The Pattern of Relationship between Virtuous Leadership and Organizational Reputation: A Comparative Analysis


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DOI:

https://doi.org/10.52380/ijcer.2023.10.2.363

Keywords:

Virtuous leadership, Organizational commitment, prestige, School principals, School Management

Abstract

The purpose of the study is to examine the relationship pattern between school administrators' virtuous leadership behaviors and organizational prestige of schools. In order to examine the relationship pattern between variables, relational survey model (predictive design) was preferred among quantitative research methods. The study group of the research consists of 489 teachers actively working in Maltepe, Kartal, Pendik and Tuzla districts in 2023. Personal information form, Virtuous Leadership Scale and Organizational Respectability Scale were used to collect the data. Pearson correlation and regression analyses were used to analyze the data. According to the findings of the study, according to teachers' perceptions, the level of virtuous leadership of school administrators is high and the level of respectability of schools is medium. There is a positive and moderately significant relationship between the virtuous leadership behaviors of school administrators and the organizational prestige of schools. It was determined that virtuous leadership has the ability to predict the organizational prestige of schools positively. This study has made theoretical contributions to the field by identifying the virtuous leadership of school administrators and the organizational prestige of schools and revealing the relationship pattern between these two variables. Considering the findings and results, inferences were made about the virtuous leadership behaviors of school administrators and the dignity of schools and suggestions were made for practitioners, decision makers and researchers.

 

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Published

26.06.2023

How to Cite

Baydar, F. (2023). The Pattern of Relationship between Virtuous Leadership and Organizational Reputation: A Comparative Analysis. International Journal of Contemporary Educational Research, 10(2), 503–509. https://doi.org/10.52380/ijcer.2023.10.2.363

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Articles