Relationships between Empowering Leadership, Trust in principal, Psychological Empowerment and Job Satisfaction
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Abstract
Eğitim örgütleri insanlar ve insan ilişkileri üzerine kurulu olduğundan öğretmen, öğrenci ve okul müdürleri arasındaki ilişki okulun etkililiğinde önemli bir faktördür. Bu sosyal ilişkilerde okul müdürlerinin liderlik davranışları sosyal ilişkilerin niteliğini belirlemede merkezi bir öneme sahiptir. Geçmişten günümüze okul müdürlerinin liderlik tarzlarının okul çıktıları üzerindeki etkisine yönelik sayısız araştırma yapılmıştır. Son yıllarda özellikle okul liderliği araştırmalarında “tek adam” düşüncesine dayalı okul liderliğine yönelik eleştiriler artmış (Elmore, 2000; Özdemir ve Yirmibeş, 2016), karar sürecine katılıma olanak sağlayan, özerkliği destekleyen ve gücün paylaşımına olanak sağlayan paylaşılan liderlik, dönüşümcü liderlik ve demokratik liderlik yaklaşımları öne çıkmıştır. Çağdaş yönetim yaklaşımlarında çalışan, örgütün tüm yönetsel süreçlerinde var edilmeye çalışılmakta ve daha verimli kılınabilmesi için sosyal ilişkilerin önemine dikkat çekilmektedir (Argon ve Yılmaz, 2018). Günümüz liderlik ve yönetim anlayışındaki bu değişimin temelinde; toplumsal ve örgütsel yaşamda gözlenen çok yönlü ve hızlı değişme eğilimi (Adıgüzelli, 2016), yöneticilerin örgütsel süreçlerin bütününü tek başına denetleyebilmesinin yarattığı zorluklar ve çalışanlardan üst düzeyde verim elde etme bulunmaktadır. Liderlik anlayışındaki değişime bağlı olarak son yıllarda okul örgütlerinde ele alınmaya başlanan (Koçak, 2016; Lee ve Nie, 2014, 2015..) yeni sayılabilecek bir liderlik yaklaşımı da güçlendirici liderliktir. Güçlendirici liderlik çalışanların görevlerini başarmak ve içsel motivasyonlarını arttırmak için bir dizi lider davranışları aracılığıyla takipçilere özerklik ve sorumluluk verme, gücü paylaşma süreci olarak tanımlanmaktadır (Amundsen & Martinsen, 2014; Sharma & Kirkman, 2015; Lee ve Nie, 2014). Alan yazınında güçlendirmenin genellikle olumlu etkileri üzerinde durulmaktadır. İlgili araştırmalarda güçlendirmenin, sosyo-ekonomik durumu kontrol ettikten sonra bile, öğrencilerin okuma ve matematik başarısının önemli bir göstergesi olduğu (Sweetland ve Hoy 2000), öğretmenlerin mesleki bağlılığını (Bogler ve Somech, 2004), mesleki tükenmişliğini (Dee, Henkin, ve Duemer, 2003) etkildeği, işten ayrılma niyeti (S.Stander ve W.Stander, 2016), örgütsel vatandaşlık davranışı (Cheasakul ve Varma, 2015; Raub ve Robert, 2015) ile ilişkili olduğu belirlenmiştir. Genel sonuç, güçlendirici liderliğin genellikle arzu edilen bir liderlik yapısı olduğu yönündedir. Bazı çalışmalarda (Cheong, Yammarino, Dionne, Spain ve Yu Tsai, 2019) güçlendirici liderliğin takipçilerin iş gerilimini arttırdığına yönelik bulgular elde edilirken Kim, Beehr, Matthew ve Prevett (2018) güçlendirici liderliğin etkisinin karmaşık olduğunu, Short ve Rinehart (1992) ise öğretmenleri karar sürecine katmanın çatışmayı arttıracağını iddia etmiştir. Bunların yanında öğretmenlerin güçlendirilmesi ve çeşitli örgütsel davranış değişkenleri (iş doyumu, örgütsel bağlılık, örgütsel vatandaşlık davranışı vb.) arasındaki ilişkilerin kültürel açıdan hassas olduğu bağlamsal olarak tanımlanan bu yapıların sosyal olarak yapılandırıldığı, dolayısıyla farklı kültürel ortamlarda araştırılması gerektiği önerilmektedir (Jiang, Li, Wang ve Li, 2018; Zembylas & Papanastasiou, 2005).
Keywords
Abstract
Since educational organizations are based on people and human relationships, the relationship between teachers, students and school principals is an important factor in the effectiveness of the school. The leadership behaviors of school principals have a central importance in determining the quality of social relations in these social relations. Numerous studies have been conducted on the effect of school principals' leadership styles on school outcomes from past to present. In recent years, especially in school leadership research, criticism towards school leadership based on the idea of özellikle one man art has increased (Elmore, 2000; Özdemir and Yirmibeş, 2016), shared leadership, transformational leadership and democratic leadership that enables participation in the decision process, supports autonomy and allows sharing of power. approaches. Working in contemporary management approaches, efforts are made to exist in all managerial processes of the organization and the importance of social relations is emphasized in order to make it more efficient (Argon and Yılmaz, 2018). On the basis of this change in today's leadership and management approach; There is a multifaceted and rapid tendency to change in social and organizational life (Adıgüzelli, 2016), the difficulties created by the managers' ability to control the whole of the organizational processes alone, and the highest level of efficiency from the employees. A new approach to leadership that has been introduced in school organizations (Koçak, 2016; Lee and Nie, 2014, 2015) in recent years due to the change in leadership understanding is empowering leadership. Empowering leadership is defined as the process of sharing power, giving autonomy and responsibility to followers through a series of leadership behaviors in order to achieve employees' tasks and increase their intrinsic motivation (Amundsen & Martinsen, 2014; Sharma & Kirkman, 2015; Lee & Nie, 2014). In literature, positive effects of empowerment are generally emphasized. In related studies, empowerment is an important indicator of students 'reading and mathematics achievement even after checking socio-economic status (Sweetland and Hoy 2000), teachers' professional commitment (Bogler and Somech, 2004), professional burnout (Dee, Henkin, and Duemer, 2003), the intention to quit (S.Stander and W.Stander, 2016), organizational citizenship behavior (Cheasakul and Varma, 2015; Raub and Robert, 2015). The general conclusion is that empowering leadership is often a desirable leadership structure. Some studies (Cheong, Yammarino, Dionne, Spain, and Yu Tsai, 2019) show that empowering leadership increases the work tension of followers, while Kim, Beehr, Matthew, and Prevett (2018) find that the impact of empowering leadership is complex, and Short and Rinehart (1992) teachers. he claimed that the layer in the decision-making process would increase conflict. In addition, it is suggested that the relationships between teachers' empowerment and various organizational behavior variables (job satisfaction, organizational commitment, organizational citizenship behavior, etc.) are culturally sensitive and contextually defined, so that these structures are socially structured and therefore should be investigated in different cultural settings (Jiang, Li, Wang) and Li, 2018; Zembylas & Papanastasiou, 2005).
Keywords
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