Yükseköğretimde Hizmetkâr Liderlik ve Dile Getirme Davranışı

Bu çalışmanın amacı yüksek eğitimde hizmetkâr liderlik ve dile getirme davranışı arasındaki ilişkiyi ve bu ilişkide psikolojik güçlendirme ve psikolojik güvenlik kavramlarının aracılık rollerini araştırmaktır. Bu çalışmanın örneklemini 2012-2013 ilkbahar döneminde İstanbul, Ankara, İzmir, Kayseri, Konya, Bursa, Samsun ve Gaziantep'te rastlantısal yöntemle seçilen 10 devlet üniversitesindeki 793 öğretim üyesi ve onların dekanları oluşturmaktadır. Öğretim üyelerinin psikolojik güçlendirme, psikolojik güvenlik ve dile getirme davranışları sırasıyla Spreitzer (1995) tarafından geliştirilen psikolojik güçlendirme ölçeği, Edmondson (1999) tarafından geliştirilen psikolojik güvenlik ölçeği ve van Dyne ve LePine'ın (1998) dile getirme davranışı ölçeği kullanılarak ölçülmüştür. Fakülte dekanlarının hizmetkâr liderlik algılamalarını değerlendirmek için Ehrhart'ın (2004) hizmetkâr liderlik ölçeği kullanılmıştır. Sonuçlar hizmetkâr liderlik ile dile getirme davranışı arasında olumlu ve önemli bir ilişki ve bu ilişkide psikolojik güvenlik ve psikolojik sözleşme tatmin kavramlarında aracılık rolleri bulunduğunu göstermiştir.

Servant Leadership and Voice Behavior in Higher Education

This study examines the relationship between servant leadership and voice behavior and the mediating roles of psychological empowerment and psychological safety on that relationship in higher education. The study sample encompasses a total of 793 faculty members along with their deans from randomly selected 10 state universities in İstanbul, Ankara, İzmir, Kayseri, Konya, Bursa, Samsun and Gaziantep during 2012-2013 spring semester. Faculty member's perceptions of psychological empowerment, psychological safety and voice behavior were measured using the psychological empowerment scale developed by Spreitzer (1995), the psychological safety scale developed by Edmondson (1999) and van Dyne and LePine's (1998) voice behavior scale respectively. Ehrhart's (2004) servant leadership scale was used to assess faculty dean's perception of the servant leadership. The results revealed a significant positive relationship between servant leadership and voice behavior and mediating roles of psychological empowerment and safety on that relationship.

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