Principal’s negative emotional manipulations, interpersonal suppression of teachers by the principal, and trust in the principal

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research Pub Date : 2025-01-01 DOI:10.1016/j.ijer.2025.102738

Izhak Berkovich

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引用次数: 0

Abstract

This study investigated the effect of principals' negative emotional manipulations on teachers' affective and cognitive trust in the principal, focusing on the mediating role of interpersonal suppression. Data were collected from 654 public elementary school teachers in Israel. Using a multilevel mediation model analysis, the study examined the existence of mediated indirect links in two models: one predicting affective trust and the other predicting cognitive trust. The findings indicate that principals' negative emotional manipulation significantly reduced both affective and cognitive trust in the principal, with interpersonal suppression of teachers by principals fully mediating these relationships. These results reveal the effect of interpersonal suppression in shaping emotional and cognitive attitudes in the workplace. The size of the indirect effect was slightly larger for affective than for cognitive trust, suggesting that interpersonal suppression plays a more significant role in emotional processes. The research expands the relatively scarce knowledge on principals' negative emotional manipulations and interpersonal suppression in workplace research in general and schools in particular.

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校长负性情绪操纵、校长对教师的人际压抑、校长信任

本研究探讨校长负性情绪操纵对教师对校长的情感信任和认知信任的影响，重点研究人际抑制的中介作用。数据收集自以色列654名公立小学教师。本研究采用多层次中介模型分析，考察了在预测情感信任和预测认知信任两个模型中存在中介间接联系。研究发现，校长的负性情绪操纵显著降低了教师对校长的情感信任和认知信任，校长对教师的人际抑制在这两种信任关系中起到中介作用。这些结果揭示了人际压抑在塑造工作场所的情绪和认知态度方面的作用。情感信任的间接效应略大于认知信任的间接效应，表明人际抑制在情绪过程中起着更重要的作用。本研究扩充了一般职场研究和学校研究中对校长负性情绪操纵和人际压抑的相对匮乏的知识。

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来源期刊

International Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.20

自引率

3.10%

发文量

141

审稿时长

21 days

期刊介绍： The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.