School leadership in a non-western context: how is paternalistic leadership related to teacher well-being and commitment in collectivist versus individualistic school cultures?

IF 2.1 4区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Administration Pub Date : 2024-08-23 DOI:10.1108/jea-01-2024-0002

Mehmet Şükrü Bellibaş, Mahmut Polatcan, Muaz Özcan, Muhammet İbrahim Akyürek

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引用次数: 0

Abstract

Purpose

The present study aims to examine the moderation role of school culture attributes (individualism versus collectivism) in the relationship between paternalistic leadership and teacher commitment, mediated by teacher well-being.

Design/methodology/approach

The data included 1,152 teachers across 104 schools in Türkiye using a multilevel moderated mediation SEM model to test relevant hypotheses.

Findings

The results showed that teacher well-being fully mediates the relationship between perceived paternalistic principal leadership and teacher commitment. Additionally, the collectivist orientation of school culture influences the strength of the association between paternalistic leadership and teacher commitment indirectly through well-being. More precisely, paternalistic leadership has a stronger link to teacher well-being and commitment when teachers identify the culture of their schools as relatively more collectivist.

Originality/value

This study offers empirical evidence of paternalistic school leadership in promoting teacher well-being and commitment depending on the school culture in a non-western country context.

查看原文本刊更多论文

非西方背景下的学校领导力：在集体主义与个人主义的学校文化中，家长式领导与教师的幸福和承诺有何关系？

本研究旨在考察学校文化属性（个人主义与集体主义）在家长式领导与教师承诺关系中的调节作用，并以教师的幸福感为中介。研究数据包括土耳其 104 所学校的 1152 名教师，采用多层次调节中介 SEM 模型检验相关假设。此外，学校文化中的集体主义倾向通过幸福感间接影响了家长式领导与教师承诺之间的关联强度。更确切地说，当教师认为其所在学校的文化相对更具集体主义倾向时，家长式领导与教师的幸福感和敬业度之间的联系就更强。原创性/价值本研究提供了在非西方国家背景下，家长式学校领导促进教师幸福感和敬业度的实证证据，这取决于学校文化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Educational Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： ■Career incentives of elementary school principals ■Leadership style of principals ■Multi-level school leadership ■Organizational processes in schools ■Policy implementation ■Teaching administrative theory ■University teachers, researchers, and students of educational administration.