Kapsayıcı Liderlik Davranışlarının İşe Adanmışlık Üzerindeki Belirleyiciliği: Özel Eğitim Alanında Bir Araştırma

Öz

Bu araştırmanın amacı, kapsayıcı liderlik davranışlarının çalışanların işe adanmışlığı üzerindeki etkisini ortaya koymaktadır. Araştırma, özel eği-tim alanında çalışan 348 öğretmenin katılımıyla gerçekleştirilmiştir. Liderlik hem örgütsel hem de bireysel düzeyde farklı dinamikler üzerinde etkili ol-maktadır. Bilhassa, liderlik yaklaşımının yarattığı olumlu ya da olumsuz çok düzeyli etkiler düşünüldüğünde özel eğitim alanında bu durumun önemi bir hayli artmaktadır. Kapsayıcı bir yönetim yaklaşımı benimsenen örgütlerde çalışanların iş tatmininin, örgütsel bağlılığının, örgütsel vatandaşlık davra-nışları sergileme eğiliminin yüksek olması olumlu etkilerden bazılarıdır. Yanı sıra kapsayıcı bir yönetim yaklaşımı benimsenmediğinde çalışanların yaşa-dığı stres, tükenmişlik, işe devamsızlık gibi istenmeyen durumlar olumsuz unsurlar arasında yer almaktadır. Bu bağlamda, olumlu etkilerin gözlemle-nebilirliğini arttırabilmek adına özel eğitim alanı çeşitliliğin yönetimini ve kapsayıcı bir yönetim yaklaşımının gerekliliğini işaret etmektedir. Kapsayıcı bir yönetim anlayışı alandaki nitelikli çalışanları elde tutabilmek, onların içtenlikle, nezaketle, samimiyetle, özverili davranışlar sergilemelerini teşvik edebilmek, moral ve motivasyonunu yüksek tutabilmek açısından önem arz etmektedir. Belirlenen amaç dahilinde, araştırma açısından uygun yöneti-min nicel olduğuna karar verilmiş ve ölçek formları aracılığıyla veriler elde edilmiştir. Çalışanların kapsayıcı liderlik davranışlarına yönelik algısının işe adanmışlık üzerindeki etkisini ortaya koyan bir model tasarlanmış ve bu modele bağlı olarak geliştirilen hipotezlerin test edilmesi adına yapısal eşitlik modellemesi yönteminden yararlanılmıştır. Araştırma sonucu elde edilen bulgular; çalışanların kapsayıcı liderlik davranışlarına ilişkin algısının işe adanmışlık üzerinde anlamlı ve pozitif bir etkiye sahip olduğunu yani özel eğitim alanında çalışan öğretmenlerin yöneticinin kapsayıcı davranışlar ser-gilediğine yönelik algısının onların işe adanmışlıkları üzerinde önemli ölçüde belirleyici olduğunu göstermektedir.

Anahtar Kelimeler

• Kapsayıcı Liderlik
• İşe Adanmışlık
• Özel Eğitim
• AMOS Yapısal Eşitlik Modeli

The Determinantity of Inclusive Leadership Behaviors on Work Engagement: A Research in The Field of Special Education

Abstract

The aim of the research is to reveal the effect of inclusive leadership be-haviors on the engagament of employees to work. The research was con-ducted with the participation of 348 teachers working in the field of special education. Leadership has an effect on different dynamics at both organiza-tional and individual levels. Especially when the positive or negative multi-level effects created by the leadership approach are considered, the impor-tance of this situation in the field of special education increases conside-rably. In organizations where an inclusive management approach is adop-ted, the high job satisfaction, organizational commitment, and tendency to exhibit organizational citizenship behaviors of employees are some of the positive effects. In addition, when an inclusive management approach is not adopted, the stress, burnout, and absenteeism experienced by employees are among the negative factors. In this context, in order to increase the observa-bility of positive effects, the field of special education points out the need for diversity management and an inclusive management approach. An inclusi-ve management approach is important in terms of retaining qualified emp-loyees in the field, encouraging them to exhibit sincere, courteous, genuine and selfless behaviors, and keeping their morale and motivation high. Wit-hin the scope of the determined purpose, it was decided that the appropria-te management for the research was quantitative and data were obtained through scale forms. A model was designed to reveal the effect of emplo-yees' perception of inclusive leadership behaviors on work engagement, and structural equation modeling was used to test the hypotheses developed based on this model. The findings of the research show that employees' per-ception of inclusive leadership behaviors has a significant and positive effect on work engagement, in other words, the perception of teachers working in the field of special education that the administrator exhibits inclusive beha-viors is a significant determinant of their work engagement.

Keywords

• Inclusive Leadership
• Work Engagement
• Special Education
• AMOS Struc-tural Equation Model

Kaynakça

1. Bagozzi, R. P. “Structural Equation Models Are Modelling Tools With Many Ambiguities: Comments Acknowledging The Need For Cau-tion And Humility in Their Use”. Journal of Consumer Psychology 20/2 (2010), 208–214. https://doi.org/10.1016/j.jcps.2010.03.001
2. Bannay, D. F., Hadi al-Thalami, M. J., - Al–Shammari, A. A. “The Im-pact of Inclusive Leadership Behaviors on Innovative Workplace Behavior With An Emphasis on The Mediating Role of Work En-gagement”. Problems and Perspectives in Management 18/3 (2020), 479-491. https://doi.org/10.20944/preprints202009.0157.v1
3. Baquero, A. “Authentic Leadership, Employee Work Engagement, Trust in the Leader, and Workplace Well- Being: A Moderated Me-diation Model”. Psychology Research and Behavior Management 16 (2023), 1403– 1424. https://doi.org/10.2147/PRBM.S407672
4. Carmeli, A., Reiter-Palmon, R., - Ziv, E. “Inclusive Leadership and Employee Involvement in Creative Tasks in the Workplace: The Mediating Role of Psychological Safety”. Creativity Research Journal 22/3 (2010), 250– 260. https://doi.org/10.1080/10400419.2010.504654
5. Chen, H., Liang, Q., Feng, C., - Zhang, Y. “Leadership and Follower Voice: The Role of Inclusive Leadership and Group Faultlines in Promoting Collective Voice Behavior”. The Journal of Applied Beha-vioral Science 59/1 (2023), 61–87. https://doi.org/10.1177/00218863211035243
6. Chen, L., Luo, F., Zhu, X., Huang, X., - Liu, Y. “Inclusive Leadership Promotes Challenge-Oriented Organizational Citizenship Behavior Through the Mediation of Work Engagement and Moderation of Organizational Innovative Atmosphere”. Frontiers in Psychology 11 (2020), 1-16. https://doi.org/10.3389/fpsyg.2020.560594
7. Chinenye Gbemisola Okatta, Funmilayo Aribidesi Ajayi, - Olufunke Olawale. “Enhancing Organizational Performance Through Dı-versity and Inclusion Initiatives: A Meta-Analysis”. International Journal of Applied Research in Social Sciences 6/4 (2024), 734–758. https://doi.org/10.51594/ijarss.v6i4.1065
8. Choi, S. B., Tran, T. B. H., - Park, B. Il. “Inclusive Leadership and Work Engagement: Mediating Roles of Affective Organizational Com-mitment and Creativity”. Social Behavior and Personality: An Inter-national Journal 43/6 (2015), 931–943. https://doi.org/10.2224/sbp.2015.43.6.931

9. DeMatthews, D. “Undoing Systems Of Exclusion: Exploring Inclusive Leadership And Systems Thinking in Two Inclusive Elementary Schools”. Journal of Educational Administration 59/1 (2020), 5–21. https://doi.org/10.1108/JEA-02-2020-0044
10. DeMatthews, D., Billingsley, B., McLeskey, J., - Sharma, U. “Principal Leadership for Students With Disabilities in Effective Inclusive Schools”. Journal of Educational Administration 58/5 (2020), 539–554. https://doi.org/10.1108/JEA-10-2019-0177
11. DeMatthews, D. E., Serafini, A., - Watson, T. N. “Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Mea-ningful Change”. Educational Administration Quarterly 57/1 (2021), 3–48. https://doi.org/10.1177/0013161X20913897
12. Egitim, S. “Challenges of Adapting to Organizational Culture: Interna-tionalization Through Inclusive Leadership and Mutuality”. Social Sciences & Humanities Open 5/1 (2022), 100242. https://doi.org/10.1016/j.ssaho.2021.100242
13. Freeman, A., - Koçak, Ö. “Designing Inclusive Organizational Identi-ties”. Journal of Organization Design 12/4 (2023), 177–193. https://doi.org/10.1007/s41469-023-00150-0
14. Gbobaniyi, O., Srivastava, S., Oyetunji, A. K., Amaechi, C. V., Beddu, S. B., - Ankita, B. “The Mediating Effect of Perceived Institutional Support on Inclusive Leadership and Academic Loyalty in Higher Education”. Sustainability 15/17 (2023), 13195. https://doi.org/10.3390/su151713195
15. Gong, L., Liu, Z., Rong, Y., - Fu, L. “Inclusive Leadership, Ambi-dextrous Innovation and Organizational Performance: The Mode-rating Role of Environment Uncertainty”. Leadership & Organiza-tion Development Journal 42/5 (2021), 783–801. https://doi.org/10.1108/LODJ-06-2020-0253
16. Gürbüz, S., Van der Heijden, B., Freese, C., - Brouwers, E. P. M. “Fol-low The Leader: How Inclusive Leaders Inspire Followers to Per-form Well Through Strengths Use”. Career Development Internatio-nal. Advance Online Publication (2024), 1-23. https://doi.org/10.1108/CDI-11-2023-0393
17. Gyasi, M. N. K., Okrah, A. K., - Anku, J. S. A. “Teachers’ Knowledge of Special Educational Needs and Disability Students and Their Classroom Management Approaches”. World Journal of Education 10/4 (2020), 160-172. https://doi.org/10.5430/wje.v10n4p160
18. Habibzadeh, F. “Data Distribution: Normal or Abnormal?”. Journal of Korean Medical Science 39/3 (2024), 1-8. https://doi.org/10.3346/jkms.2024.39.e35
19. Hox, J. J. Confirmatory Factor Analysis. In The Encyclopedia of Research Methods in Criminology and Criminal Justice. Wiley (2021), 830–832. https://doi.org/10.1002/9781119111931.ch158
20. Hu, L., - Bentler, P. M. “Cutoff Criteria For Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternati-ves”. Structural Equation Modeling: A Multidisciplinary Journal 6/1 (1999), 1–55. https://doi.org/10.1080/10705519909540118
21. Islam, T., Khatoon, A., Cheema, A. U., - Ashraf, Y. “How does ethical leadership enhance employee work engagement? The roles of Trust in Leader and Harmonious Work Passion”. Kybernetes 53/6 (2024), 2090– 2106. https://doi.org/10.1108/K-09-2022-1343
22. Jeung, C.-W. “The Concept Of Employee Engagement: A Comprehen-sive Review From A Positive Organizational Behavior Perspecti-ve”. Performance Improvement Quarterly 24/2 (2011), 49–69. https://doi.org/10.1002/piq.20110
23. Kahn, W. A. “Psychological Conditions of Personal Engagement and Disengagement at Work”. Academy of Management Journal 33/4 (1990), 692–724. https://doi.org/10.5465/256287
24. Ke, J., Zhang, J., - Zheng, L. “Inclusive Leadership, Workplace Spiritua-lity, and Job Performance in the Public Sector: A Multi-Level Do-uble-Moderated Mediation Model of Leader-Member Exchange and Perceived Dissimilarity”. Public Performance & Management Re-view 45/3 (2022), 672–705. https://doi.org/10.1080/15309576.2022.2069138
25. Kuknor, S. C., - Bhattacharya, S. “Inclusive Leadership: New Age Lea-dership To Foster Organizational Inclusion”. European Journal of Training and Development 46/9 (2022), 771–797. https://doi.org/10.1108/EJTD- 07-2019-0132
26. Li, H., - Zhou, C. “The Influence Mechanisms Of Inclusive Leadership On Job Satisfaction: Evidence From Young University Employees in China”. PLOS ONE 18/6 (2023), e0287678. https://doi.org/10.1371/journal.pone.0287678
27. Liu, J., Yi, Y., - Wang, X. “Exploring Factors Influencing Construction Waste Reduction: A Structural Equation Modeling Approach”. Jo-urnal of Cleaner Production 276 (2020), 123185. https://doi.org/10.1016/j.jclepro.2020.123185
28. Ly, B. “Inclusion Leadership and Employee Work Engagement: The Ro-le Of Organizational Commitment in Cambodian Public Organiza-tion”. Asia Pacific Management Review 29/1 (2024), 44–52. https://doi.org/10.1016/j.apmrv.2023.06.003
29. Mumtaz, S., - Rowley, C. “The Relationship Between Leader–Member Exchange and Employee Outcomes: Review of Past Themes and Future Potential”. Management Review Quarterly 70/1 (2020), 165–189. https://doi.org/10.1007/s11301-019-00163-8
30. Monje-Amor, A., Abeal Vázquez, J. P., - Faíña, J. A. “Transformational Leadership and Work Engagement: Exploring The Mediating Role of Structural Empowerment”. European Management Journal 38/1 (2020), 169– 178. https://doi.org/10.1016/j.emj.2019.06.007
31. Naqshbandi, M. M., Kabir, I., Ishak, N. A., - Islam, Md. Z. “The Future of Work: Work Engagement and Job Performance in The Hybrid Workplace”. The Learning Organization 31/1 (2024), 5–26. https://doi.org/10.1108/TLO-08-2022-0097
32. Nembhard, I. M., - Edmondson, A. C. “Making It Safe: The Effects of Leader Inclusiveness and Professional Status on Psychological Sa-fety and Improvement Efforts in Health Care Teams”. Journal of Organizational Behavior 27/7 (2006), 941–966. https://doi.org/10.1002/job.413
33. Nishii, L. H., - Leroy, H. “A Multi-Level Framework of Inclusive Lea-dership in Organizations”. Group & Organization Management 47/4 (2022), 683–722. https://doi.org/10.1177/10596011221111505
34. Owolabi, H. O., Ayandele, J. K., - Olaoye, D. D. “A Systematic Review of Structural Equation Model (SEM)”. Open Journal of Educational Development 1/2 (2020), 27–39. https://doi.org/10.52417/ojed.v1i2.163
35. Phakiti, A. “Strategic Competence As A Fourth-Order Factor Model: A Structural Equation Modeling Approach”. Language Assessment Quarterly 5/1 (2008), 20–42. https://doi.org/10.1080/15434300701533596
36. Ramírez-Herrero, V., Ortiz-de-Urbina-Criado, M., - Medina-Merodio, J.-A. “Intergenerational Leadership: A Leadership Style Proposal for Managing Diversity and New Technologies”. Systems 12/2 (2024), 50. https://doi.org/10.3390/systems12020050
37. Randel, A. E., Galvin, B. M., Shore, L. M., Ehrhart, K. H., Chung, B. G., Dean, M. A., - Kedharnath, U. “Inclusive Leadership: Realizing Positive Outcomes Through Belongingness and Being Valued for Uniqueness”. Human Resource Management Review 28/2 (2018), 190–203. https://doi.org/10.1016/j.hrmr.2017.07.002
38. Schaufeli, W. B. “Work Engagement. What Do We Know and Where Do We Go?”. Romanian Journal of Applied Psychology 1/14 (2012), 3-10.
39. Schaufeli, W. B., Shimazu, A., Hakanen, J., Salanova, M., - De Witte, H. “An Ultra-Short Measure for Work Engagement”. European Jo-urnal of Psychological Assessment 35/4 (2019), 577–591. https://doi.org/10.1027/1015-5759/a000430
40. Schott, C., van Roekel, H., - Tummers, L. G. “Teacher Leadership: A Systematic Review, Methodological Quality Assessment and Con-ceptual Framework”. Educational Research Review 31 (2020), 100352. https://doi.org/10.1016/j.edurev.2020.100352
41. Shabeer, S., Nasir, N., - Rehman, S. “Inclusive Leadership and Career Adaptability: The Mediating Role of Organization-Based Self-Esteem and The Moderating Role of Organizational Justice”. Inter-national Journal of Leadership in Education 26/3 (2023), 496–515. https://doi.org/10.1080/13603124.2020.1787524
42. Shore, L. M., - Chung, B. G. “Inclusive Leadership: How Leaders Sus-tain or Discourage Work Group Inclusion”. Group & Organization Management 47/4 (2022), 723–754. https://doi.org/10.1177/1059601121999580
43. Soelton, M. “Conceptualizing Organizational Citizenship Behavior and Learning Organization in the Labor Sector”. Jurnal Organisasi Dan Manajemen 19/1 (2023), 239–254. https://doi.org/10.33830/jom.v19i1.4067.2023
44. Stone, D. L., Lukaszewski, K. M., - Johnson, R. D. “Will Artificial İntel-ligence Radically Change Human Resource Management Proces-ses?”. Organizational Dynamics 53/1 (2024), 101034. https://doi.org/10.1016/j.orgdyn.2024.101034
45. Stranzl, J. Blau (1964): Exchange and Power in Social Life. In O. Hoffjann, & S. Sandhu (Eds.), Schlüsselwerke für die Strategische Kommunika-tionsforschung). Springer Fachmedien Wiesbaden GmbH (2024), 489-501. https://doi.org/10.1007/978-3-658-45292-6_43
46. Strom, D. L., Sears, K. L., - Kelly, K. M. “Work Engagement”. Journal of Leadership & Organizational Studies 21/1 (2014), 71–82. https://doi.org/10.1177/1548051813485437
47. Suherni, E. S., Wahyudin, A., - Mu’in, A. “Maintaining the Quality of the Institution by Implementing the Education Services Mix”. Jour-nal of Educational Analytics 2/4 (2023), 503–514. https://doi.org/10.55927/jeda.v2i4.6709
48. Surono, S., Pratama, D., - Budiono, A. “Study on Mapping of Qualifi-cation, Occupation, and Competence in Human Resources Mana-gement to Improve Link and Match Between Industry and Educa-tion Program”. Asian Journal of Engineering, Social and Health 3/4 (2024), 792–812. https://doi.org/10.46799/ajesh.v3i4.299
49. Sürücü, L., - Maslakçı, A. “Kapsayıcı Liderlik Ölçeğinin Türkçeye Uyar-lanması: Geçerlik ve Güvenirlik Çalışması”. Doğuş Üniversitesi Dergisi 22/2 (2021), 201–215. https://doi.org/10.31671/doujournal.973009
50. Temitayo Oluwaseun Jejeniwa, Noluthando Zamanjomane Mhlongo, - Titilola Olaide Jejeniwa. “Diversity and Inclusion in The Workpla-ce: A Conceptual Framework Comparing The USA and Nigeria”. International Journal of Management & Entrepreneurship Research 6/5 (2024), 1368–1394. https://doi.org/10.51594/ijmer.v6i5.1090
51. Umrani, W. A., Bachkirov, A. A., Nawaz, A., Ahmed, U., - Pahi, M. H. “Inclusive Leadership, Employee Performance and Well-Being: An Empirical Study”. Leadership & Organization Development Journal 45/2 (2024), 231–250. https://doi.org/10.1108/LODJ-03-2023-0159
52. Wang, J., van Woerkom, M., Breevaart, K., Bakker, A. B., - Xu, S. “Strengths-based Leadership and Employee Work Engagement: A Multi-Source Study”. Journal of Vocational Behavior 142 (2023), 103859. https://doi.org/10.1016/j.jvb.2023.103859
53. Yasin, R., Jan, G., Huseynova, A., - Atif, M. “Inclusive Leadership and Turnover Intention: The Role of Follower– Leader Goal Congruence and Organizational Commitment”. Management Decision 61/3 (2023), 589–609. https://doi.org/10.1108/MD-07-2021-0925
54. Zubiri-Esnaola, H., Vidu, A., Rios-Gonzalez, O., - Morla-Folch, T. “Inc-lusivity, Participation and Collaboration: Learning in Interactive Groups”. Educational Research 62/2 (2020), 162–180. https://doi.org/10.1080/00131881.2020.1755605