Abstract:

This study aims to identify the relationship between the motivational language used by the school manager and the leader-member (the school manager-the teacher). Relational scan model was used in the research. The sample of the study consists of 414 teachers who work in 42 schools in Hatay's central province from the teachers who are working in the 2017-2018 educational-educational year, unreflectively selected by the sample method. The study’s data was collected using “Motivational Language Scale”, “Leader-Member Interaction Scale”. According to the results of the structural equality modeling; the motivational language of the school manager positively affects the level of interaction between leader and member (school manager and teacher). In addition, the motivational language’s directional language and the empathic language subdimensions positively influence the lead-member interaction (school manager-leader), while the meaning-creating language subdimensions do not influence the lead-member interaction (school manager-leader). Based on the results of the research, the motivational language used by the manager is important in improving the intimate relationships between the school manager and the teachers. Therefore, school managers who want to increase their levels of interaction with their teachers should strive to develop their motivational language.

Abstract:

The study aimed to determine the relationship between motivational language used by school administrator and leader-member (school administrator-teacher) exchange. In this study relational screeing model was used. The sample of this study consists of 414 teachers in 42 schools that were selected randomly with cluster sampling method from the primary schools in the center of Hatay during the 2017-2018 academic year. Data of this study were collected by “Motivational language scale” and “Leader-Member Exchange Scale”. According to structural equation modelling, motivational language positively affects leader-member (school administrator-teacher). While the directing-giving and emphatetic sub-facets of motivational language affect leader-member exchange, meaning-making sub-facet doesn’t affect. Based on the study results, the usage of motivational language by school administrator is seen extremely important for school administrator and teacher to promote their sincere relations. Therefore, school administrator must put in effort towards the strenghening of motivational language in order to increase teacher interaction with them.

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