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    Investigation of the Relationship Between School Principals' Narcissistic Leadership Behaviors and Teachers' Organizational Trust and Organizational Cynicism Levels (Path Analysis)
    (Turkish Educational Admin Research & Development Assoc, 2023) Okcu, Veysel; Ay, Inan; Sevgi, Mehmet; Burul, Cihangir
    As leaders of educational organizations, school principals can change teachers' perceptions of school positively or negatively with leadership styles they have. The purpose of this study is to determine in what direction and level the narcissistic leadership behaviors of school principals is related with teachers' organizational trust and cynicism levels according to teachers' perceptions. 397 teachers working in primary, secondary and high schools in Siirt/Turkey during the 2019-2020 academic year completed self-report surveys. Teachers' perceived organizational cynicism and perceived organizational trust were shown to have a negative and moderate relationship. This indicates that the increase in organizational cynicism ultimately decreases organizational trust. Also, 37% of the total variance in the organizational cynicism variable is explained by the behaviours of narcissistic leader. Furthermore, 52% of the total variance of organizational trust variable is explained on the basis of narcissistic leadership behaviors and a direct effect of organizational cynicism latent variable, as well as an indirect effect of narcissistic leadership behaviors through the organizational cynicism variable. As a result, the narcissistic leadership behaviors of school principals can damage organizational trust and increase organizational cynicism.
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    Relation between Secondary School Administrators' Transformational and Transactional Leadership Style and Skills to Diversity Management in the School
    (Edam, 2014) Okcu, Veysel
    This study investigates the relation between secondary school administrators' transformational and transactional leadership style and skills to diversity management in the school, based on branch teachers' perceptions. The relational survey method was used in the study. The sample for the study was comprised of teachers 735 public school teachers from 34 different schools in the city of Siirt during the academic year of 2010-2011. In the research, Multifactor Leadership Questionnaire scale was used to determine the leadership styles of school administrators and Questionnaire for Diversity Management scale was used to indicate the degree of behavior related to diversity management. In the result of research it was determined that there was a positive and moderate relationship between school administrators' transformational leadership style and skills to management diversity. This study it was found that there was a positive and moderate relationship between all dimensions of transformational leadership and contingent reward sub-dimension of transactional leadership and administrative practices and policies sub-dimension of diversity management, and between intellectual stimulation and individual support sub-dimensions of transformational leadership and contingent reward sub-dimension of transactional leadership and individual attitudes and behaviors, organizational values and norms dimensions of diversity management. It was also found that there was a negative and weak relationship between management by exception (passive) and laissez-faire leadership dimensions of transactional leadership and individual attitudes and behaviors, administrative practices and policies sub-dimensions of diversity management, and between management by exception of transactional leadership (passive) and organizational values and norms sub-dimension of diversity management. Findings of study reveals that practices, such as individual attitudes and behaviors, managerial practices and politics associated with individualized consideration, dimension of transformational leaders and contingent, dimension of transactional leadership were significantly predictors of management skills diversity in schools. Furthermore practices of dimensions of transformational leadership, individualized consideration, idealized stimulation and of dimensions of transactional leadership, contingent reward significantly predictor dimensions of management diversity in schools in respect to organizational values and norms.
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    The Effect of School Principals' Empowering Leadership Behaviors on Well-Being at Work: The Mediating Role of Organizational Ostracism
    (Springer Heidelberg, 2024) Okcu, Veysel; Cemaloglu, Necati; Ay, Inan
    This study investigates the impact of empowering leadership exhibited by school principals on teachers' perspectives on organizational ostracism and well-being at work in educational settings in T & uuml;rkiye. Applying a cross-sectional research design, we collected responses from 603 teachers in different provinces. The results reveal that empowering leadership has a positive impact on teachers' well-being. Furthermore, empowering leadership practices significantly diminish teachers' perceptions of ostracism, thus cultivating a positive and inclusive work environment. Our findings emphasize the pivotal role of organizational ostracism in mediating the relationship between empowering leadership and well-being at work, highlighting the importance of empowering leadership in creating a healthy and supportive school setting. These insights offer valuable guidance to school leaders, teachers, and policymakers in crafting conducive work environments, enhancing teacher-principal relationships, and promoting overall teacher well-being.
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    The relation between the exposure to mobbing and burnout levels of secondary school teachers
    (Common Ground Research Networks, 2018) Tosten, Rasim; Avci, Yunus Emre; Okcu, Veysel
    This research study was conducted to determine the relation between the level of burnout and the level of exposure to mobbing. The population of the research composed of 1,153 secondary school teachers working in Siirt city center in 2014– 2015 academic year. As the number of teachers included in the research population is not high, sampling was not made and 354 of the distributed scales were analysed. In this study, ‘Negative Acts Questionnaire’ Scale was used to measure the frequency of teachers’ exposure to mobbing behaviours and to determine the teachers’ burnout levels, ‘Maslach Burnout Inventory’ (Educators Survey) was used. The results showed that teachers are exposed to negative behaviours under the subdimensions of ‘work-related mobbing’ and ‘mobbing directed at social relations’ at ‘occasional’ level. With regard to the burnout levels of the secondary school teachers, the highest value is observed in ‘emotional exhaustion’ sub-dimension, while the lowest is in ‘depersonalisation’; and the personal accomplishment is at a moderate level. © 2018. SciencePark Research, Organization & Counseling. All rights reserved.