Effects of Transformational and Instructional Leadership on Organizational Silence and Attractiveness and Their Importance for the Sustainability of Educational Institutions
Abstract
:1. Introduction
2. Method
2.1. Universe and Sample
2.2. Data Collection and Analysis
3. Findings and Results
- A correlation of 0.06 units (inverse direction) was found between teachers’ perceptions of transformational leadership and organizational silence. This relationship was not statistically significant (t = −0.46 p > 0.05). H1 was therefore not supported.
- A correlation of 0.42 units (same direction) was found between teachers’ perception of transformational leadership and organizational attractiveness. A one-unit increase in teachers’ perception of transformational leadership caused an increase of 0.42 units in organizational attractiveness perception (t = 5.32 p < 0.01). H2 was therefore supported.
- A correlation of 0.32 units (inverse direction) was determined between teachers’ perception of organizational silence and organizational attractiveness. A one-unit increase in teachers’ perception of organizational silence caused a decrease of 0.32 units in the perception of organizational attractiveness (t = −5.08 p < 0.01). H3 was therefore supported.
- A correlation of 0.61 units (inverse direction) relationship was found between teachers’ perceptions of instructional leadership and perceptions of organizational silence. A one-unit increase in teachers’ perceptions of instructional leadership caused a decrease of 0.61 units in their organizational silence (t = −4.01 p < 0.01). H4 is therefore supported.
- A correlation of 0.23 units (same direction) was determined between teachers’ perceptions of instructional leadership and organizational attractiveness. A one-unit increase in teachers’ perceptions of instructional leadership caused an increase of 0.23 units in the perception of organizational attractiveness (t = 2.62 p < 0.01). H5 is therefore supported.
- An inverse relationship was found between teachers’ perceptions of transformational leadership and organizational silence, but this was not statistically significant. When compared to other studies in the literature, it has been observed that our results coincide completely with the studies of Günay and Köroğlu [40], Karabağ, K.E. [41], Ünlüönen and Çatır [42], and Batmunkh’s [25] (inverse relationship, statistically insignificant), while partially coincide with the studies of Demir [43], Atar [44], and Bogasian and Stefanchin [45] (inverse relationship, statistically significant). It was determined that there exists a same-direction relationship between transformational leadership perceptions and organizational attractiveness, that is, when the perceptions of transformational leadership increased, so did the perceptions of organizational attractiveness.
- A reverse direction relationship between teachers’ perceptions of instructional leadership and organizational silence, and a same-direction relationship between their perceptions of instructional leadership and perceptions of organizational attractiveness were found. In other words, an increase in instructional leadership perceptions leads to a decrease in perceptions of organizational silence and an increase in perceptions of organizational attractiveness. This is in line with the results of Berdebek [38], Arslan [26], Kurşunoğlu and Tanrıöğen [39], and Batmunkh [27].
4. Conclusions and Recommendations
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Total | ||||||||
---|---|---|---|---|---|---|---|---|
Gender | Male | Female | ||||||
n | 384 | 365 | 749 | |||||
% | 51.3 | 48.7 | 100 | |||||
Age | 22–27 | 28–33 | 34–39 | 40–45 | 46–51 | 52+ | ||
n | 372 | 131 | 89 | 68 | 59 | 30 | 749 | |
% | 49.7 | 17.5 | 11.7 | 9.1 | 8 | 4 | 100 | |
Education | Graduate | Master | Doctorate | |||||
n | 571 | 158 | 20 | 749 | ||||
% | 76.2 | 21.1 | 2.7 | 100 | ||||
Duration of Service | 0–5 | 6–11 | 12–17 | 18–23 | 24–29 | 30+ | ||
n | 219 | 292 | 115 | 52 | 44 | 27 | 749 | |
% | 29.2 | 39 | 15.4 | 7 | 5.8 | 3.6 | 100 | |
Duration of Service in the Assoc. | 1–5 | 6–10 | 11+ | |||||
n | 356 | 289 | 104 | 749 | ||||
% | 47.5 | 38.6 | 13.9 | 100 | ||||
Branch | Ground Services | Aircraft Engine | Aircraft Electronics | Other | ||||
n | 33 | 37 | 22 | 657 | 749 | |||
% | 4.4 | 4.9 | 3 | 87.7 | 100 |
Hypotheses | Relations | Std. Loads | t Values | R2 | Results |
---|---|---|---|---|---|
H1 | TL → OS | −0.46 | −0.06 | 0.0036 | NOT Supported |
H2 | DL → OA | 0.42 | 5.32 | 0.180 | Supported |
H3 | OS → OA | −0.32 | −5.08 | 0.102 | Supported |
H4 | IL → OS | −0.61 | −4.01 | 0.372 | Supported |
H5 | IL → OA | 0.23 | 2.62 | 0.053 | Supported |
Structural Equations | |||||
OS = −0.029 * TL − 0.29 * IL, R2 = 0.45 | |||||
OA = −0.64 * OS + 0.40 * TL + 0.22 * IL, R2 = 0.78 |
Scales | Gender | N | Mean | Std. Dev. | Z | P |
---|---|---|---|---|---|---|
TL | Male | 384 | 3.7952 | 0.89984 | −2.678 | 0.007 |
Female | 365 | 3.5711 | 1.02837 | |||
IL | Male | 384 | 3.6559 | 0.79599 | −2.543 | 0.011 |
Female | 365 | 3.4670 | 0.92910 | |||
OS | Male | 384 | 2.7383 | 0.28547 | −0.387 | 0.698 |
Female | 365 | 2.7423 | 0.32321 | |||
OA | Male | 384 | 3.7153 | 0.81974 | −1.973 | 0.049 |
Female | 365 | 3.5817 | 0.89825 |
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Atalay, D.; Akçıl, U.; Özkul, A.E. Effects of Transformational and Instructional Leadership on Organizational Silence and Attractiveness and Their Importance for the Sustainability of Educational Institutions. Sustainability 2019, 11, 5618. https://doi.org/10.3390/su11205618
Atalay D, Akçıl U, Özkul AE. Effects of Transformational and Instructional Leadership on Organizational Silence and Attractiveness and Their Importance for the Sustainability of Educational Institutions. Sustainability. 2019; 11(20):5618. https://doi.org/10.3390/su11205618
Chicago/Turabian StyleAtalay, Davut, Umut Akçıl, and Ali Efdal Özkul. 2019. "Effects of Transformational and Instructional Leadership on Organizational Silence and Attractiveness and Their Importance for the Sustainability of Educational Institutions" Sustainability 11, no. 20: 5618. https://doi.org/10.3390/su11205618