The Relationship Between School Principals' Paternalistic Leadership Behaviors and Teachers' Job Satisfaction

Tayfur Sarı; Yüksel Gündüz

Article Details

The Relationship Between School Principals' Paternalistic Leadership Behaviors and Teachers' Job Satisfaction

Authors:

Tayfur Sarı | Yüksel Gündüz

Publisher:

Afyon Kocatepe University

Journal:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 4, pp.1449-1464

Document Type:

Article

Publication Date:

12/2024

Document Language:

Turkish

Document ID (Org No.):

2001331810

pISSN:

1302-1265

Keywords:

Abstract:

 The effect of school administrators paternalistic leadership behaviors on teachers job satisfaction is directly related to the environment and culture they live in. This effect varies in national and cultural context. In this context, the aim of the research is to determine the relationship between the paternalistic leadership behaviors of administrators and the job satisfaction of teachers. The universe of the research consists of 2517 teachers working in Sinop in the 2019-2020 academic year. The sample consisted of 717 teachers selected by random sampling from the universe. Relational screening model was used in the research. Paternalistic Leadership Behaviors of School Principals Scale and Minnesota Job Satisfaction Scale were used as scales. Frequency, percentile distribution, arithmetic mean, t-test, correlation and regression analysis techniques were used in the analysis of the data. According to the perceptions of the teachers, the paternalistic leadership behaviors of the administrators were found at the moderate level. Teachers job satisfaction levels were above the average as satisfied. A significant and positive relationship was found between teachers perceptions of administrators paternalistic leadership behaviors and their perceptions of job satisfaction. As the paternalistic leadership behaviors of the administrators increase, the job satisfaction levels of the teachers also increase. It was determined that the paternalistic leadership behaviors of the administrators were a significant predictor of the teachers job satisfaction.

 The effect of school administrators paternalistic leadership behaviors on teachers job satisfaction is directly related to the environment and culture they live in. This effect varies in national and cultural context. In this context, the aim of the research is to determine the relationship between the paternalistic leadership behaviors of administrators and the job satisfaction of teachers. The universe of the research consists of 2517 teachers working in Sinop in the 2019-2020 academic year. The sample consisted of 717 teachers selected by random sampling from the universe. Relational screening model was used in the research. Paternalistic Leadership Behaviors of School Principals Scale and Minnesota Job Satisfaction Scale were used as scales. Frequency, percentile distribution, arithmetic mean, t-test, correlation and regression analysis techniques were used in the analysis of the data. According to the perceptions of the teachers, the paternalistic leadership behaviors of the administrators were found at the moderate level. Teachers job satisfaction levels were above the average as satisfied. A significant and positive relationship was found between teachers perceptions of administrators paternalistic leadership behaviors and their perceptions of job satisfaction. As the paternalistic leadership behaviors of the administrators increase, the job satisfaction levels of the teachers also increase. It was determined that the paternalistic leadership behaviors of the administrators were a significant predictor of the teachers job satisfaction.

 The effect of school administrators paternalistic leadership behaviors on teachers job satisfaction is directly related to the environment and culture they live in. This effect varies in national and cultural context. In this context, the aim of the research is to determine the relationship between the paternalistic leadership behaviors of administrators and the job satisfaction of teachers. The universe of the research consists of 2517 teachers working in Sinop in the 2019-2020 academic year. The sample consisted of 717 teachers selected by random sampling from the universe. Relational screening model was used in the research. Paternalistic Leadership Behaviors of School Principals Scale and Minnesota Job Satisfaction Scale were used as scales. Frequency, percentile distribution, arithmetic mean, t-test, correlation and regression analysis techniques were used in the analysis of the data. According to the perceptions of the teachers, the paternalistic leadership behaviors of the administrators were found at the moderate level. Teachers job satisfaction levels were above the average as satisfied. A significant and positive relationship was found between teachers perceptions of administrators paternalistic leadership behaviors and their perceptions of job satisfaction. As the paternalistic leadership behaviors of the administrators increase, the job satisfaction levels of the teachers also increase. It was determined that the paternalistic leadership behaviors of the administrators were a significant predictor of the teachers job satisfaction.

 Okul yöneticilerinin paternalist liderlik davranışlarının, öğretmelerin iş doyumları üzerine etkisi yapılan araştırmalar ile tespit edilmiştir. Bu etkinin, yaşanılan çevre ve kültürle doğrudan ilişkisi görülmektedir. Paternalist liderliğe ulusal ölçekte bakıldığından farklılıklar olduğu görülmüştür. Bundan dolayı paternalist liderliğin öğretmelerin iş doyumu üzerindeki etkisi ulusal ve kültürel çerçevede değişiklik göstermektedir. Bu bağlamda yapılan araştırmanın amacı, yöneticilerin paternalist liderlik davranışları ile öğretmenlerin iş doyumu arasındaki ilişkiyi belirlemektir. Araştırmanın evrenini, 2019-2020 eğitim öğretim yılında Sinop ilinin tamamında görev yapan 2517 öğretmen oluşturmaktadır. Örneklemini ise evrenden tesadüfi örnekleme yoluyla seçilen 717 öğretmen oluşturmuştur. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmada Okul Müdürlerinin Paternalist Liderlik Davranışları Ölçeği ve Minnesota İş Doyumu Ölçeği olmak üzere iki ölçme aracı kullanılmıştır. Verilerin analizinde, frekans, yüzdelik dağılım, aritmetik ortalama, t-testi, korelasyon ve regresyon analizi tekniklerinden yararlanılmıştır. Öğretmen algılarına göre yöneticilerin paternalist liderlik davranışları orta düzeyde bulunmuştur. Öğretmenlerin iş doyum düzeyleri, ortalamanın üstünde memnun biçiminde olmuştur. Öğretmenlerin, yöneticilerin paternalist liderlik davranışlarına ilişkin algıları ile iş doyumu algıları arasında anlamlı ve pozitif yönde orta düzey bir ilişki bulunmuştur. Yöneticilerin paternalist liderlik davranışları arttıkça, öğretmenlerin iş doyum düzeyleri de artmaktadır. Diğer yandan yöneticilerin paternalist liderlik davranışları, öğretmenlerin iş doyumlarının anlamlı bir yordayıcısı olduğu belirlenmiştir. Genel olarak bakıldığında, öğretmenlerin iş doyumları üzerinde okul yöneticilerinin paternalist liderlik davranışlarının olumlu ve orta seviyede bir etkisinin olduğu görülmektedir.

Article Details

The Relationship Between School Principals' Paternalistic Leadership Behaviors and Teachers' Job Satisfaction

Authors:

Tayfur Sarı | Yüksel Gündüz

Publisher:

Afyon Kocatepe University

Journal:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 4, pp.1449-1464

Document Type:

Article

Publication Date:

12/2024

Document Language:

Turkish

Document ID (Org No.):

2001331810

pISSN:

1302-1265

Teacher

manager

leadership

paternalist leader

job satisfactionÖğretmen

yönetici

liderlik

paternalist lider

iş doyumu

Issues

Article Details

Authors: Tayfur Sarı | Yüksel Gündüz

Publisher: Afyon Kocatepe University

Journal: Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 4, pp.1449-1464

Document Type: Article

Publication Date: 12/2024

Document Language: Turkish

Document ID (Org No.): 2001331810

pISSN: 1302-1265

Issues

Authors:

Tayfur Sarı | Yüksel Gündüz

Publisher:

Afyon Kocatepe University

Journal:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 4, pp.1449-1464

Document Type:

Article

Publication Date:

12/2024

Document Language:

Turkish

Document ID (Org No.):

2001331810

pISSN:

1302-1265