International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289
Educational Policy Analysis and Strategic Research
International Association of Educators

Original article | Educational Policy Analysis and Strategic Research 2020, Vol. 15(2) 41-60

A Relational Research on Paternalist Leadership Behaviors Perceived by Teachers and Teachers' Performance

Pınar Mert & Mustafa Özgenel

pp. 41 - 60   |  DOI: https://doi.org/10.29329/epasr.2020.251.3   |  Manu. Number: MANU-2001-20-0002.R1

Published online: June 20, 2020  |   Number of Views: 195  |  Number of Download: 771

Save PDF

Abstract

The aim of this study is to investigate the relationship between school principals' paternalist leadership behaviors perceived by teachers and teacher performances. In this context, 431 teachers (313 women), (118 men) working in different institutional types were included in the study using the predictive research design. Data were collected through the Paternalist Leadership Behaviors Scale (Dağlı and Ağalday 2017) and Teacher Performance Evaluation Scale (Ozgenel, 2019). Data were having been analyzed by t-test, ANOVA, correlation, and regression. As a result of the research, the moral, authoritarian and exploitative paternalistic leadership behaviors perceived by the teachers do not differ significantly according to the gender of the teachers, whereas male teachers have higher perceptions of benevolent paternalistic leadership. According to the seniority variable, benevolent, moral, authoritarian, exploitative fatherly leadership behaviors and paternalistic leadership total scores do not differ significantly. According to the schools where teachers work, the benevolent and moral paternalistic leadership behaviors and paternalistic leadership total scores do not differ significantly; However, teachers working in secondary schools see school principals more authoritative than teachers working in primary schools. Also, teachers working in high schools consider school principals more exploitative than teachers working in secondary school. As a result of the analysis of performance, female teachers 'performances are higher than male teachers, whereas teachers' performances do not differ significantly according to their seniority and school levels. Paternalist leadership is a type of leadership with high potential and the existence of paternalist leadership behaviors in educational organizations can be explained better by researching new concepts and adding new variables.

Keywords: Leadership, Paternalist Leadership, Performance, Teacher Performance

How to Cite this Article?

APA 6th edition
Mert, P. & Ozgenel, M. (2020). A Relational Research on Paternalist Leadership Behaviors Perceived by Teachers and Teachers' Performance . Educational Policy Analysis and Strategic Research, 15(2), 41-60. doi: 10.29329/epasr.2020.251.3

Harvard
Mert, P. and Ozgenel, M. (2020). A Relational Research on Paternalist Leadership Behaviors Perceived by Teachers and Teachers' Performance . Educational Policy Analysis and Strategic Research, 15(2), pp. 41-60.

Chicago 16th edition
Mert, Pinar and Mustafa Ozgenel (2020). "A Relational Research on Paternalist Leadership Behaviors Perceived by Teachers and Teachers' Performance ". Educational Policy Analysis and Strategic Research 15 (2):41-60. doi:10.29329/epasr.2020.251.3.
References
  1. Aktaş, Y. (2019). Okul müdürlerinin paternalistik liderlik davranışları ı̇le politik taktikleri arasındaki ı̇lişkiler (Yayınlanmamış Yüksek Lisans Tezi) [The Relationship between Paternalistic Leadership Behavior of the School Principals and Political Tactics]. Pamukkale University.  [Google Scholar]
  2. Arslan, Ö. (2016). Okul yöneticilerinin paternalist liderlik düzeyleri ile öğretmenlerin örgütsel sinizm algıları arasındaki ilişki (Yayınlanmamış Yüksek Lisans Tezi) [The relationship between paternalist leadership levels of school administrators and teachers' perception of organizational cynicism]. Uşak University.  [Google Scholar]
  3. Aycan, Z. (2001). Human resource management in Turkey: Current issues and future challenges. International Journal of Manpower, 22(3), 252-260.  [Google Scholar]
  4. Aycan, Z. (2006). Paternalism: Towards conceptual refinement and operationalizations. U. Kim, K.S. Yang, & K. K. Hwang (Eds.), In Indigenous and cultural psycholog (pp. 445-466). Springer Science & Business Media, Inc. [Google Scholar]
  5. Barutçugil, İ. (2004). İnsan kaynakları yönetimi [Human Resources Management]. Kariyer Publishing.  [Google Scholar]
  6. Bass, B. M. (1985). Leadership and performance beyond expectations. Free Press. [Google Scholar]
  7. Bilici, F. (2017). Tükenmişlik, işe bağlılık, işten ayrılma, babacan liderlik ve bir araştırma (Yayınlanmamış Yüksek Lisans Tezi) [Burnout, commitment, quitting, paternalistic leadership and a research]. Arel University. [Google Scholar]
  8. Borman, K. M. (1990). Foundations of education in teacher education. Handbook of Research on Teacher Education, 393-402. [Google Scholar]
  9. Brief, A. P., & Motowidlo, S. J. (1986). Prosocial organizational behaviors. Academy of Management Review, 11(4), 710-725. [Google Scholar]
  10. Budak, G. (2016). Yetkinliğe dayalı insan kaynakları yönetimi [Competence-based human resources management]. Nobel Publishing. [Google Scholar]
  11. Cerit, Y., Özdemir, T. & Akgün, N. (2011). Sınıf öğretmenlerinin okul müdürlerinin paternalist liderlik davranışları sergilemelerini istemeye yönelik görüşlerinin bazı demografik değişkenler açısından incelenmesi [ Clasroom teachers’ opinions toward primary school principal fulfillment of paternalistic leadership behaviours in terms of some demographic vairables ]. Journal of AİBU Education Fculty, 11(1), 87-99.  [Google Scholar]
  12. Cesur, D. K., Erkilet, A. &Taylan, H. H. (2015). Paternalist liderlik ve örgüt kültürü ilişkisi: Sakarya Üniversitesi örneği [The Relationship between Paternalistic Leadership and Organizational Culture: The Case of Sakarya University]. Akademik İncelemeler Dergisi. 14(1), 87-116.  [Google Scholar]
  13. Chen, X. P., Eberly, M. B., Chiang, T. J., Farh, J. L., & Cheng, B. S. (2011). Affective trust in Chinese leaders: Linking paternalistic leadership to employee performance. Journal of Management, 20(10), 1–24. DOI:10.1177/014920631141060 [Google Scholar]
  14. Cheng, B. S. & Farh, J. L. (2001). Social orientation in Chinese societies: a comparison of employees from Taiwan and Chinese Mainland. Chinese Journal of Psychology, 43 207–221.  [Google Scholar]
  15. Cheng, B. S., Huang, M. P., & Chou, L. F. (2002). Paternalistic leadership and its effectiveness: Evidence from Chinese organizational teams. Journal of Psychology in Chinese Societies, 3(1), 85-112.  [Google Scholar]
  16. Cheng, B. S., Shieh, P. Y. & Chou, L. F. (2002). The principal’s leadership, leader-member exchange quality, and the teacher’s extra-role behavior: The effects of transformational and paternalistic leadership. Indigenous Psychological Research in Chinese Societies, 17, 105-161.  [Google Scholar]
  17. Cheng, B. S., Chou, L. F., Wu, T. Y., Huang, M. P., & Farh, J. L. (2004). Paternalistic leadership and subordinate responses: Establishing a leadership model in Chinese organizations. Asian Journal of Social Psychology, 7(1), 89-117. [Google Scholar]
  18. Cresweel, J. W. (2017). Nicel ve nitel Araştırmanın planlanması, yürütülmesi ve değerlendirilmesi (H. Ekşi, Çev. Ed.) [Planning, conducting and evaluating quantitative and qualitative research]. Edam Publishing. [Google Scholar]
  19. Dağlı, A. & Ağalday B. (2018). Okul müdürlerinin paternalist liderlik davranışlarının incelenmesi [Analysing headmasters’ paternalistic leadership behaviours]. Electronic Journal of Social Sciences, 17(66), (518-534. [Google Scholar]
  20. Dağlı, A. & Ağalday, B. (2017). Developing a headmasters’ paternalistic leadership behaviours scale in Turkey. Journal of Education and Practice, 8(30), 190-200 [Google Scholar]
  21. Dilbaz Sayın, S. ve Arslan, H. (2017). Öğretmen ve okul yöneticilerinin öğretmen performans değerlendirme sürecindeki çoklu veri kaynakları ile ilgili görüşleri ve öz değerlendirmeleri [Determing the opinions of teachers and administrators about the multiple indicators through teacher performance assesment process and self-evaulation]. International Turkish Literatüre Culture Education Journal, 6(2), 1222-1241. [Google Scholar]
  22. Farh, J. L. & Cheng, B. S. (2000). A Cultural analysis of paternalistic leadership in Chinese organizations. J. T. Li, A. S. Tsui, & E. Weldon, (eds), In management and organizations in the Chinese context (pp. 85–127). Macmillan.  [Google Scholar]
  23. Farh, J. L., Cheng, B. S., Chou, L. F., & Chu, X. P. (2006). Authority and benevolence: Employees’ responses to paternalistic leadership in China. In A. S. Tsui, Y. Bian, & L. Cheng (Eds.), China’s domestic private firms: Multidisciplinary perspectives on management and performance (pp. 230-260). Sharpe. [Google Scholar]
  24. Fettahlıoğlu, Ö. O., Akdoğan, Z., & Özay, E. (2018). Paternalist liderlik tarzının örgütsel özdeşleşme üzerindeki etkisi [The effect of the paternalist leadership style on organizational identification]. Journal of Social, Humanities and Administrative Sciences, 4(9), 36-51.  [Google Scholar]
  25. Fındıkçı, İ. (2018). İnsan kaynakları yönetimi [Human Resources Management]. Alfa Publishing. [Google Scholar]
  26. Gelfand, M. J., Erez, M., & Aycan, Z. (2007). Cross-cultural organizational behavior. Annual Review of Psychology, 58, 479-514. [Google Scholar]
  27. Göncü, A., Aycan, Z. & Johnson, R. E. (2014).  Effects of paternalistic and transformational leadership on follower outcomes. International Journal of Management and Business, 5(1), 36-58. [Google Scholar]
  28. Hao, Z. & Lirong, L. (2007). Relationship between Paternalistic Leadership and Organizational Justice. Acta Psychologica Sinica, 5(17).  [Google Scholar]
  29. Hatipoğlu, Z., Akduman, G. & Demir, B. (2019). Babacan liderlik tarzının çalışan görev performansı ve duygusal bağlılık üzerindeki etkisi [The Effect of Paternalistic Leadership Style on Employee Task Performance and Emotional Commitment]. Journal of Business Research -Turk, 11(1), 279-292. https://doi.org/10.20491/isarder.2019.599 [Google Scholar] [Crossref] 
  30. Hayek, M., Novicevic, M. M., Humphreys, J. & Jones, N. (2010). Ending the denial of slavery in management history: Paternalistic leadership of joseph emory davis. Journal of Management History, 16(3), 367-379. [Google Scholar]
  31. Hofstede G. (1980). Culture’s conseguences, international differences in work related values. Sage Publication.  [Google Scholar]
  32. Hofstede, G. H. (2001). Culture's consequences: Comparing values, behaviors, institutions, and organizations across nations. Sage Publications. [Google Scholar]
  33. Jordan, K. (2009). Performans değerlendirmesi (M. İnan, Çev.) [Performance Evaluation].  Optimist Publication. [Google Scholar]
  34. Kai, G.  (2013).  Research on the mechanism that paternalistic leadership impact on employee performance: Organizational justice as an intermediary variable. Human Resource Management Research, 3(4), 150–156. DOI: 10.5923/j.hrmr.20130304.03 [Google Scholar]
  35. Koç, H., Yazıcıoğlu, İ. & Hatipoğlu, H. (2009). Öğretmenlerin iş doyum algıları ile performansları arasındaki ilişkinin incelenmesine yönelik bir araştırma [A study on the determination of the relationship between the job satisfaction perception of teachers and their performance]. Journal of Ondokuz Mayıs University Faculty of Education, 28, 13‐22.  [Google Scholar]
  36. Kurt, İ. (2013). Paternalist liderlik ıile çalışanların ı̇şlerine yaratıcı katılım algıları arasındaki ı̇lişkiyi araştırmaya yönelik bir çalışma  [A research study on the relationship between paternalistic leadership and employee creative work involvement perceptions]. Journal of Social and Humanities, 5(1), 321-330.  [Google Scholar]
  37. Li, C., Wu, K., Johnson, D.E. & Wu, M. (2012). Moral leadership and psychological empowerment in China. Journal Management Psychology, 27, 90-108. [Google Scholar]
  38. Liang, S. K., Ling, H. C., & Hsieh, S. Y. (2007). The mediating effects of leader-member exchange quality to influence the relationship between paternalistic leadership and organizational citizenship behaviors. Journal of American Academy of Business, 10(2), 127-137. [Google Scholar]
  39. Martinez, P. G. (2003). Paternalism as a positive form of leader-subordinate exchange: Evidence from Mexico. Journal of Iberoamerican Academy of Management, 1, 227-242. [Google Scholar]
  40. Mete Y.A. & Serin H. (2015). Okul yöneticilerinin babacan liderlik davranışı ile öğretmenlerin örgütsel vatandaşlık ve örgütsel sinizim davranışları arasındaki ilişki [Relationship between school administrators’ paternalist leadership behaviours and teachers’ organizational cynicism behaviours]. Journal of Hasan Ali Yücel Education Faculty, 12, 147-159. [Google Scholar]
  41. Northouse, P. G. 1997. Leadership: Theory and practice. Sage. [Google Scholar]
  42. Özgenel, M. (2019a). Öğretmen performans değerlendirme ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması [Development of teacher performance evaluation scale: Validity and reliability study]. 5th International Social and Educational Sciences Research Congress (64-65). Bandırma 17 Eylül University. [Google Scholar]
  43. Özgenel, M. (2019b). An antecedent of teacher performance: Occupational commitments. International Journal of Eurasian Education and Culture, 7, 100-126.  [Google Scholar]
  44. Özgenel, M. ve Dursun, İ. E. (2020). Okul müdürlerinin paternalist liderlik davranışlarının okul kültürüne etkisi. Sosyal, Beşerî ve İdari Bilimler Dergisi, 3(4), 284-302. [Google Scholar]
  45. Özgenel, M. & Mert, P. (2019).  The role of teacher performance in school effectiveness. International Journal of Education Technology and Scientific Researches, 4(10), 417- 434. [Google Scholar]
  46. Özkanlı, Ö. (1995). Personel politikalarının belirlenmesinde performans değerlemenin yeri ve ülkemiz büyük sanayi işletmelerindeki uygulama (Yayınlanmamış doktora tezi) [The Place of performance evaluation in determination of personnel policies and the application in the largest industrial firms of Turkey]. Ankara University. [Google Scholar]
  47. Palmer, M. J. (1998). Performans değerlendirmeleri (D. Şahiner, Çev.) [Performance Evaluations]. Rota Publishnig. [Google Scholar]
  48. Parry, K. W. & Proctor-Thomson, S. B. (2002). Perceived integrity of transformational leaders in organisational settings. Journal of Business, 35, 75–96. [Google Scholar]
  49. Pellegrini, E. K. & Scandura, T. A. (2006). Leader-member exchange (LMX), paternalism and delegation in the Turkish business culture: An empirical investigation. Journal of International Business Studies, 37(2), 264-279. [Google Scholar]
  50. Pellegrini, E. K., Scandura, T. A., & Jayaraman, V. (2007). Generalizability of the paternalistic leadership concept: A cross-cultural investigation (working paper).  University of Missouri–St. Louis. [Google Scholar]
  51. Pellegrini, E. K., Scandura, T. A., & Jayaraman, V. (2010). Cross-cultural generalizability of paternalistic leadership:An expansion of leader-member exchange theory. Group & Organization Management, 35(4), 391-420. [Google Scholar]
  52. Rehman, M. & Afsar, B. (2012). The impact of paternalistic leadership on organization commitment and organization citizenship behaviour. Journal of Business Management and Applied Economics, 5(5), 148-159.  [Google Scholar]
  53. Sabuncuoğlu, Z. (2000). İnsan kaynakları yönetimi [Human Resources Management].  Ezgi Publishing. [Google Scholar]
  54. Sevgi, D. (2018). The Relationship between paternalistic leadership and organizational silence (Yayınlanmamış yüksek lisans tezi). Yeditepe University. [Google Scholar]
  55. Şendoğdu, A. ve Erdirençelebi, M. (2014). Paternalist liderlik ile örgütsel vatandaşlık davranışı arasındaki ilişkiye yönelik bir araştırma [A study on the relationship between paternalist leadership and organizational citizenship behaviour].  The Journal of Social and Economic Research, 14(27), 253-274.  [Google Scholar]
  56. Teel, S. R. (2003). Relationships among perceived organizational support, teacher efficacy and teacher performance (Doctoral dissertation). Alliant International University. [Google Scholar]
  57. Tsui, A. S., Pearce, J. L., Porter, L. W., & Tripoli, A. M. (1997). Alternative approaches to the employee-organization relationship: Does investment in employees pay off? Academy of Management Journal, 40, 1089-112 [Google Scholar]
  58. Turkish Language Society. (2019). Online Turkish Dictionary. https://sozluk.gov.tr/ [Google Scholar]
  59. Ugurluoglu, O., Aldogan, E. U., Turgut, M., & Ozatkan, Y. (2018). The effect of paternalistic leadership on job performance and intention to leave the job. Journal of Health Management, 20(1), 46-55. [Google Scholar]
  60. Uhl-Bien, M., & Maslyn, M. (2005). Paternalism as a form of leadership: Differentiating paternalism from leader-member exchange. Paper presented at the meeting of the Academy of Management. [Google Scholar]
  61. Uhl-Bien, M., Tierney, P., Graen, G., & Wakabayashi, M. (1990). Company paternalism and the hidden investment process: Identification of the “right type” for line managers in leading Japanese organizations. Group and Organization Studies, 15, 414-430. [Google Scholar]
  62. Wang, A., Kuo, S. Y., Cheng, B. S., & Tsai, C. Y. (2009). Paternalistic leadership and creativity: The moderating role of leader’s gender. Academy of Management Conference.  [Google Scholar]
  63. Wang, J. J., & Cheng, M. C. (2010). From a hub port city to a global supply chain management center: a case study of Hong Kong. Journal of Transport Geography, 18(1), 104-115. [Google Scholar]
  64. Yaman, T. (2011). Yöneticilerin paternalist (babacan) lider davranışlarının çalışanların örgütsel özdeşleşmelerine, iş performanslarına ve işten ayrılma niyetlerine etkisi: özel sektörde uygulama (Yayınlanmış Yüksek Lisans Tezi) [The effect of managers' paternalistic leader behaviours to employee's organizational identification, turnover intention, and job performance: An application in private sector]. Turkish Military Academy, Institute of Defense Sciences. [Google Scholar]
Download
Metric
History
Related

Volume 15 Issue 2

June 2020

All Articles

Educational Policy Analysis and Strategic Research

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.