The Predictive Effect of Teachers' Perception of School Principals' Motivating Language on Teachers' Self-Efficacy via a Cultural Context

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ÖZEREN E., Arslan A., Yener S., Appolloni A.

SUSTAINABILITY, cilt.12, sa.21, 2020 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 12 Sayı: 21
  • Basım Tarihi: 2020
  • Doi Numarası: 10.3390/su12218830
  • Dergi Adı: SUSTAINABILITY
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Aerospace Database, Agricultural & Environmental Science Database, CAB Abstracts, Communication Abstracts, Geobase, INSPEC, Metadex, Veterinary Science Database, Directory of Open Access Journals, Civil Engineering Abstracts
  • Anahtar Kelimeler: motivating language theory, self-efficacy, teacher motivation, school principal, administrator, verbal leadership, communication, education for sustainable development, SOCIAL COGNITIVE THEORY, BEHAVIORAL INTEGRITY, MULTILEVEL ANALYSIS, LEADER, ANTECEDENTS, COMPETENCE, BELIEFS, WORK
  • Dokuz Eylül Üniversitesi Adresli: Evet

Özet

The aim of the study is to investigate the relationship between teachers' perception of school principals' motivating language and teachers' self-efficacy mediated by the cultural context. School principals' linguistic communication skills are critical to sustain the motivation of teachers and their self-efficacy. Motivating language theory (MLT), on which this study is based, provides a model that helps us understand how the language, more precisely, the speech acts, used by school principals have an impact on teachers' self-efficacy. A survey method was employed with 252 teachers through convenience sampling. The teachers' mean age was 34.87 (SD = 9.22) years, and the average length of service was 11.72 (SD = 9.42) years. The results showed that school principals' use of motivating language was significantly and positively associated with teachers' self-efficacy (b = 0.10, p < 0.000). The low-context culture was found to have a full mediating effect in this relationship (b = 0.04, t = 3.1771, p < 0.000). The findings contribute to leader communication theory by highlighting a particular emphasis on the language school principals use to motivate teachers.