Abstract:

Although it has been indicated in the related literature that leader's motivational language has a positive impact on subordinates' attitude and behaviors, it has been encountered with limited studies related to the relationships between leader's motivating language and subordinates' attitudes. In this study, it has been aimed to determine the relationship between school administrator's motivational language and trust in administrator, which is one of subordinates' attitudes. Relational model has been used in this study. The sample of this research consists of 354 teachers in 36 schools that have been selected randomly from the secondary schools at Hatay's city center in 2017-2018 academic year. Data have been collected by "Motivational Language Scale" and "Trust in School Administrator Scale". According to the regression analysis results, the motivational language of the school administrator significantly predicts teacher's trust in school administrator. While direction-giving and empathic language sub-dimensions of motivational language significantly predict teachers' trust in school administrator, meaning-making language sub-dimensions does not significantly predict. It may be beneficial to use motivational language properly and successfully by school administrators to improve teacher's trust in administrator.

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