The Relationship Between Teachers' Perceived Power Distance and Organizational Silence in School Management

Okul Yönetiminde Öğretmenlerin Algıladıkları Güç Mesafesi ile Örgütsel Sessizlik Arasındaki İlişki


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DOI:

https://doi.org/10.52380/ijpes.2022.9.3.725

Keywords:

power distance, organizational silence, teacher, school management, principal

Abstract

Within an organizational structure, there are many sources of power that feed and run the influence action of the manager. The source and use of power in the hands of the manager has significant effects on employees' attitudes and behaviors such as morale, motivation, loyalty, trust, organizational citizenship, job satisfaction, job stress, alienation from work and organization and organizational silence. Organizational silence behaviors are considered to be one of the employee behaviors in which the effects of power use and power distance will be felt the most. In this study, it is aimed to determine the perceptions of teachers about the relationship between power distance and organizational silence behaviors. The research was carried out by using the correlational survey model. The sample of this research was determined by simple random sampling method and it consisted of 552 teachers working in primary, secondary and high schools in central districts of Samsun during the 2019-2020 academic year. As data collection tools, "Power Distance Scale" developed by Dorfman and Howell (1988) and adapted to Turkish by Akyol (2009), and the "Organizational Silence Scale" developed by Dyne, Ang and Botero (2003) were used. As a result of the research, it was determined that there is a significant relationship between the general power distance total score variable and the teachers' organizational silence scores.

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Published

2022-07-10

How to Cite

ASLAN, H. (2022). The Relationship Between Teachers’ Perceived Power Distance and Organizational Silence in School Management: Okul Yönetiminde Öğretmenlerin Algıladıkları Güç Mesafesi ile Örgütsel Sessizlik Arasındaki İlişki. International Journal of Psychology and Educational Studies, 9(3), 644–664. https://doi.org/10.52380/ijpes.2022.9.3.725

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Articles