The Effect of Paternalistic Leadership Behaviors of School Principals on School Culture

Abstract

The purpose of this study is to determine to what extent the school principals' paternalist leadership behavior affects the school culture according to the perceptions of teachers working in schools. The sample of the study consists of 420 teachers working in different types of schools in Beylikdüzü district of Istanbul province in 2018-2019 academic year. Relational survey model was used in the research. In the research, "Paternalist Leadership Behaviors Scale of School Principals" developed by Dağlı and Ağalday (2017) and "School Culture Scale" developed by Terzi (2005) were used. The data were analyzed by t-test, one-way variance analysis (ANOVA), correlation and simple regression analysis. As a result of the research, it has been determined that the paternalist leadership behaviors perceived by the teachers are “moderate”. Male teachers see school principals as more fatherly leaders than female teachers. There is a positive and low-level relationship between the paternalist leadership behaviors of school principals and bureaucratic school culture; however, there was no significant relationship between other school culture types and paternalistic leadership behaviors. In other words, it has been concluded that school principals predict paternalist leadership behaviors positively and at a low level.