9th International Conference on Advanced Research in Education
Year: 2025
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Examining the Effect of Teachers’ Perceptions of Destructive Leadership on Levels of Organisational Silence
Birgül Sevinç, Gökçe Özdemir
ABSTRACT:
Leaders are decisive in the functioning of schools. Destructive leadership, on the other hand, negatively affects the functionality of schools. These negative effects have individual and organisational outcomes.One of these is organisational silence. In this context, the aim of this study is to examine the relationship between teachers’ perceptions of destructive leadership and their organisational silence. The research method used was a quantitative research method, specifically a correlational survey design. The sample for this research consisted of 370 teachers working in high schools in Gaziantep province during the 2024-2025 academic year. Personal information forms, the ‘Destructive Leadership Scale’ and the ‘Organisational Silence Scale’ were used to collect data. Data analysis was performed using the SPSS27 programme. T-tests and analysis of variance (ANOVA) were used to examine the demographic variables, which are gender, education level, age, professional seniority, length of service at the school, and gender of the administration. Correlation coefficients were examined to investigate the relationships between variables and sub-dimensions. The findings revealed that there were significant differences in teachers’ perceptions of destructive leadership based on gender, manager gender, and length of service at the school. Significant differences also exist in teachers’ levels of organisational silence based on professional seniority. When examining the relationship between destructive leadership and organisational silence variables, it was found that they predict each other. Moreover, all of the subdimensions of these variables also predict each other in a meaningful and positive direction.
Keywords: leadership; organisational behavior; school; school administration; teacher