The Mediating Role of Organizational Power Distance Perception in the Relationship between Teachers’ Organizational Trust and Teacher Autonomy

İbrahim Çolak; Yılmaz İlker Yorulmaz; Yalçın Sever; Yahya Altınkurt

Makale detayları

The Mediating Role of Organizational Power Distance Perception in the Relationship between Teachers’ Organizational Trust and Teacher Autonomy

Yazarlar:

İbrahim Çolak | Yılmaz İlker Yorulmaz | Yalçın Sever | Yahya Altınkurt

Yayıncı:

Kyrgyz-Turkish Manas University

Dergi:

MANAS Sosyal Araştırmalar Dergisi Vol.12 Issue 2, pp.488-501

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001288451

pISSN:

1694-7215

Anahtar kelimeler:

Özet:

 This study aims to identify the mediating role of organizational power distance perception in the relationship between teachers organizational trust and teacher autonomy. The sample of the study is comprised of 388 teachers working in primary, secondary, and high schools of Muğla province in Turkey. Organizational Trust Scale, Organizational Power Distance Scale, and Teacher Autonomy Scale were employed as data collection tools. Descriptive statistics and Pearson correlation coefficients were employed in the analysis of data. The mediating effect of organizational power distance perception in the relationship between teachers organizational trust and teacher autonomy was tested with structural equation modelling. According to the research results, teachers organizational trust is at medium level. In terms of organizational power distance, teachers have the perception of acquiescence of power the most and of instrumental use of power the least. Teachers exhibit autonomous behaviors at high level. Organizational trust has low level positive and statistically significant direct effect on teacher autonomy and on acquiescence of power and acceptance of power which are among the dimensions of organizational power distance. Acquiescence of power and acceptance of power has low level negative and statistically significant direct effect on teacher autonomy. It has been revealed that acquiescence of power and acceptance of power have suppressor mediator roles in the relationship between organizational trust and teacher autonomy.

 This study aims to identify the mediating role of organizational power distance perception in the relationship between teachers organizational trust and teacher autonomy. The sample of the study is comprised of 388 teachers working in primary, secondary, and high schools of Muğla province in Turkey. Organizational Trust Scale, Organizational Power Distance Scale, and Teacher Autonomy Scale were employed as data collection tools. Descriptive statistics and Pearson correlation coefficients were employed in the analysis of data. The mediating effect of organizational power distance perception in the relationship between teachers organizational trust and teacher autonomy was tested with structural equation modelling. According to the research results, teachers organizational trust is at medium level. In terms of organizational power distance, teachers have the perception of acquiescence of power the most and of instrumental use of power the least. Teachers exhibit autonomous behaviors at high level. Organizational trust has low level positive and statistically significant direct effect on teacher autonomy and on acquiescence of power and acceptance of power which are among the dimensions of organizational power distance. Acquiescence of power and acceptance of power has low level negative and statistically significant direct effect on teacher autonomy. It has been revealed that acquiescence of power and acceptance of power have suppressor mediator roles in the relationship between organizational trust and teacher autonomy.

 This study aims to identify the mediating role of organizational power distance perception in the relationship between teachers organizational trust and teacher autonomy. The sample of the study is comprised of 388 teachers working in primary, secondary, and high schools of Muğla province in Turkey. Organizational Trust Scale, Organizational Power Distance Scale, and Teacher Autonomy Scale were employed as data collection tools. Descriptive statistics and Pearson correlation coefficients were employed in the analysis of data. The mediating effect of organizational power distance perception in the relationship between teachers organizational trust and teacher autonomy was tested with structural equation modelling. According to the research results, teachers organizational trust is at medium level. In terms of organizational power distance, teachers have the perception of acquiescence of power the most and of instrumental use of power the least. Teachers exhibit autonomous behaviors at high level. Organizational trust has low level positive and statistically significant direct effect on teacher autonomy and on acquiescence of power and acceptance of power which are among the dimensions of organizational power distance. Acquiescence of power and acceptance of power has low level negative and statistically significant direct effect on teacher autonomy. It has been revealed that acquiescence of power and acceptance of power have suppressor mediator roles in the relationship between organizational trust and teacher autonomy.

 Bu çalışmada öğretmenlerin örgütsel güvenleri ile özerklikleri arasındaki ilişkide örgütsel güç mesafesi algısının aracı rolünün belirlenmesi amaçlanmıştır. Araştırmanın örneklemini Muğla ilindeki ilkokul, ortaokul ve liselerde görev yapan 388 öğretmen oluşturmaktadır. Araştırmada veri toplama aracı olarak Örgütsel Güven Ölçeği, Örgütsel Güç Mesafesi Ölçeği ve Öğretmen Özerkliği Ölçeği kullanılmıştır. Elde edilen verilerin analizinde betimsel istatistikler ve Pearson korelasyon katsayıları kullanılmıştır. Öğretmenlerin örgütsel güvenleri ile özerklikleri arasındaki ilişkide örgütsel güç mesafesi algısının aracı etkisi yapısal eşitlik modellemesi ile test edilmiştir. Araştırma sonuçlarına göre, öğretmenlerin örgütsel güvenleri orta düzeydedir. Örgütsel güç mesafesi açısından öğretmenler, en çok güce razı olma, en az gücü araçsal kullanma algısına sahiptir. Öğretmenler yüksek düzeyde özerklik davranışları sergilemektedirler. Örgütsel güvenin öğretmen özerkliği ve örgütsel güç mesafesinin boyutlarından güce razı olma ve gücü kabullenme üzerinde istatistiksel olarak anlamlı, düşük düzeyde ve pozitif yönlü doğrudan etkisi bulunmaktadır. Güce razı olma ve gücü kabullenmenin ise öğretmen özerkliği üzerinde istatistiksel olarak anlamlı, düşük düzeyde ve negatif yönlü doğrudan etkisi bulunmaktadır. Örgütsel güven ile öğretmen özerkliği arasındaki ilişkide güce razı olma ve gücü kabullenmenin engelleyici aracı rolünde olduğu belirlenmiştir.

Makale detayları

The Mediating Role of Organizational Power Distance Perception in the Relationship between Teachers’ Organizational Trust and Teacher Autonomy

Yazarlar:

İbrahim Çolak | Yılmaz İlker Yorulmaz | Yalçın Sever | Yahya Altınkurt

Yayıncı:

Kyrgyz-Turkish Manas University

Dergi:

MANAS Sosyal Araştırmalar Dergisi Vol.12 Issue 2, pp.488-501

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001288451

pISSN:

1694-7215

Organizational Trust

Teacher Autonomy

Power Distance

Organizational Power DistanceÖrgütsel Güven

Öğretmen Özerkliği

Güç Mesafesi

Örgütsel Güç Mesafesi

Sayı

Makale detayları

Yazarlar: İbrahim Çolak | Yılmaz İlker Yorulmaz | Yalçın Sever | Yahya Altınkurt

Yayıncı: Kyrgyz-Turkish Manas University

Dergi: MANAS Sosyal Araştırmalar Dergisi Vol.12 Issue 2, pp.488-501

Belge Tipi: Makale

Yayın Tarihi: 4/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001288451

pISSN: 1694-7215

Sayı

Yazarlar:

İbrahim Çolak | Yılmaz İlker Yorulmaz | Yalçın Sever | Yahya Altınkurt

Yayıncı:

Kyrgyz-Turkish Manas University

Dergi:

MANAS Sosyal Araştırmalar Dergisi Vol.12 Issue 2, pp.488-501

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001288451

pISSN:

1694-7215