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Do Paternalist Approaches of School Principals Kill Teachers' Autonomy?

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Title: Do Paternalist Approaches of School Principals Kill Teachers' Autonomy?
Authors: Saylık, Ahmet1, Şahin, Çiğdem Çelik2 cigdem.cigdem@yahoo.com
Source: International Journal of Progressive Education. Jun2021, Vol. 17 Issue 3, p139-152. 14p.
Subject Terms: *School principals, *Teacher-principal relationships, *Educational leadership, *Teacher leadership, *Teacher-student relationships, *Family relations, *Teachers
Abstract: This research aims to examine the relationship between school principals' paternalist leadership behaviours and teacher autonomy. The research is a descriptive study in which causal comparison and correlational method are used together. 292 teachers were determined by using disproportionate sampling method. In this research, the Paternalist Leadership Behaviours Scale developed by Saylık & Aydın (2020), and the Teacher Autonomy Scale developed by Çolak (2016) were used. As a result, it was revealed that school principals show moderate paternalist leadership behaviours according to teacher perceptions. It is concluded that there is a moderate and negative relationship between school principals' paternalist leadership approaches and teacher autonomy. As the paternalist leadership behaviours of school principals increase, teachers' autonomous behaviour decreases. Another result of the research is that there is a positive relationship between family atmosphere and benevolence dimensions and teacher autonomy. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Progressive Education is the property of International Journal of Progressive Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Do Paternalist Approaches of School Principals Kill Teachers' Autonomy?
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  Data: <searchLink fieldCode="AR" term="%22Saylık%2C+Ahmet%22">Saylık, Ahmet</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Şahin%2C+Çiğdem+Çelik%22">Şahin, Çiğdem Çelik</searchLink><relatesTo>2</relatesTo><i> cigdem.cigdem@yahoo.com</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Progressive+Education%22">International Journal of Progressive Education</searchLink>. Jun2021, Vol. 17 Issue 3, p139-152. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22School+principals%22">School principals</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-principal+relationships%22">Teacher-principal relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+leadership%22">Teacher leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Family+relations%22">Family relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This research aims to examine the relationship between school principals' paternalist leadership behaviours and teacher autonomy. The research is a descriptive study in which causal comparison and correlational method are used together. 292 teachers were determined by using disproportionate sampling method. In this research, the Paternalist Leadership Behaviours Scale developed by Saylık & Aydın (2020), and the Teacher Autonomy Scale developed by Çolak (2016) were used. As a result, it was revealed that school principals show moderate paternalist leadership behaviours according to teacher perceptions. It is concluded that there is a moderate and negative relationship between school principals' paternalist leadership approaches and teacher autonomy. As the paternalist leadership behaviours of school principals increase, teachers' autonomous behaviour decreases. Another result of the research is that there is a positive relationship between family atmosphere and benevolence dimensions and teacher autonomy. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Progressive Education is the property of International Journal of Progressive Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.29329/ijpe.2021.346.9
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      – Code: eng
        Text: English
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        StartPage: 139
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      – SubjectFull: School principals
        Type: general
      – SubjectFull: Teacher-principal relationships
        Type: general
      – SubjectFull: Educational leadership
        Type: general
      – SubjectFull: Teacher leadership
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      – SubjectFull: Teacher-student relationships
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      – SubjectFull: Family relations
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      – SubjectFull: Teachers
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              M: 06
              Text: Jun2021
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              Y: 2021
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