Research Article
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The Effects of Individual, Environmental, Cognitive, and Personality Factors on Motivation to Lead (MTL)

Year 2023, Issue: 34, 414 - 438, 27.10.2023

Gökhan Arastaman Tuncer Fidan Barış Eriçok

https://doi.org/10.54600/igdirsosbilder.1314168

Abstract

This quantitative study examines how individual, contextual, cognitive, and personality factors affect teacher leadership motivation. The study included 43,878 high school teachers in Istanbul. Cluster sampling generated 381 samples. Individual variables in this study included gender, marital status, administrative experience, education, and professional experience. Environmental variables included institutional restrictiveness, role ambiguity, and leadership prototypes. Leadership self-efficacy assessed teachers' leadership cognition. The ten-item personality questionnaire measured traits that may affect leadership motivation. Data analysis included descriptive statistics, correlation coefficients, mean, standard deviation, and hierarchical multiple regression. Administrative experience, graduate degrees, professional experience, self-confidence in direction setting, extraversion, emotional stability, and openness to experience increased teachers' affective-identity MTL. Gender, marital status, institutional restrictiveness, role ambiguity, leadership prototypes, self-confidence in commitment and overcoming obstacles, agreeableness, and conscientiousness did not predict affective-identity MTL. The study also found that institutional environment, role ambiguity, and leadership prototypes do not change attitudes toward leadership roles that match personalities and affective-identity MTL. Teachers with undergraduate degrees, direction-setting self-confidence, extraversion, conscientiousness, and emotionally stable traits have higher noncalculative MTL. Finally, male, married teachers with open minds and principals who match their leadership models have high social-normative MTL.

Keywords

MTL Leadership Motivation Individual factors Environmental factors

References

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Bireysel, Çevresel, Bilişsel ve Kişilikle İlgili Etkenlerin Liderlik Etme Motivasyonu (LEM) Üzerindeki Etkilerinin İncelenmesi

Year 2023, Issue: 34, 414 - 438, 27.10.2023

Gökhan Arastaman Tuncer Fidan Barış Eriçok

https://doi.org/10.54600/igdirsosbilder.1314168

Abstract

Bu nicel çalışma bireysel, çevresel, bilişsel ve kişilik faktörlerinin liderlik motivasyonunu nasıl etkilediğini incelemektedir. Çalışmanın evrenini İstanbul’da görev yapan 43.878 lise öğretmeni; örneklemi ise küme örnekleme yöntemiyle seçilmiş 381 öğretmen oluşturmaktadır. Bu çalışmada bireysel değişkenlerden cinsiyet, medeni durum, yöneticilik deneyimi, eğitim ve mesleki kıdem incelenmiştir. Çevresel değişkenlerden ise kurumsal çevrenin kısıtlayıcılığı, rol belirsizliği ve liderlik prototipleri incelenmiştir. Öğretmenlerin liderlikle ilgili bilişsel kapasitelerini belirlemek için liderlik özyeterliği ölçeği kullanılmıştır. Liderlik etme motivasyonu (LEM) üzerinde etkili olabilecek kişilik değişkenlerini ölçmek için on maddelik kişilik envanteri kullanılmıştır. Veri analizinde betimleyici istatistikler, korelasyon katsayıları, ortalama, standart sapma ve hiyerarşik çoklu regresyon kullanılmıştır. Bulgulara göre, yöneticilik deneyimi, lisansüstü eğitim, kıdem, yön belirleme konusundaki özgüven, dışadönüklük, duygusal dengelilik ve deneyime açıklık öğretmenlerin duygusal kimlik LEM’lerini artırmaktadır. Cinsiyet, medeni durum, kurumsal çevrenin kısıtlayıcılığı, rol belirsizliği, liderlik prototipleri, takipçilerin adanmışlığını kazanma, engelleri aşma, uyumluluk ve sorumluluk, öğretmenlerin duygusal kimlik LEM'ini yordamamaktadır. Çalışma aynı zamanda kurumsal çevrenin, rol belirsizliğinin ve liderlik prototiplerinin, bireylerin kişilikleri ve duygusal-kimlik LEM'iyle eşleşen liderlik rollerine ilişkin algılarını değiştirmediğini bulmuştur. Hesapçı olmayan LEM, lisans derecesine sahip, yönlendirme konusunda kendine güvenen, uyumlu, sorumlu ve duygusal olarak istikrarlı niteliklere sahip öğretmenlerde daha yüksektir. Son olarak, deneyime açık ve birlikte çalıştıkları müdürler liderlik prototipleriyle uyumlu, erkek ve evli öğretmenlerin sosyal-normatif LEM'leri görece daha yüksektir.

Keywords

LEM Liderlik Motivasyon Bireysel etkenler Çevresel etkenler

References

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  • Aycan, Z., Schyns, B., Sun, J. M., Felfe, J., & Saher, N. (2013). Convergence and divergence of paternalistic leadership: A cross-cultural investigation of prototypes. Journal of International Business Studies, 44(9), 962-969.
  • Ayyıldız, P., & Yılmaz, A. (2022). Liderlik kapasitesinin hazır oluş/isteklilik/yetkinlik bakımlarından ölçülmesi ölçeğinin türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 23(3), 2262-2289.
  • Balcı, A. (2013). Sosyal bilimlerde araştırma: Yöntem teknik ve ilkeler. Pegem Akademi.
  • Badura, K. L., Grijalva, E., Galvin, B. M., Owens, B. P., & Joseph, D. L. (2020). Motivation to lead: A meta-analysis and distal-proximal model of motivation and leadership. Journal of Applied Psychology, 105(4), 331-354.
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  • Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology, 51(2), 269-290.
  • Barling, J., Weatherhead, J. G., Pupco, S., Turner, N., & Montgomery, A. W. (2022). Contextual, interpersonal, and personal predictors of young adults' affective-identity motivation to lead. Leadership & Organization Development Journal, 43(7), 1118-1139.
  • Barrick, M. R., Mitchell, T. R., & Stewart, G. L. (2003). Situational and motivational influences on trait-behavior relationships. In M. R. Barrick, & A. M. Ryan (Eds.), Personality and work: Reconsidering the role of personality in organizations (pp. 60-83). Jossey-Bass.
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  • Bobbio, A., & Rattazzi, A. M. M. (2006). A contribution to the validation of the motivation to lead scale (MTL): A research in the Italian context. Leadership, 2(1), 117-129.
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  • Chan, K. Y., & Drasgow, F. (2001). Toward a theory of individual differences and leadership: Understanding the motivation to lead. Journal of Applied Psychology, 86(3), 481-498.
  • Chan, K. Y., Rounds, J., & Drasgow, F. (2000). The relation between vocational interests and the motivation to lead. Journal of Vocational Behavior, 57, 226-245.
  • Chatturgoon, S. (2008). An exploration into teachers' perceptions on teacher leadership and their motivational levels to engage in leadership roles at school [Unpublished doctoral dissertation]. University of Kwazulu-Natal.
  • Chen, L. (2016). Linking leader personality traits to motivation to lead: A self-concept approach. Social Behavior and Personality: An international journal, 44(11), 1913–1925.
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  • Dobbs, J., M., Lindsay, D., R. & Jackson, R., J. (2019). Antecedents of the Motivation to Lead: What Type of Leader Wants to Step Up? American Research Journal of Humanities & Social Science (ARJHSS), 2(6), 54-63.
  • Dugan, J., Fath, K., Howes, S., Lavelle, K., & Polanin, J. (2013). Developing the leadership capacity and leader efficacy of college women in science, technology, engineering, and math fields. Journal of Leadership Studies, 7, 6-23.
  • Ely, R. J., & Rhode, D. L. (2010). Women and leadership: Defining the challenges. In N. Nohria & R. Khurana, (Eds.), Handbook of leadership theory and practice (pp. 377-410). Harvard Business Press.
  • Erez, A., & Judge, T. A. (2001). Relationship of core self-evaluations to goal setting, motivation, and performance. Journal of Applied Psychology, 86(6), 1270-1279.
  • Fairman, J. C., & Mackenzie, S. V. (2012). Spheres of teacher leadership action for learning. Professional Development in Education, 38(2), 229-246.
  • Fidan, T., & Ayyıldız, P. (2022). The role of prototypicality in educational leadership. In Fenwick English (Ed.), The Palgrave handbook of educational leadership and management discourse (pp. 1-17). Palgrave Macmillan.
  • Fidan, T., & Koç, M. H. (2022). Examining the effect of ethical awareness on the relationship between political skill and subjective career success. International Journal of Educational Leadership and Management, 10(2) 110-139.
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There are 87 citations in total.

Details

Primary Language Turkish
Subjects Management Psychology
Journal Section Research Article
Authors

Gökhan Arastaman 0000-0002-4713-8643

Tuncer Fidan 0000-0002-9954-1004

Barış Eriçok 0000-0001-9217-9615

Publication Date October 27, 2023
Published in Issue Year 2023 Issue: 34

Cite

APA Arastaman, G., Fidan, T., & Eriçok, B. (2023). Bireysel, Çevresel, Bilişsel ve Kişilikle İlgili Etkenlerin Liderlik Etme Motivasyonu (LEM) Üzerindeki Etkilerinin İncelenmesi. Iğdır Üniversitesi Sosyal Bilimler Dergisi(34), 414-438. https://doi.org/10.54600/igdirsosbilder.1314168
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