El efecto del estilo de liderazgo paternalista de los directores en el agotamiento profesional de los maestros de educación especial
DOI:
https://doi.org/10.20952/revtee.v14i33.16089Palabras clave:
Educación especial, Desgaste professional, Liderazgo paternalista, Maestro de educación especialResumen
Este estudio se aplicó para determinar si el liderazgo paternalista de los directores de escuela afectó los niveles de agotamiento de los maestros de educación especial. La investigación se realizó con método mixto. 192 docentes participaron en la dimensión cuantitativa y 25 docentes y 25 directores participaron en la dimensión cualitativa. Se utilizaron la Escala de Liderazgo Paternalista, la Escala de Burnout de Maslach y el Conjunto de Preguntas Semiestructuradas. En la investigación se determinó que la percepción de los docentes sobre el liderazgo paternalista es alta y sus niveles de desgaste son bajos. Se determinó que las variables de género, edad y año laboral no marcaron una diferencia significativa en la percepción de liderazgo paternalista de los docentes. Sin embargo, estas variables provocan una diferencia significativa en el desgaste profesional de los docentes. Se determinó que existía una relación moderadamente negativa entre las percepciones de liderazgo paternalista de los docentes y su agotamiento. A medida que aumentan los niveles de liderazgo paternalista de los directores, disminuye el agotamiento de los maestros. Los hallazgos cualitativos revelaron que los maestros definen a sus directores como un líder paternalista usando metáforas de padre y jefe, y las actitudes benevolentes de los directores reducen el agotamiento de los maestros. Un resultado de apoyo en los hallazgos cualitativos es este; Se determinó que el estilo de liderazgo paternalista de los directores evitaba la insensibilidad de las dimensiones del burnout en los docentes.
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Akgün, N., Özdemir, T., Yıldız, K., Cerit, Y., & Yılmaz, Ö. (2019). The Relationship between School Principals’ Paternalistic Leadership Behaviour and the Level of Classroom Teachers’ Organizational Ostracism. Bartın University Journal of Faculty of Education, 8(3), 1088–1105.
Arslan, Ö. (2016). The relationship between paternalist leadership levels of school administrators and teachers’ perceptions of organizational cynicism [Unpublished Master’s Thesis]. Usak University Institute of Social Sciences.
Atiyat, O. K. (2017). The Level of Psychological Burnout at the Teachers of Students with Autism Disorders in Light of a Number of Variables in Al-Riyadh Area. Journal of Education and Learning, 6(4), 159. https://doi.org/10.5539/jel.v6n4p159
Bastas, M. (2016). Development of the Teacher’s Burnout Scale. The Anthropologist, 23(1–2), 105–114. https://doi.org/10.1080/09720073.2016.11891930
Büyüköztürk, Ş. (2020). Sosyal Bilimler İçin Veri Analizi Kitabı (27th ed.). Ankara: Pegem Akademi Yayıncılık.
Büyüköztürk, Ş., Kılıç Çakmak, E., Erkan Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2019). Bilimsel araştırma yöntemleri (27th ed.). Ankara: Pegem Akademi Yayıncılık. https://doi.org/10.14527/9789944919289
Çalışkan, N., & Özkoç, A. G. (2016). Determination of national culture dimensions affecting paternalistic leadership perception in organizations. Journal of Yasar University, 11(44), 240–250.
Çeli̇k Şahi̇n, Ç., Avci, Y. E., & Anik, S. (2020). Investigation of the digital leadership perceptions through metaphors. Electronic Journal of Social Sciences, 19(73), 271–286. https://doi.org/10.17755/esosder.535159
Cerit, Y., Özdemir, T., & Akgün, N. (2011). Classroom teachers’ opinions toward primary school principal fulfilment of paternalistic leadership behaviours in terms of some demographic variables. AIBU Journal of Education Faculty, 11(1), 87–99.
Çetin, C., Vatansever Toylan, N., Aydıner Çakırel, Ö., & Çakırel, Y. (2017). Paternalistic leadership and psychological well-being: the mediating role of meaningful work. FSM Scholarly Studies Journal of Humanities and Social Sciences, 10, 81–113. https://doi.org/10.16947/fsmia.372604
Cheng, B.-S., Chou, L.-F., Wu, T.-Y., Huang, M.-P., & Farh, J.-L. (2004). Paternalistic leadership and subordinate responses: Establishing a leadership model in Chinese organizations: Paternalistic leadership. Asian Journal of Social Psychology, 7(1), 89–117. https://doi.org/10.1111/j.1467-839X.2004.00137.x
Creswell, J. W. (2019). A Concise Introduction to Mixed Methods Research (M. Sözbilir, Trans.; 2nd ed.). Pegem Akademi Yayıncılık. https://doi.org/10.14527/9786053184720
Dağli, A., & Ağalday, B. (2018). Analysing headmasters’ paternalistic leadership behaviours. E Electronic Journal of Social Sciences, 17(66), 1–17. https://doi.org/10.17755/esosder.341663
Gökdeniz, İ., Zorlu, K., & Korkmaz, F. (2018). The mediating role of employee s work engagement in the effect on organizational identification of paternalistic leadership behaviour. Journal of Business Research - Turk, 10(3), 950–973. https://doi.org/10.20491/isarder.2018.508
Huat, C. S., Saili, J., & Sabil, S. (2018). The relationship between role conflict and burnout among secondary school counsellors in Sarawak. Global Business and Management Research: An International Journal, 10(2), 10–22.
İnce, N. B. (2014). A comparison of combination classroom teachers’ and single-grade teachers’ job satisfaction and burnout levels [Unpublished Master’s Thesis]. Hacettepe University Institute of Education Sciences.
Koç, A. (2019). Organizational trust perceptions of Imam Hatip High school teachers. Turkish Journal of Religious Education Studies, 0(8), 27–55.
Koç, A. & Bastas, M. (2019). Project schools as a school-based management model. International Online Journal of Education and Teaching (IOJET), 6(4), 923-942.
Koç, E., & Alpullu, A. (2019). Investigation of the relationship between job satisfaction of the employees in provincial directorate of youth and sports and paternalist leadership. Journal of Sports Education, 3(2), 33–43.
Koç, S. & Koç, A. (2020). Professional satisfaction levels of Quran course teachers. The Journal of Bingöl Unıversıty Faculty of Theology, 15, 326-345. https://doi.org/10.34085/buifd.702108
Köksal, O. (2011). An empirical study towards determination of the relationship between paternalism and perceived organizational justice. Journal of Economics and Administrative Sciences, 12(2), 159–170.
Korkmaz, Ö., Kovancı, Ö., Çakır, R., & Erdoğmuş, F. U. (2019). Profession satisfaction and exhaustion levels of ict teachers. The Journal of Turkish Social Research, 23(3), 830–847.
Lu, A. C. C., & Gursoy, D. (2016). Impact of job burnout on satisfaction and turnover intention: do generational differences matter? Journal of Hospitality & Tourism Research, 40(2), 210–235. https://doi.org/10.1177/1096348013495696
Maslach, Christina, & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behaviour, 2(2), 99–113. https://doi.org/10.1002/job.4030020205
Maslach, Christina, Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.
Prilleltensky, I., Neff, M., & Bessell, A. (2016). Teacher stress: what it is, why it is important, how it can be alleviated. Theory into Practice, 55(2), 104–111. https://doi.org/10.1080/00405841.2016.1148986
Samancioglu, M., Baglibel, M., & Erwin, B. J. (2020). Effects of Distributed Leadership on Teachers’ Job Satisfaction, Organizational Commitment and Organizational Citizenship. Pedagogical Research, 5(2), em0052. https://doi.org/10.29333/pr/6439
Sarıçam, H., & Sakız, H. (2014). Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey. Educational Studies, 40(4), 423–437. https://doi.org/10.1080/03055698.2014.930340
Schaufeli, W. B., Maslach, C., & Marek, T. (2017). Professional Burnout (1st ed.). Routledge. https://doi.org/10.4324/9781315227979
Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152–160. https://doi.org/10.1016/j.tate.2017.06.006
Tetik, H. (2016). Examination of the burnout level of primary school teachers of culture of religion and knowledge of ethics (crke) with regard to dıfferent variables (case of Ağrı). Universal Journal of Theology, 1(1), 82–94.
Uçar, Z. (2019). The relationship between paternalistic leadership and job satisfaction from the viewpoint of leading member exchange. Bitlis Eren University Journal of Academic Projection, 4(1), 28–49.
Ünler, E., & Kılıç, B. (2019). Paternalistic leadership and employee organizational attitudes: the role of positive/negative affectivity. SAGE Open, 9(3), 215824401986266. https://doi.org/10.1177/2158244019862665
William, J., & Dikes, C. (2015). The implications of demographic variables as related to burnout among a sample of special education teachers. Education, 135(3), 337–345.
Yellice Yüksel, B., Kaner, S., & Güzeller, C. (2011). Assessing relationships between self-efficacy, social support and burnout in teachers with structural equation model. Mehmet Akif Ersoy University Journal of Education Faculty, 1(21), 1–25.
Yildirim, A., & Çeli̇kten, Y. (2019). Evaluation of transformational and transactional leadership behaviours of woman school administrators according to teachers' opinions. Inonu University Journal of the Faculty of Education, 20(4), 404–424. https://doi.org/10.17679/inuefd.469874
Yıldırım, B. (2017). The relationship between principals’ leadership practices and teachers’ work-life balance. International Online Journal of Educational Sciences, 9(3), 755–767. https://doi.org/10.15345/iojes.2017.03.013
Arslan, Ö. (2016). The relationship between paternalist leadership levels of school administrators and teachers’ perceptions of organizational cynicism [Unpublished Master’s Thesis]. Usak University Institute of Social Sciences.
Atiyat, O. K. (2017). The Level of Psychological Burnout at the Teachers of Students with Autism Disorders in Light of a Number of Variables in Al-Riyadh Area. Journal of Education and Learning, 6(4), 159. https://doi.org/10.5539/jel.v6n4p159
Bastas, M. (2016). Development of the Teacher’s Burnout Scale. The Anthropologist, 23(1–2), 105–114. https://doi.org/10.1080/09720073.2016.11891930
Büyüköztürk, Ş. (2020). Sosyal Bilimler İçin Veri Analizi Kitabı (27th ed.). Ankara: Pegem Akademi Yayıncılık.
Büyüköztürk, Ş., Kılıç Çakmak, E., Erkan Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2019). Bilimsel araştırma yöntemleri (27th ed.). Ankara: Pegem Akademi Yayıncılık. https://doi.org/10.14527/9789944919289
Çalışkan, N., & Özkoç, A. G. (2016). Determination of national culture dimensions affecting paternalistic leadership perception in organizations. Journal of Yasar University, 11(44), 240–250.
Çeli̇k Şahi̇n, Ç., Avci, Y. E., & Anik, S. (2020). Investigation of the digital leadership perceptions through metaphors. Electronic Journal of Social Sciences, 19(73), 271–286. https://doi.org/10.17755/esosder.535159
Cerit, Y., Özdemir, T., & Akgün, N. (2011). Classroom teachers’ opinions toward primary school principal fulfilment of paternalistic leadership behaviours in terms of some demographic variables. AIBU Journal of Education Faculty, 11(1), 87–99.
Çetin, C., Vatansever Toylan, N., Aydıner Çakırel, Ö., & Çakırel, Y. (2017). Paternalistic leadership and psychological well-being: the mediating role of meaningful work. FSM Scholarly Studies Journal of Humanities and Social Sciences, 10, 81–113. https://doi.org/10.16947/fsmia.372604
Cheng, B.-S., Chou, L.-F., Wu, T.-Y., Huang, M.-P., & Farh, J.-L. (2004). Paternalistic leadership and subordinate responses: Establishing a leadership model in Chinese organizations: Paternalistic leadership. Asian Journal of Social Psychology, 7(1), 89–117. https://doi.org/10.1111/j.1467-839X.2004.00137.x
Creswell, J. W. (2019). A Concise Introduction to Mixed Methods Research (M. Sözbilir, Trans.; 2nd ed.). Pegem Akademi Yayıncılık. https://doi.org/10.14527/9786053184720
Dağli, A., & Ağalday, B. (2018). Analysing headmasters’ paternalistic leadership behaviours. E Electronic Journal of Social Sciences, 17(66), 1–17. https://doi.org/10.17755/esosder.341663
Gökdeniz, İ., Zorlu, K., & Korkmaz, F. (2018). The mediating role of employee s work engagement in the effect on organizational identification of paternalistic leadership behaviour. Journal of Business Research - Turk, 10(3), 950–973. https://doi.org/10.20491/isarder.2018.508
Huat, C. S., Saili, J., & Sabil, S. (2018). The relationship between role conflict and burnout among secondary school counsellors in Sarawak. Global Business and Management Research: An International Journal, 10(2), 10–22.
İnce, N. B. (2014). A comparison of combination classroom teachers’ and single-grade teachers’ job satisfaction and burnout levels [Unpublished Master’s Thesis]. Hacettepe University Institute of Education Sciences.
Koç, A. (2019). Organizational trust perceptions of Imam Hatip High school teachers. Turkish Journal of Religious Education Studies, 0(8), 27–55.
Koç, A. & Bastas, M. (2019). Project schools as a school-based management model. International Online Journal of Education and Teaching (IOJET), 6(4), 923-942.
Koç, E., & Alpullu, A. (2019). Investigation of the relationship between job satisfaction of the employees in provincial directorate of youth and sports and paternalist leadership. Journal of Sports Education, 3(2), 33–43.
Koç, S. & Koç, A. (2020). Professional satisfaction levels of Quran course teachers. The Journal of Bingöl Unıversıty Faculty of Theology, 15, 326-345. https://doi.org/10.34085/buifd.702108
Köksal, O. (2011). An empirical study towards determination of the relationship between paternalism and perceived organizational justice. Journal of Economics and Administrative Sciences, 12(2), 159–170.
Korkmaz, Ö., Kovancı, Ö., Çakır, R., & Erdoğmuş, F. U. (2019). Profession satisfaction and exhaustion levels of ict teachers. The Journal of Turkish Social Research, 23(3), 830–847.
Lu, A. C. C., & Gursoy, D. (2016). Impact of job burnout on satisfaction and turnover intention: do generational differences matter? Journal of Hospitality & Tourism Research, 40(2), 210–235. https://doi.org/10.1177/1096348013495696
Maslach, Christina, & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behaviour, 2(2), 99–113. https://doi.org/10.1002/job.4030020205
Maslach, Christina, Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.
Prilleltensky, I., Neff, M., & Bessell, A. (2016). Teacher stress: what it is, why it is important, how it can be alleviated. Theory into Practice, 55(2), 104–111. https://doi.org/10.1080/00405841.2016.1148986
Samancioglu, M., Baglibel, M., & Erwin, B. J. (2020). Effects of Distributed Leadership on Teachers’ Job Satisfaction, Organizational Commitment and Organizational Citizenship. Pedagogical Research, 5(2), em0052. https://doi.org/10.29333/pr/6439
Sarıçam, H., & Sakız, H. (2014). Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey. Educational Studies, 40(4), 423–437. https://doi.org/10.1080/03055698.2014.930340
Schaufeli, W. B., Maslach, C., & Marek, T. (2017). Professional Burnout (1st ed.). Routledge. https://doi.org/10.4324/9781315227979
Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152–160. https://doi.org/10.1016/j.tate.2017.06.006
Tetik, H. (2016). Examination of the burnout level of primary school teachers of culture of religion and knowledge of ethics (crke) with regard to dıfferent variables (case of Ağrı). Universal Journal of Theology, 1(1), 82–94.
Uçar, Z. (2019). The relationship between paternalistic leadership and job satisfaction from the viewpoint of leading member exchange. Bitlis Eren University Journal of Academic Projection, 4(1), 28–49.
Ünler, E., & Kılıç, B. (2019). Paternalistic leadership and employee organizational attitudes: the role of positive/negative affectivity. SAGE Open, 9(3), 215824401986266. https://doi.org/10.1177/2158244019862665
William, J., & Dikes, C. (2015). The implications of demographic variables as related to burnout among a sample of special education teachers. Education, 135(3), 337–345.
Yellice Yüksel, B., Kaner, S., & Güzeller, C. (2011). Assessing relationships between self-efficacy, social support and burnout in teachers with structural equation model. Mehmet Akif Ersoy University Journal of Education Faculty, 1(21), 1–25.
Yildirim, A., & Çeli̇kten, Y. (2019). Evaluation of transformational and transactional leadership behaviours of woman school administrators according to teachers' opinions. Inonu University Journal of the Faculty of Education, 20(4), 404–424. https://doi.org/10.17679/inuefd.469874
Yıldırım, B. (2017). The relationship between principals’ leadership practices and teachers’ work-life balance. International Online Journal of Educational Sciences, 9(3), 755–767. https://doi.org/10.15345/iojes.2017.03.013
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2021-07-22
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Küçükgöz, M. (2021). El efecto del estilo de liderazgo paternalista de los directores en el agotamiento profesional de los maestros de educación especial. Revista Tempos E Espaços Em Educação, 14(33), e16089. https://doi.org/10.20952/revtee.v14i33.16089
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