Explaining the relationship between school principals' leadership style and organizational silence and job engagement from the perspective of elementary school teachers

Articles in Press

Document Type : Research Paper

Authors

1 PhD student in Educational Administration, Department of Educational Administration and Planning, Shiraz University, Shiraz, Iran

2 Shiraz university. Faculty of Education and Psychology . Department of Management and Educational Planning / Faculty member

Abstract

Background and Objectives: This study aimed to investigate the relationship between leadership styles (servant, transformational, contingent and charismatic) of school principals, organizational silence, and job engagement in elementary school teachers. Methods: Structural equation modeling was used as the research method, and the study was applied in nature, with descriptive- orrelational data collection methods. The statistical population included all elementary school teachers (405 teachers) in Noorabad Mamasani city, and a sample of 210 teachers was selected using convenient sampling method. The research subjects completed questionnaires on leadership styles, organizational silence, and job engagement, and the statistical data was analyzed using SPSS 23 and Smart PLS 3 software. Findings: Results show significant relationships between the variables, including negative and significant relationships between servant leadership, transformational leader, and charismatic leadership styles with organizational silence. Additionally, a direct and significant relationship was found between contingent leadership and job engagement, while a negative and significant relationship was observed between organizational silence and job engagement. Conclusion: Overall, the results of the study indicated that 68.8% of the variance in organizational silence was explained by the leadership style variables, and 31% of the variance in job engagement was explained by the leadership style and organizational silence variables.

Keywords

Educational and Scholastic studies

Articles in Press, Accepted Manuscript
Available Online from 14 July 2025

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