The relationship between school principals' inclusive leadership behaviors and teachers' perceptions of organizational dissent: The mediating role of organizational trust

This study aims to determine the mediating role of organizational trust in the relationship between school principals' inclusive leadership behaviors and teachers' perceptions of organizational dissent. The study was conducted using the relational survey model, one of the quantitative research methods. The population of the study consists of all teachers working in primary, middle, and high schools in the central district of Siirt province. As a result of using the simple random method, the sample of the study was composed of 519 teachers.The data were collected through the "Inclusive Leadership Scale," the "Organizational Dissent Scale," the "Organizational Trust Scale," and a form containing personal information. The findings revealed that teachers perceived school principals' inclusive leadership behaviors as good, their perceptions of organizational dissent as moderate, and their perceptions of organizational trust as good. While significant differences were found in relation to some independent variables, no significant differences were observed for others. According to the correlation analysis, a positive but very low-level relationship was found between school principals' inclusive leadership behaviors and teachers' perceptions of organizational dissent. In contrast, a positive and moderate-level relationship was identified between inclusive leadership and organizational trust. The regression analysis revealed that school principals' inclusive leadership behaviors were not a significant predictor of teachers' perceptions of organizational dissent. However, it was determined that organizational trust plays a mediating role in the effect of school principals' inclusive leadership behaviors on teachers' perceptions of organizational dissent.