The relationship between school principals’ social-emotional education leadership and teachers’ organizational trust and job performance

Abstract

ABSTRACT In this study, the relationships between school principals’ social-emotional education leadership, and teachers’ organizational trust and job performance are examined according to the teachers’ perceptions. For this purpose the study was designed in correlational survey model. The sampling group was 215 teachers working in 14 different secondary schools. Social-Emotional Education Leadership Scale, Organizational Trust Scale and Job Performance Scale were used as data collection tools. The relationship between variables was determined by using correlation analysis and structural equation model. The findings revealed a positive and high-level relationship between school principals’ social-emotional education leadership and teachers’ organizational trust. School principals’ social-emotional education leadership behaviors positively affect both organizational trust and job performance of teachers. The findings also revealed a statistically significant relationship between teachers’ organizational trust level and job performance. However, organizational trust does not have a mediating role in relationship between school principals’ social-emotional education leadership and teachers’ job performance. Based on the findings, it can be suggested that school principals’ should foster high-level social-emotional education leadership behaviors to effect positively teachers’ organizational trust and job performance.