Exploring how authoritarian leadership affects commitment: the mediating roles of trust in the school principal and silence

Abstract

Purpose

This study aims to explore the relationship between authoritarian leadership and commitment and the mediating roles of silence and trust in school principals.

Design/methodology/approach

This study employed a cross-sectional design to illustrate the relationships among authoritarian leadership, trust in the principal, silence and affective commitment using path analysis evidence provided by 409 K–12 teachers.

Findings

The findings revealed that authoritarian leadership indirectly affected teacher commitment through trust in the principal and acquiescent silence. Furthermore, trust in the principal played a partial mediating role between authoritarian leadership and defensive silence. Authoritarian leadership behaviours decreased teachers' affective commitment by decreasing trust in the principal and increasing organisational silence.

Originality/value

Although leadership and culture have been studied intensively in recent years, authoritarian leadership, which is more commonly seen in Eastern societies, has been less studied in school contexts in the Middle East and Asia. Thus, this study contributes to the literature by examining the factors that might influence affective commitment in schools in an urban setting: authoritarian leadership, silence and trust in school principals.

Citation

Parlar, H., Türkoğlu, M.E. and Cansoy, R. (2022), "Exploring how authoritarian leadership affects commitment: the mediating roles of trust in the school principal and silence", International Journal of Educational Management, Vol. 36 No. 1, pp. 110-129. https://doi.org/10.1108/IJEM-04-2021-0160