factor personality types and leadership styles in university]. (Unpublished master thesis), Hacettepe University, Ankara.
53. Yang, F., Liu, J., Wang, Z. & Zhang, Y. (2017). Feeling energized: A multilevel model of spiritual leadership, leader integrity, relational energy, and job performance. Journal of Business Ethics, 1 – 15.
54. Yildizoglu, H. (2013). Okul yöneticilerinin beş faktör kişilik özellikleriyle çatışma yönetimi stili tercihleri arasındaki ilişki [The relationship between school administrators' five factor personality traits and their conflict management style preferences]. (Unpublished master thesis). Hacettepe University, Ankara.