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The Predictive Effect of Teachers’ Perception of School Principals’ Motivating Language on Teachers’ Self-Efficacy via a Cultural Context

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Listed:
  • Emir Ozeren

    (School of Tourism, Dokuz Eylul University, Izmir, Turkey & CISEI [Centre for Inclusive and Sustainable Entrepreneurship and Innovation], University of Southampton, Southampton SO17 1BJ, UK)

  • Aykut Arslan

    (Department of International Business, Piri Reis University, 34940 Istanbul, Turkey)

  • Serdar Yener

    (Department of Business Management, Boyabat School of Business, 57200 Sinop, Turkey)

  • Andrea Appolloni

    (Department of Management & Law, University of Rome ‘Tor Vergata’, 00133 Rome, Italy
    School of Management, Cranfield University, Cranfield, Bedford MK43 0AL, UK
    Institute for Research on Innovation and Services for Development, National Research Council, 80134 Naples, Italy)

Abstract

The aim of the study is to investigate the relationship between teachers’ perception of school principals’ motivating language and teachers’ self-efficacy mediated by the cultural context. School principals’ linguistic communication skills are critical to sustain the motivation of teachers and their self-efficacy. Motivating language theory (MLT), on which this study is based, provides a model that helps us understand how the language, more precisely, the speech acts, used by school principals have an impact on teachers’ self-efficacy. A survey method was employed with 252 teachers through convenience sampling. The teachers’ mean age was 34.87 (SD = 9.22) years, and the average length of service was 11.72 (SD = 9.42) years. The results showed that school principals’ use of motivating language was significantly and positively associated with teachers’ self-efficacy (b = 0.10, p < 0.000). The low-context culture was found to have a full mediating effect in this relationship (b = 0.04, t = 3.1771, p < 0.000). The findings contribute to leader communication theory by highlighting a particular emphasis on the language school principals use to motivate teachers.

Suggested Citation

  • Emir Ozeren & Aykut Arslan & Serdar Yener & Andrea Appolloni, 2020. "The Predictive Effect of Teachers’ Perception of School Principals’ Motivating Language on Teachers’ Self-Efficacy via a Cultural Context," Sustainability, MDPI, vol. 12(21), pages 1-17, October.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:21:p:8830-:d:433941
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    References listed on IDEAS

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