Abstract:

Although the motivational language of the leader is indicated in the relevant field that the astes have a positive impact on their attitudes and behaviors, a limited number of research has been found on the relationship between the motivational language of the leader and the attitudes of the astes.  This study aims to identify the relationship between the motivational language of the school manager and the trust in the manager, one of the attitudes of the astes. Relational model is used in the research. The study’s sample consists of 354 teachers working in 36 schools unreflectively chosen among the teachers who are working in the middle schools located in the Hatay province center in the 2017-2018 educational-educational year. The data collection used the "Motivational Language Scale" and the "Confidence Scale to the School Manager". According to the results of the Regression analysis, the motivational language of the school manager is meaningfully processed by the teacher's trust in the manager. While motivational language's guiding language and empathic language subdimensions significantly undermine the teacher's confidence in the school manager, the meaning-creating language subdimensions cannot significantly undermine the teacher's confidence in the school manager. To increase the teacher's confidence in the manager, it is useful to use the motivational language properly and successfully by school managers.

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