ABSTRACT

In this study, the relationships between school principals’ social-emotional education leadership, and teachers’ organizational trust and job performance are examined according to the teachers’ perceptions. For this purpose the study was designed in correlational survey model. The sampling group was 215 teachers working in 14 different secondary schools. Social-Emotional Education Leadership Scale, Organizational Trust Scale and Job Performance Scale were used as data collection tools. The relationship between variables was determined by using correlation analysis and structural equation model. The findings revealed a positive and high-level relationship between school principals’ social-emotional education leadership and teachers’ organizational trust. School principals’ social-emotional education leadership behaviors positively affect both organizational trust and job performance of teachers. The findings also revealed a statistically significant relationship between teachers’ organizational trust level and job performance. However, organizational trust does not have a mediating role in relationship between school principals’ social-emotional education leadership and teachers’ job performance. Based on the findings, it can be suggested that school principals’ should foster high-level social-emotional education leadership behaviors to effect positively teachers’ organizational trust and job performance.

摘要

在这项研究中，根据教师的看法，考察了校长的社会情感教育领导力与教师的组织信任和工作绩效之间的关系。为此，本研究在相关调查模型中进行了设计。抽样小组是在14个不同的中学工作的215名教师。社会情感教育领导量表，组织信任量表和工作绩效量表被用作数据收集工具。变量之间的关系通过相关分析和结构方程模型确定。调查结果显示，学校校长的社会情感教育领导力与教师的组织信任之间存在积极的高层关系。校长的社会情感教育领导行为对教师的组织信任和工作绩效都有积极影响。调查结果还显示，教师的组织信任度与工作绩效之间存在统计学上的显着关系。但是，组织信任在学校校长的社会情感教育领导与教师的工作绩效之间没有中介作用。根据这些发现，可以建议学校校长应培养高水平的社会情感教育领导行为，以积极影响教师的组织信任和工作绩效。组织信任在学校校长的社会情感教育领导与教师工作绩效之间没有中介作用。根据这些发现，可以建议学校校长应培养高水平的社会情感教育领导行为，以积极影响教师的组织信任和工作绩效。组织信任在学校校长的社会情感教育领导与教师工作绩效之间没有中介作用。根据这些发现，可以建议学校校长应培养高水平的社会情感教育领导行为，以积极影响教师的组织信任和工作绩效。