Okul Müdürlerinin Yönetici Rolleri ile Öğretmenlerin Duygusal Emekleri Arasındaki İlişkide Örgüt İkliminin Aracı Rolü

Yıl 2023, Cilt: 52 Sayı: 240, 2531 - 2552, 01.11.2023

Duran Mavi , Murat Özdemir

https://doi.org/10.37669/milliegitim.1167593

Öz

Eğitim araştırmacıları son zamanlarda çeşitli örgütsel değişkenlerin arasındaki ilişkilere odaklanmış durumdadır. Müdürlerin yönetici rolleri de bu kapsamda ele alınan konulardan biridir. Zira bu roller, okul atmosferi ve öğretmen duyguları ile yakından ilişkilidir. Mevcut çalışmada, müdürlerin rolleri ile öğretmenlerin duygusal emekleri arasındaki ilişkide örgüt iklimin aracılığı incelenmiştir. Bunun için yazarlar tarafından tasarlanan yapısal regresyon modeli test edilmiştir. Veriler Kahramanmaraş’taki (Türkiye) ilkokullarda çalışan 535 öğretmenden toplanmış ve MPlus 8.3 ile çözümlenmiştir. Bulgular yönetici rolleri-örgüt iklimi, örgüt iklimi-derinden rol yapma ve örgüt iklimi-samimi duygular arasında istatistiksel olarak anlamlı ve pozitif yönlü korelasyonlar bulunduğunu göstermektedir. Yüzeysel rol yapmanın samimi duygularla istatistiksel olarak anlamlı ve negatif yönlü bir korelasyonu bulunurken diğer değişkenlerle istatistiksel olarak anlamlı bir korelasyonu bulunmamaktadır. Yapısal regresyon modeli yönetici rollerinin yordadığı örgüt ikliminin derinden rol yapmayı ve samimi duyguları yordadığını göstermektedir. Ancak modelde yüzeysel rol yapma örgüt iklimi tarafından yordanmamaktadır. Bu sonuçlara göre müdürlerin rollerini yerine getirmeleri okullardaki iklime, dolayısıyla öğretmenlerin derinden ve samimi duygular hissetmelerine katkı sunmaktadır. Çalışma ile yönetici rolleri revize edilmiş yaklaşımına ve yaklaşımın okul/eğitim yönetimi çerçevesine özgün katkılar sunulması beklenmektedir. Yazarlar araştırmacılara gelecekteki çalışmalarında farklı değişkenlerle çok düzeyli modeller tasarlayarak müdürlerin yönetsel rollerini araştırmalarını önermektedir.

Anahtar Kelimeler

okul müdürü, yönetici rolleri, örgüt iklimi, duygusal emek

The Mediating Role of Organizational Climate in the Relationship Between School Principals' Managerial Roles and Teachers' Emotional Labors

Öz

Educational researchers have recently focused on the relationships between various organizational variables. The managerial roles of the principals are also one of the issues discussed in this context. Because these roles are closely related to the school atmosphere and teachers' feelings. Current study examined the mediation of organizational climate in the relationship between the roles of principals and teachers' emotional labor. For this, a structural regression model designed by the authors was tested. Data were collected from 535 teachers working in elementary schools in Kahramanmaras (Turkiye) and analyzed with MPlus 8.3. The findings show statistically significant and positive correlations between managerial roles-organizational climate, organizational climate-deep acting, and organizational climate-genuine emotions. Surface acting has a statistically significant, negative correlation with genuine emotions, and no statistically significant correlation exists with other variables. The structural regression model shows that organizational climate predicted by managerial roles predicts deep acting and genuine emotions. However, surface acting is not predicted by the organizational climate in the model. According to these results, the fact that the principals fulfill their roles contributes to the climate in the schools and thus the teachers' feeling of deep and genuine emotions. It is expected that the study will make original contributions to the managerial roles revised approach and the approach's school/educational management framework. The authors suggest that scholars investigate the managerial roles of principals in their future studies by designing multi-level procedures with different variables.

Anahtar Kelimeler

principal, managerial roles, organizational climate, emotional labor

Kaynakça

• Allen, N., Grigsby, B., and Peters, M. L. (2015). Does leadership matter? Examining the relationship among transformational leadership, school climate, and achievement. International Journal of Educational Leadership Preparation, 10(2), 1-22.
• Ashforth, B. E. (1985). Climate formation: Issues, and extensions. The Academy of Management Review, 10(4), 837-847.
• Ashforth, B. E., and Humphrey, R. H. (1993). Emotional labor in service roles: The influence of identity. The Academy of Management Review, 18(1), 88-115.
• Aslam, M. Z., Omar, S., Nazri, M., Bustaman, H. A., and Yousif, M. M. M. (2021). Interpersonal leadership, and job engagement: Testing the mediating role of deep acting, initiative climate and learning goal orientation. Journal of Organizational Effectiveness: People, and Performance, 4(1), 61-79.
• Basim, H. N., and Begenirbas, M. (2012). Calisma yasaminda duygusal emek: Bir olcek uyarlama calismasi. Yonetim ve Ekonomi, 19(1), 77-90.
• Bellibas, M. S., and Liu, Y. (2016). The effects of principals’ perceived instructional, and distributed leadership practices on their perceptions of school climate. International Journal of Leadership in Education, 21(2), 226-244.
• Bock, G. W., Zmud, R. W., Kim Y. G., and Lee, J. N. (2005). Behavioral intention formation in knowledge sharing: Examining the roles of extrinsic motivators, social-psychological forces, and organizational climate. Management Information Systems Quarterly, 29(1), 87-111.
• Bono, J. E., and Vey, M. A. (2005). Toward understanding emotional management at work: A quantitative review of emotional labor research. In C. E. J. Härtel, W. J. Zerbe, and N. M. Ashkanasy (Ed’s.), Emotions in organizational behavior (pp. 213-234). Lawrence Erlbaum Associates.
• Bosworth, K., Garcia, R., Judkins, M., and Saliba, M. (2018). The impact of leadership involvement in enhancing high school climate, and reducing bullying: An exploratory study. Journal of School Violence, 17(3), 354-366. Brown, E. L., Vesely, C. K., Mahatmya, D., and Visconti, K. J. (2018). Emotions matter: The moderating role of emotional labour on preschool teacher, and children interactions. Early Child Development, and Care, 188(12), 1773-1787.
• Bryman, A. (2012). Social research methods (4th ed.). Oxford.
• Buyruk, H., and Akbas, A. (2021). Ogretmenlerin mesleki profesyonelligi ile ozerkligi arasindaki iliskiye dair bir cozumleme. Egitim ve Bilim, 46(208), 431-451.
• Chu, K. H. L. (2002). The effects of emotional labor on employee work outcomes (14679) [Dissertation, Virginia Polytechnic Institute, and State University], Virginia Tech.
• Cohen, J., McCabe, L., Michelli, N. M., and Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record 111(1), 180-213.
• Corcoran, R. P., and O'Flaherty, J. (2022). Social, and emotional learning in teacher preparation: Pre-service teacher well-being. Teaching, and Teacher Education, 110, 1-12.
• Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative, and qualitative research (5th ed.). Pearson.
• Damanik, E., and Aldridge, J. (2017). Transformational leadership, and its impact on school climate, and teachers’ self-efficacy in Indonesian high schools. Journal of School Leadership, 27(2), 269-296.
• Diefendorff, J. M., Croyle, M. H., and Grosserand, R. H. (2005), The dimensionality, and antecedents of emotional labor strategies. Journal of Vocational Behavior, 66, 339-357.
• Dogan, H. (2019). Yonetici rolleri ve etkileme taktikleri ile ogretmenlerin yoneticiye guveni arasindaki iliskiler (594197) [Dissertation, Pamukkale Universitesi], Council of Higher Education Thesis Center.
• Dreer, B. (2021). Teachers’ well-being, and job satisfaction: the important role of positive emotions in the workplace. Educational Studies, 1-17.
• Eichhorn, B. R. (2014). Common method variance techniques. Cleveland State University, Operations, and Supply Chain Management. OH, SAS Institute, 1-11.
• Ekvall, G. (1996). Organizational climate for creativity, and innovation. European Journal of Work, and Organizational Psychology, 5(1), 105-123.
• Feldhoff, T., Radisch, F., and Bischof, L. M. (2016). Designs, and methods in school improvement research: A systematic review. Journal of Educational Administration, 54(2), 209-240.
• Fidell, L. S., and Tabachnick, B. G. (2003). Preparatory data analysis. In I. B. Weiner (Eds.), Handbook of psychology (Volume 2): Research methods in psychology (pp. 115-142). John Wiley, and Sons.
• Fink, D. (2011). Pipelines, pools, and reservoirs: Building leadership capacity for sustained improvement. Journal of Educational Administration, 46(9), 670-684.
• Fouquereau, E., Morin, A. J., Lapointe, É., Mokounkolo, R., and Gillet, N. (2019). Emotional labour profiles: Associations with key predictors, and outcomes. Work, and Stress, 33(3), 268-294.
• Fraenkel, J. R., and Wallen, N. E. (2008). How to design, and evaluate research in education (7th ed.). McGraw-Hill.
• Glisson, C. (2007). Assessing, and changing organizational culture, and climate for effective services. Research on Social Work Practice, 17(6), 736-747.
• Grandey, A. A. (2000). Emotion regulation in the workplace: A new way to conceptualize emotional labor. Journal of Occupational Health Psychology, 5(1), 95-110.
• Grayson, J. L., and Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching, and Teacher Education, 24, 1349–1363.
• Griffith, J. (1999). The school leadership/school climate relation: Identification of school configurations associated with change in principals. Educational Administration Quarterly, 35(2), 267-291.
• Gurbuz, S. (2019). AMOS ile yapisal esitlik modellmesi: Temel ilkeler ve uygulamali analizler. Seckin.
• Hallinger, P., and Heck, R. H. (1998). Exploring the principal's contribution to school effectiveness: 1980-1995. School Effectiveness, and School Improvement, 9(2), 157-191.
• Halpin, A. W., and Croft, D. B. (1963). The organizational climate of schools. Midwest Administration Center of University of Chicago.
• Hargreaves, A., and Fink, D. (2008). Distributed leadership: Democracy or delivery? Journal of Educational Administration, 46(2), 229-240.
• Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. California.
• Hoy, W. K., Tarter, C. J., and Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Corwin.
• Hu, L. T., and 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.
• Janicijevic, R. (2012). The influence of organizational culture on organizational preferences towards choice of organizational change strategy. Economic Annals, 57(193), 25-51.
• Karademir, A., and Oren, M. (2020). Okul iklimi: Anaokulu yoneticileri ve ogretmenlerin bakis acisiyla karsilastirmali bir arastirma. Egitimde Nitel Arastirmalar Dergisi, 8(1), 206-236.
• Karstanje, P., and Webber, C. F. (2008). Programs for school principal preparation in East Europe. Journal of Educational Administration, 46(6), 739-751.
• Katz-Navon, T., Vashdi, D. R., and Naveh, E. (2020). The toll of service climate on employees: An emotional labor perspective. Journal of Service Theory, and Practice, 30(2), 105-121.
• Kavgaci, H. (2010). Ilkogretimde orgutsel iklim ve okul-aile iliskileri (278037) [Master Thesis, Gazi Universitesi], Council of Higher Education Thesis Center.
• Kitching, K. (2009). Teachers’ negative experiences, and expressions of emotion: Being true to yourself or keeping you in your place? Irish Educational Studies, 28(2), 141-154.
• Kline, R. B. (2020). Yapisal esitlik modellemesinin ilkeleri ve uygulamasi (4th ed., Trans. Eds.: S. Sen ). Nobel.
• Krannitz, M. A., Grandey, A. A., Liu, S., and Almeida, D. A. (2015). Workplace surface acting, and marital partner discontent: Anxiety, and exhaustion spillover mechanisms. Journal of Occupational Health Psychology, 20(3), 314-325.
• Kruse, S.D. (2021). Hiding in plain sight: systems thinking, and school organization. Journal of Educational Administration, 59(1), 43-58.
• Kurland, H. (2019). School leadership that leads to a climate of care. International Journal of Leadership in Education, 22(6), 706-730.
• Lavigne, E. (2019). The collegial, and managerial roles, and qualifications of Canadian university deans. Studies in Higher Education, 44(12), 2304-2317.
• Lee, M., and Van Vlack, S. (2018). Teachers’ emotional labour, discrete emotions, and classroom management self-efficacy. Educational Psychology, 38(5), 669-686.
• Lee, Y. H. (2019). Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching. European Physical Education Review, 25(1), 236-253.
• Lee, Y. H., and Chelladurai, P. (2016). Affectivity, emotional labor, exhaustion, and emotional intelligence in coaching. Journal of Applied Sport Psychology, 28(2), 170-184.
• Low, S., and Van Ryzin, M. (2014). The moderating effects of school climate on bullying prevention efforts. School Psychology Quarterly, 29(3), 306–319.
• Lunenburg, F. C., and Ornstein, A. C. (2012). Educational administration: Concepts, and practices (6th ed.). Nelson.
• Madanayake, O. C. (2014). Managerial roles in top management support for information tecnology, and system projects (4238) [Dissertation, University of Wollongong], University of Wollongong Thesis Collection.
• Matić, D., Cabrilo, S., Grubić-Nešić, L., and Milić, B. (2017). Investigating the impact of climate, motivational drivers, and empowering leadership on knowledge sharing. Knowledge Management Research, and Practice, 15(3), 431-446.
• Mavi, D. (2020). Yonetici rolleri, orgut iklimi ve duygusal emek arasindaki iliskilere yonelik ogretmen gorusleri (664550) [Dissertation, Hacettepe Universitesi], Council of Higher Education Thesis Center.
• Mavi, D., and Ozdemir, M. (2020). Yonetici rolleri olceginin gelistirilmesi: Gecerlik ve guvenirlik calismasi. Ahi Evran Universitesi Sosyal Bilimler Enstitusu Dergisi, 6(3), 918-937.
• McCarley, T. A., Peters, M. L., and Decman, J. M. (2016). Transformational leadership related to school climate: A multi-level analysis. Educational Management Administration, and Leadership, 44(2), 322-342.
• Mintzberg, H. (1973). Nature of managerial roles. Harper, and Row.
• Mintzberg, H. (2009). Managing. Berrett-Koehler.
• Nyanjom, J., and Naylor, D. (2021). Performing emotional labour while teaching online. Educational Research, 63(2), 147-163.
• Ozdemir, M., and Kocak, S. (2018). Predicting teacher emotional labour based on multi-frame leadership orientations: A case from Turkey. Irish Educational Studies, 37(1), 69-87.
• Pallant, J. (2005). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (12th ed.). Allen, and Unwin.
• Paloniemi, A., Pulkkinen, J., Kärnä, E., and Björn, P. M. (2021). The work of special education teachers in the tiered support system: The Finnish case. Scandinavian Journal of Educational Research, 1-16.
• Pappa, S., and Hökkä, P. (2021). Emotion regulation, and identity negotiation: A short story analysis of Finnish language teachers’ emotional experiences teaching pupils of immigrant background. The Teacher Educator, 56(1), 61-82.
• Patton, M. Q. (2015). Qualitetive research, and evaluation methods (4th ed.). Sage
• Payne, R. L., and Mansfield, R. M. (1973). Relationships of perceptions of organizational climate to organizational structure, context, and hierarchical position. Administrative Science Quarterly, 8(4), 515-526.
• Pritchard, R. D., and Karasick, B. W. (1973). The effects of organizational climate on managerial job performance, and job satisfaction. Organizational Behavior, and Human Performance, 9(1), 126-146.
• Putti, J., and Kheun, L. S. (2007). Organizational climate-job satisfaction relationship in a public sector organization. Journal of Public Administration, 8(3), 337-344.
• Richardson, B. K., Alexander, A., and Castleberry, T. (2008). Examining teacher turnover in low-performing, multi-cultural schools: Relationships among emotional labor, communication symmetry, and intent to leave. Communication Research Reports, 25(1), 10-22.
• Robbins, S. P., and Judge, T. A. (2011). Organizational behavior (14th ed.). P. Hall.
• Saah, P. (2017). Exploring Mintzberg’s managerial roles of academic leaders at a selected higher education institution in South Africa (24425643) [Master Thesis, North-West University], Boloka Institutional Repository.
• Sanchez, J. E., Paul, J. M., and Thornton, B. W. (2020). Relationships among teachers’ perceptions of principal leadership, and teachers’ perceptions of school climate in the high school setting. International Journal of Leadership in Education, 1-21.
• Sandhu, S., and Kulik, C. T. (2019). Shaping, and being shaped: How organizational structure, and managerial discretion co-evolve in new managerial roles. Administrative Science Quarterly, 64(3), 619-658.
• Saunders, M., Lewis, P., and Thornhill, A. (2006). Research methods for business students (4th ed.). Prentice Hall.
• Schneider, B., Ehrhart, M. G., and Macey, W. H. (2013). Organizational climate, and culture. The Annual Review of Psychology, 64, 361-388
• Schumacher, R., and Lomax, R. (2004). A beginner’s guide to SEM. Psychology.
• Sen, S. (2020). Mplus ile yapisal eşistlik modellemesi uygulamalari. Nobel.
• Shanker, R., Ramudu, B., Heijden, B. I. J. M., and Farrell, M. (2017). Organizational climate for innovation, and organizational performance: The mediating effect of innovative work behavior. Journal of Vocational Behavior, 100, 67-77.
• Song, J. H., Kim, W., Chai, D. S., and Bae, S. H. (2014). The impact of an innovative school climate on teachers' knowledge creation activities in Korean schools: The mediating role of teachers' knowledge sharing, and work engagement. KEDI Journal of Educational Policy, 11(2), 179-203.
• Steele, J. L., Steiner, E. D., and Hamilton, L. S. (2021). Priming the leadership pipeline: School performance, and climate under an urban school leadership residency program. Educational Administration Quarterly, 57(2), 221-256. Sulak, T. N. (2018). School climate: The controllable, and the uncontrollable. Educational Studies, 44(3), 279-294.
• Tabachnick, B. G., and Fidell, L. S. (2012). Using multivariate statistics. Pearson.
• Tagiuri, R. (1968). The concept of organizational climate. In R. Tagiuri, and G. H. Litwin (Ed’s.), Organizational climate: Explorations of a concept (pp. 9-32). Harvard.
• Teng, Y. (2020). The relationship between school climate and students’ mathematics achievement gaps in Shanghai China: Evidence from PISA 2012. Asia Pacific Journal of Education, 40(3), 356-372.
• Tengblad, S. (2006). Is there a new managerial work? A comparison with Henry Mintzberg’s classic study 30 years later. Journal of Management Studies, 43(7), 1437-1461.
• Thakkar, J. J. (2020). Structural equation modelling: Application for research, and practice (with AMOS, and R). Springer.
• Tsui, A. S. (1984). A role set analysis of managerial reputation. Organizational Behavior, and Human Performance, 34, 64-96.
• Tulowitzki, P. (2013). Leadership, and school improvement in France. Journal of Educational Administration, 51(6), 812-835.
• Vermeulen, M., Kreijns, K., and Evers, A. T. (2020). Transformational leadership, leader–member exchange, and school learning climate: Impact on teachers’ innovative behaviour in the Netherlands. Educational Management Administration, and Leadership, 1-20.
• Wang, H., Hall, N. C., and King, R. B. (2021). A longitudinal investigation of teachers’ emotional labor, well-being, and perceived student engagement. Educational Psychology, 1-18.
• Wehrli, S. N. (2019). The impact of school climate on student achievement in California secondary schools: A quantitative analysis of the California healthy kids survey, and the California assessment of student performance, and progress (991012821967202368) [Dissertation, California State Polytechnic University], California State University ScholarWorks.
• Werang, B. R., and Lena, L. (2014). Principals’ managerial skills, school climate, and teachers’ work morale at state senior high schools in Merauke regency-Papua-Indonesia. International Journal of Science, and Research, 3(6), 691-695. White, A. (2020). Thinking like a manager: A participatory exercise for understanding managerial roles. Management Teaching Review, 5(2), 103-114.
• Winograd, K. (2003). The functions of teacher emotions: The good, the bad, and the ugly. Teachers College Record, 105(9), 1641-1673.
• Yao, X., Yao, M., Zong, X., Li, Y., Li, X., Guo, F., and Cui, G. (2015). How school climate influences teachers’ emotional exhaustion: The mediating role of emotional labor. International Journal of Environmental Research, and Public Health, 12, 12505-12517.
• Zhang, Q., and Zhu, W. (2008). Exploring emotion in teaching: Emotional labor, burnout, and satisfaction in Chinese higher education. Communication Education, 57(1), 105-122.
• Zhang, Q., Yin, J., Chen, H., Zhang, Q., and Wu, W. (2020). Emotional labor among early childhood teachers: Frequency, antecedents, and consequences. Journal of Research in Childhood Education, 34(2), 288-305.
• Zhou, F., Wang, N., and Wu, Y. J. (2019). Does university playfulness climate matter? A testing of the mediation model of emotional labour. Innovations in Education, and Teaching International, 56(2), 239-250.
• Zhou, J., and Li, Y. (2018). The role of leader’s humility in facilitating frontline employees’ deep acting, and turnover: The moderating role of perceived customer-oriented climate. Journal of Leadership, and Organizational Studies, 25(3), 353-367.