Universal Journal of Educational Research 6(9): 2008-2018, 2018 http://www.hrpub.

org
DOI: 10.13189/ujer.2018.060920

Transformational-Transactional Leadership and

Organizational Cynicism Perception: Physical
Education and Sport Teachers Sample
Yeliz Eratlı Şirin*, Özge Aydın, Fatma Pervin Bilir

Physical Education and Sports Department, Çukurova University, Turkey

Copyright©2018 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License

Abstract The purpose of this study was to find out the 1. Introduction
transformational and transactional leadership and
organizational cynicism perceptions of physical education In the increasingly dynamic world of our day,
and sports teachers. The sample of the study consists of 70 organizations are faced with some changes that they feel
physical education teachers chosen randomly who were the need to apply in their strategies, structures, operation
working in schools of Turkey during the 2017-2018 processes and institution cultures. Therefore, the influence
Academic year. Personal information form, of change factors draws the attention not only outside the
transformational and transactional leadership scale and institution but also within the institution. A great amount of
organizational cynicism scale were used in the study. effort and resources are required to understand the
Descriptive statistics were used to analyse the data resistance to the institution, organization, manager or
obtained from the study. Kurtosis and Skewness values employer and to minimize this resistance. The essential
were found to show whether the variables of the study were point of this resistance is the concept of cynicism, which
normally distributed and t-test was used for paired has increasingly come to the forefront recently [1].
comparisons, while Anova test was used for the Researches about the concept of cynicism started in
comparison of more than two independent groups. businesses first. At the beginning of 2000s, organizational
According to the results of the study physical education cynicism began to be reflected in educational institutions [2,
teachers were found to have higher perceptions of 3]. This situation emerged as a result of organizational
transformational leadership when compared with structures of educational institutions including
transactional leadership and they were found to have bureaucratic characteristics, achieving institutional success,
realizing new quality and efficiency centered practices and
moderate levels of organizational cynicism. While
also as a result of the attitudes of employees towards the
significant difference was found between transformational
institution [4]. As in the functioning of all institutions, the
and transactional leadership styles and the variable of
presence of successful, efficient, innovative and
gender; no significant difference was found between
entrepreneur leaders who are sensitive to the needs and
gender and organizational cynicism sub-dimensions.
problems of the society, who can update according to the
Another result of the study was that no significant
needs of the time, who attain goals with a team spirit
difference was found between the variables of type of
together with all the workers, mainly teachers, who are
school teachers worked in, age and school graduated from
charismatic, well-informed, virtuous, visionary,
and organizational cynicism sub dimensions,
entrepreneur, principled and hardworking in creating an
transformational and transactional leadership styles. Also understanding that can organize motivated individuals
significant difference was found between the variable of beyond expectation in order to realize the goals of the
teachers’ professional seniority and cognitive dimension, institution is vitally important in educational institutions
affective dimension and behavioural dimension. [5].
Keywords Organizational Cynicism, Values and leadership perceptions of managers is
Transformational Leadership, Transactional Leadership, important in the development and also in preventing the
Physical Education development of cynicism in organizations because
leadership is an important factor in fighting problems such
as insecurity, estrangement and decrease in organizational
 Universal Journal of Educational Research 6(9): 2008-2018, 2018 2009

commitment as a result of negative thoughts and feelings of change according to conditions and situations, has
employees towards management and the organization. For appeared [11]. When the changes in the field of
this reason, discussing the effects of managers’ leadership management revealed that the traditional approaches in
styles on organizational cynicism is useful in terms of both leadership styles were not sufficient, new leadership
understanding some factors that cause organizational approaches were developed. Developments and new
cynicism and also finding out the approaches to follow in concepts in the field of management and organization have
fighting organizational cynicism [6]. caused the emergence of new approaches in the field of
This study examines how leadership behaviours in leadership and especially after 1978 new distinctions were
schools are perceived by physical education teachers and made based on German sociologist Max Weber's
the levels of organizational cynicism in schools. Within charismatic leadership theory and classifications were
this context, first the concepts of transformational and made under the names of transactional leader, the
transactional leadership styles and organizational cynicism leadership style of which depended more on traditions and
were explained and then it was found how leadership styles the past, and transformational leader, the leadership style of
and organizational cynicism were perceived in terms of the which was open to future, innovation and change. In other
demographic characteristics of physical education teachers words, leaders who associated the past with today were
working in schools. called transactional leaders, while those who associated
Literature review conducted showed studies related with today with the future were called transformational leaders
the leadership and organizational cynicism perceptions of [12].
teachers in general, while no studies were found which
were focused on branch teachers. For this reason, teachers Structure and Concept of Transformational and
of physical education and sports, who are one of the most Transactional Leadership
important factors in exploring and developing sport and
athletes, were chosen in this study. Thus, it can be said that As a result of the researches they conducted, Burns and
the present study is original. It is thought that the results Bass stated that it would be more suitable to assess the
of this study will contribute to existing literature on these concept of leadership under two main titles as
leadership styles (transformational and transactional) and transformational and transactional leadership [13].
be useful in choosing, training and developing leaders in Transformational Leadership
educational institutions. At the same time, the study will It is the kind of leadership in which leaders build a
give information about the level of organizational cynicism connection between themselves and followers-workers,
levels in educational institutions. influence employees, become a role model to them,
sincerely encourage them to work beyond their
Leadershıp Concept performance, try to realize the targets of the organization
within cooperation and unity by acting with team spirit,
Today, it is accepted in studies about leadership that follow change and development, keep the organization
leadership is the process of influencing people to realize energetic within the competition environment and keep the
specific goals by using methods of motivation rather than organization close to success all the time [2].
power or authority [7, 8]. Leadership is the sum of all the In the first step of transformational leadership, the leader
knowledge and abilities to gather a group of people around ensures juniors to perceive the results of their job more
specific goals and to motivate them to realize these goals important and valuable. In the second step,
[9]. According to another definition, leadership is the transformational leaders encourage juniors to surpass
process of a person’s influencing and directing other themselves and to increase the effort they spend for the
people’s behaviors and activities through volunteerism in group and the environment. In the last step, it is accepted
order to determine the specific aims of a person or a group that the leader is effective in changing and extending the
and to realize these aims under specific terms [10]. A great needs of juniors [14]. This step results with the
number of approaches have been developed about transformation of both juniors and the leader [15].
leadership so far. Theoreticians working on leadership Transformational leader defines the need for change,
approaches have first focused on the innate personal develops a vision for the future and mobilizes the
characteristics of a leader, that is what a leader is, and have commitment of his/her followers to meet the needs beyond
put forward the approach of characteristics. Later, because the normally expected [5]. In other words, transformational
of the lacks in the approach of characteristic behavioral leaders search to increase their followers’ awareness by
approach, which puts forward that the leader’s behaviors attracting them to higher ideals and moral values such as
are effective in explaining the process of leadership and freedom, justice, peace and kindness rather than low
which focuses on “what and how” a leader does, has come feelings such as fear, greed, jealousy or enmity and grudge
into being. Since behavioral approach ignored the role [16]. Transformative leaders accept leadership as a process
played by situational factors, contingency approach, which which stimulates and inspires their followers and develops
advocates that the most suitable leadership behavior can their own leadership skills [17]. Bass (1985) and Bass and
2010 Transformational-Transactional Leadership and Organizational Cynicism Perception: Physical
Education and Sport Teachers Sample

Avolio (1994) classified transformative leadership in four transformational leadership are leadership approaches
categories [18]. These categories are (i) idealized influence which have been addresses and analysed intensively.
(charisma): The leader, who is a perfect role model for his Transactional leaders view leader-follower relationship as
followers, makes correct decisions for the organization and a process of “exchange” and they try to apply existing
gains the trust and respect of his followers; Intellectual management techniques efficiently and in parallel with the
Impulse, encourages a group for innovation and creativity rules [31]. Transformational leaders both have
to change their beliefs or views [19]. Individual support: transactional leadership characteristics and in addition
Acts according to the skills, information and individual adapt a more future focused management style, give their
differences of his followers and enables them to be followers the opportunity to see events with a new point of
promoted to where they can to show their maximum view, persuade followers to value the targets of the group
performance [20]. Rapidly changing living conditions have more than their own personal goals, make the necessary
necessitated transformation from old models to new ones in changes and improvements in their organization and
the structures of schools. This transformation occurs from question the existing principles and make new principles so
hierarchical bureaucratic designs towards more networked that the organization can reach superior performance level
and flexible designs in schools [21]. Leithwood and [32].
colleagues found that transformational leadership has a
significant effect on teachers’ emotions, beliefs and Cynıcısm and Organizational Cynicism
commitments to change Leithwood and Sun [22]; while
Midthassel and Erstesvag [23] found that those schools “Cynic” is defined as someone who believes that everyone
who successfully implemented the interventions had just watches for their own interests and thus accepts
leaders who were both transformational and transactional. everyone as calculating and the thought that tries to explain
Transactional leadership is based on “conditional this is called “cynicism”. The main belief about cynicism is
reward based exchange” relationship between the leader that the principles of justice, honesty and sincerity are
and the juniors [24]. Unlike transformational leaders, sacrificed for personal interests. [33]. Andersson and
transactional leaders focus on short term physical and Bateman (1997) defined cynicism as both a general and
safety needs of juniors within the context of economic specific attitude characterized by disillusionment,
exchange model. In this sense, transactional leaders show frustration, with negative feelings toward and distrust of a
not proactive but reactive behaviours [25]. Transactional person, group, ideology, social convention, or institution.
leaders do not intervene with the existing functioning [34].
system of the organization, they motivate their workers The concept of cynicism is generally defined as “not
with rewarding, they promise position, status and money to believing in sincerity and good in motives and acts that
their workers for success, they are not much interested in motivate a person and making a habit of emphasizing this
their workers’ characteristics and their entrepreneur and with a smile, the tendency to find fault by despising” [35].
innovative sides, activities continue like this within the Cynicism activates emotional factors such as anger, shame,
basic mission and vision of the organization [26]. In scorning and distress; in short, strong negative feelings [36].
transactional leadership, which depends on mutual Cynicism is individuals’ getting a despising and critical
transaction, when the viewers do their duties, they are point of view as a result of negative experiences and
faced with reward and when they don’t, they are faced with feelings [37]. Studies about cynicism in literature.
punishment [27]. Bass (1985) states that transactional Abraham (2000) and Dean et al. (1998) stated that
leadership depends on three basic methods in application. cynicism was grouped in five different frameworks which
These are conditional rewarding, which includes were, Personal cynicism [36, 38], which is an innate,
determining what needs to be done for the fulfillment of unchanging characteristic and which reflects a negative
duties or the acceptance of wievers; “management with understanding of individuals’ behaviors; Societal cynicism
exceptions (active/passive), in which the leader watches [39] which is defined as the citizens of a country not
the employees, interferes with the mistakes imediately, trusting their state and institutions; Employee cynicism
prevents deviating from the objectives, finds out the [40], which occurs as a result of doing away with the
problematic fields and improves these [28] and “complete distance between employers and employees by decreasing
freedom” leadership, in which the leader is never around in the number of management line in the organization;
the organizational environment when needed, always organizational change cynicism [39], which is defined as
postpones problems and avoids making decisions [29]. the belief that individuals responsible for future changes in
Studies suggest that transactional leadership can only be the organization are not equipped and hardworking and the
exercised when the leader has power to reward and to belief in employees that the organization will be
punish, which is lacking in most public sector unsuccessful; and work cynicism [36] which is defined as
organizations [30]. the person-role conflict which originates from the person in
A great number of new approaches have been suggested general. The concept of organizational cynicism emerged
recently. Of these approaches, transactional and with the book by Kanter and Mirvis [41] which was about
 Universal Journal of Educational Research 6(9): 2008-2018, 2018 2011

the reasons why cynicism began to be popular in dissatisfaction in work, alienation to work and decrease in
organizations and studies about organizational cynicism organizational performance can be shown among
intensified especially in 1990s. The concept of organizational cynicism results [47, 48]. A great number of
organizational cynicism, which is based on the theories of different factors are observed to cause cynicism in
expectations, reference, attitude, social change, emotional organizations. Organizational, personal and social
incidents and social motivation, is defined as “the tendency variables can be mentioned as variables triggering
of showing despising and critical behaviors which emerge organizational cynicism, which is stated to be an
as a result of the belief that the organization lacks honesty organizationally harmful behavior [49]. In addition, it can
and as a result of negative feelings towards the be said that individuals’ negative moods, their low
organization and it comprises three dimensions: (1) a belief organizational support perceptions, their negative
that the organization lacks integrity; (2) negative affect professional experiences of having psychological
toward the organization; and (3) tendency of showing difficulties and organizational policies also cause
critical behaviors towards the organization” [38]. Cynicism organizational cynicism [50]. Cynicism is a notable
occurs due to individual or organizational features. At this concept in recent years in the literature of educational
point, we have the concept of organizational cynicism. administration. Investigating the concept of cynicism that
Organizational cynicism is defined as an attitude consisting reflects negative attitudes and working to solve it, is
of cognitive (belief), affective (affect) and behavioural important for the organizations. The fact that the school
(behaviour) tendencies [42]. According to another principals are in a transformational approach in educational
definition, organizational cynicism is defined as the organizations causes teachers to give positive reactions
negative attitudes an employee develops for the [51]. When it comes to organizational considerations that
organization and it is defined as a three dimensional many of the personal and organizational aspects of
attitude as the tendency to behave in a critical and insulting cynicism are thought to be, it is becoming a priority to
way to the organization in parallel with the belief that the prevent the emergence of cynicism in the workplace or to
organization lacks honesty and the negative feelings and implement effective strategies to manage it when such a
beliefs about the organization [43]. In their study, Helvacı situation arises. Undoubtedly the greatest responsibility for
and Çetin [43] defined organizational cynicism as a implementing such strategies lies in the managers and
negative attitude of employees against the organization and leaders in the organization [52]. Organizational cynicism is
as disbelief in the decisions of the organization, not trusting variable; whose relation with leadership is a focus of
the intentions of the organization and as the belief that research [53, 54].
managers do not reflect their real characters. Based on The main purpose of this study is to find out leadership
these definitions in literature, organizational cynicism can styles and organizational cynicism perceptions of school
be defined as the feeling that a person is devoid of honesty directors in terms of demographic characteristics according
against the organization that he/she works for, not having to teachers of physical education. Research questions are
feelings of belonging, having feelings of anger, shame and the following:
disrespect and the tendency to have despising and negative 1. What are the perceptions of teachers towards school
behaviours against the organization [44]. Cynic employees directors’ leadership styles?
believe that employers serve their personal interests and 2. What is the level of teachers’ organizational cynicism
that the economic prosperity of the management is put perceptions?
ahead of the employees’ interests [45]. 3. Are there differences between teachers’
Organizational cynicism is a negative attitude which transformational and transactional leadership
includes cognitive, affective and behavioural dimensions perceptions and their demographic characteristics?
an individual develops for the organization he/she works 4. Are there differences between teachers’
for [43]. In that definition organizational cynicism is one’s organizational cynicism perceptions and their demographic
negative attitudes to his/her organization and it has three characteristics?
dimensions. These dimensions are: The cognitive
dimension of organizational cynicism is the belief that
organization lacks sincerity and reliable. The affective 2. Material and Method
dimension of organizational cynicism refers to the
emotional and sentimental reactions to the organization This study was conducted according to descriptive
(such as, trouble, shame, anger and disrespect). The screening model in order to find out physical education
behavioural dimension of organizational cynicism refers to teachers’ transformational and transactional leadership
negative tendencies about events in the organization [46]. perceptions and to find out how organizational cynicism
While organizational cynicism reduces effectiveness and levels are shaped according to some demographic variables.
productivity in organizations, it can cause material and The universe of the study consists of physical education
moral losses. In this sense, factors such as decrease in teachers working in Turkey during 2017–2018 academic
organizational commitment increase in quitting work, year. The sample consists of a total of 270 physical
2012 Transformational-Transactional Leadership and Organizational Cynicism Perception: Physical
Education and Sport Teachers Sample

education teachers, 136 female and 124 male, who Anova test was used for multiple comparisons.
participated in the study voluntarily through random
sampling method.
3. Results
2.1. Data Collection Tool
Table 1. Participants’ Demographic Characteristics

Personal information form was used in the study to find Variables N %

out the demographic features of physical education
Female 136 50.4
teachers. The form consisted of independent variables such Gender
as gender, age, type of school the teacher worked in, Male 134 49.6
professional seniority and the department graduated from.
21-25 41 15.2

Age 26-30 78 28.9

2.2. Organizational Cynicism Scale
31 and older 151 55.9
Organizational Cynicism Scale, which was developed
by Dean, Brandes and Dharwadkar [55] which was adapted Secondary 181 67.0
Type of School
into Turkish by Kalağan [56], includes 5-Likert type items High 89 33.0
(1=Totally disagree, 2=Disagree, 3= Neither agree nor
disagree, 4=Agree, 5= Totally agree). As a result of the Professional seniority 1-5 years 154 57.0
reliability analysis conducted, Cronbach’s alpha reliability 6-10 years 66 24.4
coefficient was found as 0.94. 11 years and
50 27.0
higher
2.3. Transformational and Transactional Leadership School graduated Teaching 169 62.6
Scale Coaching 76 28.1

Multi-factor Leadership Questionnaire (MLQ) Sport

25 9.3
management
developed by Bass and Avolio [57], was used to find out
leadership styles. The questionnaire has 36 items and the Total 270 100.0
items are assessed with a 5-Likert type scale ranging from
Table 2. Descriptive statistics of teachers’ transformational and
“1= totally disagree to 5= totally agree”. Leadership styles transactional leadership levels and organizational cynicism
measured by 36 items in the questionnaire are grouped sub-dimensions
under 2 general factors and 7 sub-factors. In this study,
leadership styles were not assessed in terms of sub-factors Dimensions N X Sd
but as two general factors as transformational and
transactional leadership styles. As a result of reliability Cognitive Cynicism 270 3,29 1.08
analysis conducted, transformational leadership
Cronbach’s alpha reliability coefficient was found as 0.89 Emotional cynicism 270 2,87 1.28
and transactional leadership Cronbach’s alpha reliability
coefficient was found as 0.85. The two factors were also Behavioural
found to be highly reliable according to the Cronbach alpha 270 3,38 .92
cynicism
coefficients.
Organizational
270 3.19 .97
cynicism general
2.4. Data Analysis
Transformational
270 3.71 .55
leadership
Descriptive analysis such as percentage, frequency,
arithmetic mean and standard deviation were used in data Transactional
270 3.13 .44
analysis. Coefficient of skewness was calculated for the leadership
distribution of the results of multi-factor leadership and
organizational cynicism scale and it was found that the As can be seen in Table 2, teachers’ organizational
coefficient of skewness was between -2 and +2 for both cynicism score average was found as (X=3.19). This means
variables (transformational leadershipskewness : -.57, a moderate level of organizational cynicism. In terms of
transactional leadershipskewness: .81; cognitive average scores of sub-dimensions, the highest average
score was found in behavioural cynicism dimension
cynicismskewness; -.09; affective cynicismskewness; .45;
(X=3.38), while the lowest score was found in emotional
behavioral cynicismskewness:-.32).
cynicism dimension (X =2.87). When the averages of
For this reason, parametric tests were used. While
transformational and transactional leadership dimensions
independent samples test was used for paired comparisons, were examined, teachers’ transformational leadership
 Universal Journal of Educational Research 6(9): 2008-2018, 2018 2013

perception averages (X=3.71) were found to be higher than leadership styles in terms of the variable of type of school
their transactional leadership average (X =3.13). (p>0.05).
Table 3. Transformational and transactional leadership and Table 4. Transformational and transactional leadership and
organizational cynicism sub-dimension t-test results of the participants in organizational cynicism sub-dimension t-test results of the participants in
terms of their gender terms of the type of school they worked in
Male Female Secondary High school
Dimensions (n=134) (n=136) T P (N=181) (N=89)
Dimensions t P
X ∓SD X ∓SD X ∓SD X ∓SD
Cognitive cynicism 3.33∓1.06 3.26∓1.11 -,581 .56 Cognitive
3.20∓1.10 3.45∓1.02 -1.749 .08
Affective cynicism 2.95∓1.31 2.80∓1.17 -.937 .34 cynicism
Behavioural Affective
3.43∓.92 3.34∓.93 -.771 .44 2.80∓1.25 2.98∓1.1.33 -1.038 .30
cynicism cynicism
Transformational Behavioural
3.64∓,53 3.78∓,57 -2,093 .03* 3.37∓.92 3.40∓.93 -.211 .83
leadership cynicism
Transactional Transformational
3.22∓,48 3.04∓,39 -3,319 .00* 3.70∓,53 3.72∓,62 -,246 .80
leadership leadership
Transactional
*p<0.05 3.14∓,44 3.11∓,45 .476 .63
leadership
When Table 3 is examined, no significant difference was p<0.05
found between the averages of affective cynicism, affective
When Table 5 is examined, teachers’ cognitive cynicism
cynicism, behavioural cynicism scores in terms of the
(F=2.906; p=0. 05<0.05) and affective cynicism (F=5.807;
gender variable (p>0. 05). However, significant difference
p=0, 00<0.05) average scores were found to be statistically
was found between transformational leadership and
significant in terms of the variable of gender. No
transactional leadership styles in terms of gender. When
significant difference was found between behavioural
the averages were examined, it was found that female
cynicism dimension and the variable of age (F=2.789; p=0,
teachers had higher transformational leadership
06>0.05). Teachers’ cognitive cynicism (F=15.83; p=0,
perceptions than male teachers, while male teachers had
00<0.05), affective cynicism (F=35.93; p=0, 00<0.05) and
higher transactional leadership perceptions than female
behavioural cynicism (F=10.91; p=0, 00<0.05) average
teachers.
scores were found to be statistically significant in terms of
When Table 4.is examined, no statistically significant
the variable of professional seniority. Teachers’ cognitive
difference was found between the averages of affective
cynicism (F=1.016; p=0, 36>0.05), affective cynicism
cynicism, affective cynicism, behavioural cynicism scores
(F=1.291; p=0, 27>0.05) and behavioural cynicism
in terms of the variable of school type (p>0.05).No
(F=.286; p=0. 75>0.05) average scores were not found to
statistically significant difference was found between the
be statistically significant in terms of the variable of
averages of transformational leadership and transactional
department graduated.

Table 5. Anova-Test results of participants’ organizational cynicism sub-dimensions in terms of the variables of age, Professional seniority and the
department graduated

Cognitive Affective Behavioural

Age N X Sd F P X Sd F P X Sd F P
21-25 41 3.18 .87 2.62 1.03 3.19 .87
26-30 78 3.09 1.10 2.906 .05* 2.56 1.17 5.807 .00* 3.26 .96 2.789 .06
31 and older 151 3.43 1.11 3.11 1.35 3.50 .91
Professional seniority
1-5 Years 154 3.14 1.07 2.58 1.14 3.24 .94
6-10 Years 66 3.10 1.13 15.83 .00* 2.64 1.33 35.93 .00* 3.31 .93 10.91 .00*
11 and higher 50 4.04 .69 4.11 .80 3.92 .64
Department graduated
Teaching 169 3,36 1,01 1.016 .36 2,97 1,28 1.291 .27 3,36 .91
Coaching 76 3,15 1,22 2,72 1,31 3,45 ,93 .286 .75
Management 25 3,26 1,13 2,70 1,10 3,37 1,0

*p<0.05
2014 Transformational-Transactional Leadership and Organizational Cynicism Perception: Physical
Education and Sport Teachers Sample

Table 6. Anova-Test results of participants’ transformational leadership and transactional leadership dimensions in terms of the variables of age,
Professional seniority and the department graduated

Transformational leadership Transactional leadership

Age N X sd F P X Sd F P
21-25 41 3.68 .59 3.07 .36
26-30 78 373 50 .107 .89 3.14 .44 .457 .63
31and older 151 3.71 57 3.15 .47
Professional seniority
1-5 Years 154 3.69 .53 3.12 .44
6-10 Years 66 3.82 .49 2.218 .11 3.16 .46 .163 .85
11 and higher 50 3.61 .68 3.12 ..46
Department graduated
Teaching 169 3.68 .54 3.12 .44
Coaching 76 3.74 .58 .537 .58 3.15 .47 .092 .91
Management 25 3.79 .55 3.12 .37
*p<0.05

According to the table 6, no statistically significant found that school managers showed first transformational
difference was found between the transformational and and then transactional leadership styles In their study they
transactional leadership perceptions of teachers in terms of examined the association between school directors’
the variables of age, professional seniority and the leadership styles and organizational cynicism according to
department graduated (p>0.05). the perceptions of secondary school teachers, Korkmaz ve
Demirçelik [62] found that most of the school directors
showed transformational leadership behaviours. Gövez [63]
3. Discussion found that transformational and transactional leadership
decreased the level of cynicism, while transformational
This study examines the transformational and leadership model affected (decreased) cynicism level more.
transactional leadership perceptions and organizational In their study on the effect of school managers’ leadership
cynicism perceptions of physical education teachers. The styles on exhaustion, Bakan [64] concluded that school
findings of this study show that teachers participating in the managers showed laissez-faire leadership style the most,
research perceive their school principals as followed by transactional and transformational leadership
transformational leaders (X=3.71) and exhibit moderate behaviours.
(X=3.19) cynic behavior. The second sub-problem of the study was “What is the
The first sub-problem of the study was “What are the level of teachers’ organizational cynicism perceptions?”
perceptions of teachers towards school directors’ When the findings were examined; the opinions of physical
leadership styles?” When the findings were examined: education teachers on organizational cynicism is within the
Physical education teachers perceived their managers as “partly agree” interval according to the score intervals used
transformational can be assessed as an indicator of in the assessment. According to this result, it was
behaviours such as those managers show extra efforts in concluded that teachers had moderate levels of
sportive needs. The fact that school principals showing organizational cynicism.
transformational leadership behaviors can help working In their studies, Balay et al. [65]; Mete & Serin [66];
staff to show positive attitudes and behaviors towards the Nartgün ve Kartal [67]; Akduman ve Ölmez [68]
school [46, 58]. When this result is analyzed in terms of concluded that teachers had moderate levels of
Turkish educational institutions, it can be interpreted as a organizational cynicism. The results of these studies are in
positive result. These results show similarities with the parallel with the results of our study. According to the
study results of Baloğlu et al. [59]; Taş, et al. [60] It was result of the study, teachers' have the highest point in
found that school managers showed transformational behavioural dimension more than emotional and cognitive
leadership styles. dimensions. These results show similarities with the study
In parallel with this result, Öztop’s [16] study showed results of Ayık [69]; Erdoğdu [70]; Polat [71].
that transformational leadership had strong influences on Considering that cynicism is something undesired in
motivation, satisfaction and performance According to organizations, it can be concluded that teachers’ having
Şirin & Yetim [61] study entitled “examination of moderate level of cynicism attitude can mean that there is a
transformational and transactional leadership styles of problem in their institution and that the teachers are not
managers of school of physical education and sport”, it was comfortable about this. This reflected teachers' beliefs
 Universal Journal of Educational Research 6(9): 2008-2018, 2018 2015

about the discrepancies between what the school says and the fact that in teaching profession, professional roles do
does inconsistencies between practices and deeds, and not differ according to gender. No significant difference
teachers' doubts about implementations in the school. In was found between the type of school teachers worked in,
the research conducted by Erdoğdu [70], it is aimed to the department they graduated from and organizational
examine the effect of organizational justice behaviours on cynicism sub-dimension. In their studies, Kalağan and
organizational silence and cynicism regarding the opinions Güzeller [42] and Demirel [79] did not find a significant
of academics serving at Schools of Physical Education and association between organizational cynicism and teachers’
Sports and Faculties of Sports Sciences. The research ages. This result is in parallel with the results of our study.
showed that sub-dimensions of organizational cynicism are In addition, Güllü and Arslan [80] reported that there were
at low levels. no significant differences between leadership styles in
The third sub-problem of the study was “Are there terms of the levels of schools physical education teachers
differences between teachers’ transformational and worked in. Significant difference was found between
transactional leadership perceptions and their demographic teachers’ professional seniority variable and cognitive
characteristics?” No significant difference was found dimension, affective dimension and behavioural dimension.
between the type of school teachers worked in, the When the literature is reviewed, it can be seen that Kalağan
department they graduated from and transformational and and Güzeller [42] also found a significant association
transactional leadership styles. Also, in Çakır [72]’s study, between organizational cynicism and teachers’
no significant difference was found between teachers’ professional seniority. In Güçlü, Kalkan and Dağlı’nın
leadership styles and the level of school they worked in. [74]’s study entitled “The association between
This result shows that teachers’ leadership style organizational cynicism and leadership styles of school
perceptions are not influenced by the level of school they directors according to vocational and technical secondary
worked in. No statistically significant difference was found school teachers”, significant difference was found in terms
between the transformational and transactional leadership of teachers’ professional seniority and changes in seniority.
perceptions of teachers in terms of the variables of age, The reason for this is the fact that a teacher who has just
professional seniority and the department graduated. started teaching or who is in the first years of teaching has a
Teachers’ transformational and transactional leadership strong belief that he/she can more easily make changes and
levels’ not being influenced by most of the demographic innovations in the institution he/she is working. However,
variables is in fact a result that can be wished by all despite these existing thoughts, it can be thought that
managers because teachers’ viewing their managers as a he/she can start showing negative attitudes towards the
transformational leader, irrespective of age, professional organization as he/she starts to get acquainted with the
seniority, and the department graduated from can be a policies, functioning and applications of the institution and
desired result. his/her organizational cynicism level can increase. Demirel
As another result of the study, difference was found [79] did not find any significant association between
between leadership attitudes and the variable of gender. teachers’ organizational cynicism attitudes and their
Transformational leadership attitudes of female teachers professional seniority. This result is not in parallel with our
were found to be higher than those of male teachers and it results. When school directors cannot show their
can be said that managers provide female teachers transformational leadership characteristic effectively in
participation in the process and practices as much as they favour of their employees, it is inevitable for organizational
do to male teachers. Morçin [73] found significant cynicism to emerge within the organization. For this reason,
difference between employees’ transformational it can be thought that this variable will have a critical
leadership perceptions and the variable of gender. These significance for educational institutions. It is thought that
results are in parallel with the results of our study. the study will give a guiding perspective in terms of
The fourth sub-problem of the study was “Are there showing managers’ positive leadership behaviours,
differences between teachers’ organizational cynicism eliminating cynicism and showing which leadership
perceptions and their demographic characteristics?” No behaviours should be adapted.
significant difference was found between gender and
organizational cynicism sub-dimensions. In their studies,
Helvacı and Çetin [43]; Güçlü [74]; Efilti et al. [75]; Erdost 4. Conclusions and Recommendations
et al. [76]; Güzeller and Kalağan, [77]; Bommer et al. [78]
concluded that organizational cynicism perceptions did not This study was conducted to examine physical education
show a significant difference in terms of gender. and sport teachers’ transformational and transactional
In addition, it was reported in Kalağan and Güzeller’s leadership and organizational cynicism perceptions. For
[42] study that there was no significant association between this purpose, measuring transformational and transactional
teachers’ gender and organizational cynicism levels. leadership and organizational cynicism perceptions could
Teachers’ gender does not influence their organizational be an important aspect in identifying a school’s capacity to
cynicism levels. The reason for this can be explained with implement a school-based intervention. The results of the
2016 Transformational-Transactional Leadership and Organizational Cynicism Perception: Physical
Education and Sport Teachers Sample

study showed that physical education teachers had higher 36(5), 661-683.
transformational leadership perceptions than transactional [9] Zel, U. (2006). Kişilik ve liderlik. Ankara: Nobel Yayınevi
leadership and they had moderate levels of organizational
cynicism. While there were no significant differences [10] Bakan, İ., Büyükbeşe, T., & Bedestenci, H.Ç. (2004).
between the variables of teachers’ genders, types of Organizational culture in the solution of organizational
secrets theoretical and empirical approach, Actual
schools they worked in, their ages and the department they Publications, 5, 58.İstanbul, Turkey
graduated from and the sub-dimensions of organizational
cynicism and transformational and transactional leadership [11] Ogbonna, E., & Harris, L.C. (2000). Organizational culture
styles, significant difference was found between teachers’ and performance: empirical evidence from UK companies,
International Journal of Human Resource Management,11,
professional seniority and cognitive dimension, affective 4,766-788
dimension and behavioural dimension.
According to these results, physical education teachers [12] Bass, B.M., Avolio, B.J., Jung, D.I., & Berson, Y. (2003).
can be trained about showing more democratic attitudes Predicting unit performance by assessing transformational
and transactional leadership. Journal of Applied Psychology.
and behaviours during their undergraduate education. 88(2), 207-218.
In addition, teachers can be given in-service training to
decrease the situations that cause cynicism and teachers’ [13] Yukl, G. (1989). Managerial leadership: A review of theory
and research. Journal of Management, 15(2), 251-289.
sense of belonging to school can be developed.
It can be recommended to conduct similar studies by [14] Koh, W. L., Steers, R. M. & Terborg, J. R. (1995). The
collecting qualitative data collection methods and on effects of transformational leadership on teacher attitudes
teachers of different branches in terms of increasing and student performance in Singapore. Journal of
Organizational Behavior, 16, 319-333.
teachers’ performance and the quality of education. At the
same time, it can be recommended to conduct qualitative [15] Çetin, Ş., Korkmaz, M. & Çakmakçı, C. (2012).
studies in terms of making clearer explanations about Dönüşümsel ve etkileşimsel liderlik ile lider-üye
what the basic dynamics of the presence of organizational etkileşiminin öğretmenlerin örgütsel vatandaşlık davranışı
üzerindeki etkisi. Kuram ve Uygulamada Eğitim Yönetimi.
cynicism. 7-36.
[16] Öztop, İ. (2008). Liderlik tarzları ve örgüt kültürü tipleri
arasındaki ilişki ve bu ilişkinin nitel performans üzerine
etkileri. Yüksek Lisans Tezi. Gebze.
REFERENCES [17] Bass, B., & Riggio, R. E. (2006).Transformational
leaderhip. New Jersey: Lawrence Erlbaum Associates.
[1] Sinan, Y., & Kavas, E. (2016). Organizational cynicismin
organizations: A comparative analysis. The Journal of [18] Kim, H. (2012). Transformational leadership and
International Social Research, (9), 44. organisational citizenship behavior in the public sector in
South Korea: The mediating role of affective commitment,
[2] Arabacı, İ. B. (2010). The effects of depersonalization and
Local Government Studies, 38, (6), 867–892.
organizational cynicism levels on the job satisfaction of
educational inspectors. African Journal of Business [19] Hall, J., Johnson, S., Wysocki, A., & Kepner, K. (2002).
Management, 4(13), 2802-811 Transformational leadership: the transformation of
[3] Gün, F., & Atanur Baskan, G. (2017). Öğretim managers and associates.
elemanlarinin algılarına göre örgütsel sinizm ile [20] Van Dierendonck, D. (2011). Servant leadership: A review
tükenmişlik düzeyleri arasindaki ilişkinin incelenmesi. and synthesis. Journal of Management, 37(4), 1228-1261
Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 32(2),
361-379 [21] Konaklı, T. (2016). The Effect of School Administrators’
Political Skills against Organizational Cynicism in
[4] Ercan, Y. (2006). Okullardaki örgütsel güven düzeyinin Educational Organizations. Universal Journal of
bazi değişkenler açisindan incelenmesi. Selçuk Üniversitesi Educational Research, 4(3): 589-597
Sosyal Bilimler Enstitüsü Dergisi, 16, 739-756
[22] Leithwood, K., & Jantzi, D. (2006). Transformational
[5] Avcı, A. (2015). Dönüşümcü ve işlemci liderlik stilleri:
school leadership for large-scale reform: Effects on students,
Kavramsal çerçevesi ve eğitim örgütleri açısından etkileri.
teachers, and their classroom practices. School
İnsan ve Toplum Bilimleri Dergisi 5.
Effectiveness and School Improvement, 17(2), 201-227
[6] Bilgiç, H.F. (2017). Liderlik ile örgütsel sinizm ilişkisi.
Akdeniz Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. [23] Midthassel, U. V., & Ertesva, S. K. (2008). Schools
Sayı 2. implementing zero: The process of implementing an
antibullying program in six Norwegian compulsory schools.
[7] Nourthouse, P. G. (2010). Leadership: Theory and practice. Journal of Educational Change, 9, 153-172
NY: Sage
[24] Omar, Z., Zainal, A., Omar, F., & Khairudin, R. (2009). The
[8] Vigoda-Gadot, E. (2006). Leadership style, organizational influence of leadership behaviour on organisational
politics, and employee’s performance: An empirical citizenship behaviour in selfmanaged work teams in
examination of two competing models. Personnel Review, Malaysia. SA Journal of Human Resource Management.
 Universal Journal of Educational Research 6(9): 2008-2018, 2018 2017

[25] Koh, W. L., Steers, R. M., & Terborg, J. R. (1995). The The challenge of regaining employee engagement and
effects of transformational leadership on teacher attitudes reducing cynicism. Human Resources Management Review,
and student performance in Singapore. Journal of 16,199–208.
Organizational Behavior, 16, 319-333.
[41] Kanter, D.L., & Mirvis, P.H. (1989). The cynical
[26] Howell, J.M., & Avolio, B.J. (1993). Transformational Americans. San Francisco: Jossey-Bass.
leadership, transactional leadership, locus of control, and
support for innovation: Key predictors of [42] Kalağan, G., & Güzeller, C.O. (2010). Öğretmenlerin
consolidated-business-unit performance. Journal of Applied örgütsel sinizm düzeylerinin incelenmesi. Pamukkale
Psychology, 78 (6). Üniversitesi Eğitim Fakültesi Dergisi, 27, 83-97.

[27] Morçin, E.S. (2013).The effect of transactıonal leadership [43] Helvacı, M. A., & Çetin, A. (2012). İlköğretim okullarında
upon organızatıonal cıtızenshıp behavior: A case of travel görev yapan öğretmenlerin örgütsel sinizm düzeylerinin
agencıes ın Adana.The Journal of Visionary, 4 (9), 70-80. belirlenmesi (Uşak ili örneği). International Periodical For
The Languages, Literature and History of Turkish or Turkic,
[28] Howell, J.M., & Avolio, B. J. (1993).Transformational 7(3), 1475-1497
leadership, transactional leadership, locus of control, and
support for innovation: Key predictors of consolidated [44] Evans, W. R., Goodman, J. M., & Davis, W.D. (2011). The
business-unit performance. Journal of Applied impact of perceived corporate citizenship on organizational
Psychology,78,891–902 cynicism, OCB, and employee deviance. Human
Performance, 24 (1), 79-97
[29] Bass, B.M., & Avolio, B.J. (2000). MLQ: Multifactor
leadership questionnaire. Redwood City, CA: Mind [45] Stanley, D., Meyer, J., & Topolnytsky, L. (2005). Employee
Garden. cynicism and resistance to organizational change. Journal
of Business and Psychology, 19, (4), 429-459
[30] Hsu C-C., Chen L., Hu Y-W., Yip W., & Shu C-C. (2006).
the dimensions of responsiveness of a health system: a [46] Neves, P. (2012). Organizational cynicism: Spillover
Taiwanese perspective. BMC Public Health 6: 72 effects on supervisor– subordinate relationships and
performance. The Leadership Quarterly, 23(5), 965–976
[31] Bowditch, J.L. & Buono, A.F. (2001). A primes on
organizational behaviour. (Fifth Edition) John Wiley & [47] Peng, Z., & Zhou, F. (2009). The moderating effect of
Sons, New York supervisory conscientiousness on the relationship between
employee’s social cynicism and perceived interpersonal
[32] Bakan, İ. (2008). Örgüt kültürü ve liderlik türelerine justice. Social Behavior and Personality, 37(6), 863-864
ilişkin algılamalar ile yöneticilerin demografik özellikleri
arasındaki ilişki: Bir alan araştırması. KMU İİBF Dergisi [48] Karadağ, E., Kılıçoğlu, G., & Yılmaz, D. (2014). Örgütsel
sinizm, okul kültürü ve okul başarısı: Bir yapısal eşitlik
[33] James, M.S.L. (2005). Antecedents and consequences of modelleme çalışması. Kuram ve Uygulamada Eğitim
cynıcısm in organizations: An examination of the potential Bilimleri, 14 (1), 89-113
positive and negative effects on school systems
(Dissertation), The Florida State University [49] Chiaburu, D.S., Peng, A.C., Oh, I. S., Banks, G. C., &
Lomeli, L. C. (2013). Antecedents and consequences of
[34] Anderrson, L., & Bateman, T. S. (1997). Cynicism in the employee organizational cynicism: A meta-analysis.
work place: Some causes and effects. Journal of Journal of Vocational Behavior, 83 (2), 181-197
Organizational Behavior, 18, 449-470
[50] Demirçelik, E., & Korkmaz, M. (2017). The relationship
[35] Tokgöz, N., & Yılmaz, H. (2008). Örgütsel sinisizm: between the leadership styles of school managers and
Eskişehir ve Alanya’daki otel işletmelerinde bir uygulama. organizational cynicism according to the perceptions of
Anadolu Üniversitesi Sosyal Bilimler Dergisi, 8 (2), secondary school teachers, International Journal of Society
283-305. Researches, 7(12), 33-53
[36] Abraham, R. (2000). Organizational cynicism: Bases and [51] Özler, D. E., Atalay, C. G., & Şahin, M. D. (2010).
consequences, genetic, social and general psychology Örgütlerde sinizm güvensizlikle mi bulaşır? Organizasyon
monographs, Vol: 126 (3), 269- 292. ve Yönetim Bilimleri Dergisi. 2(2), 47-57.

[37] Karacaoğlu, K., & İnce, F. (2013). Pozitif örgütsel [52] Nguyen, T. H. N. (2013). Examining multiple leadership
davranışın örgütsel sinizm üzerindeki etkileri: Kayseri styles and their ınfluences on employee outcomes ın the
ilindeki imalat sanayi işletmelerinde bir uygulama. Auckland workplace: A mediation study (Unpublished
Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler master’s thesis). Massey University, Wellington, New
Fakültesi Dergisi, 18(1), 181-202 Zealand.

[38] Dean Jr, J.W., Brandes, P., & Dharwadkar, R. (1998). [53] Gkorezis, P., Petridou, E., & Krouklidou, T. (2015). The
Organizational Cynicism. The Academy of Management detrimental effect of machiavellian leadership on
Review, 23 (2), 341-352 employees’ emotional exhaustion: Organizational cynicism
as a mediator. Europe’s Journal of Psychology, 11(4),
[39] Delken, M. (2004). Organizational cynicism: A study 619-631
among call centers. Unpublished Master Thesis, University
of Maastricht, Faculty of Economics and Business [54] Doğan S. & Uğurlu C. (2014). Okul yöneticilerinin etik
Administration, Maastricht. liderlik davranişlari ile öğretmenlerin örgütsel sinizm
algilari arasindaki ilişki. Gazi Üniversitesi Gazi Eğitim
[40] Cartwright, S., & Holmes, N. (2006). The meaning of work: Fakültesi Dergisi, 34(3), 489-516
2018 Transformational-Transactional Leadership and Organizational Cynicism Perception: Physical
Education and Sport Teachers Sample

[55] Dean, J. W. Jr., Brandes, P., & Dharwadkar, R. (1998). 695.

Organizational Cynicism. The Academy of Management
Review. 23 (2), 341-352 [69] Ayık, A. (2015). An analysis of the relationship between
organizational communication and organizational cynicism
[56] Kalağan, G. (2009). Araştırma görevlilerinin örgütsel according to teachers’ perceptions in Turkey. Educational
destek algıları ile örgütsel sinizm tutumları arasındaki ilişki. Research and Reviews.10(5), 547-555
Yüksek Lisans Tezi, Akdeniz Üniversitesi Sosyal Bilimler
Enstitüsü, Antalya [70] Erdoğdu, M. (2018). Effect of organizational justice
behaviors on organizational silence and cynicism: A
[57] Bass, B.M., & Avolio, B.J. (2000). MLQ: Multifactor research on academics from schools of physical education
leadership questionnaire. Redwood City, CA: Mind Garden and sports. Universal Journal of Educational Research 6(4):
733-741.
[58] Jung, D. I., Chow, C., & Wu, A. (2003). The role
transformational leadership in enhancing organizational [71] Polat S. (2013). The impact of teachers’ organizational trust
innovation: Hypotheses and some preliminary findings. The perceptions on organizational cynicism perception.
Leadership Quarterly, 14, 525-544 Educational Research and Reviews. 8(16), 1483-1488
[59] Baloğlu, N., Karadağ, E. & Gavuz, Ş. (2009). İlköğretim [72] Çakır, M (2015). “Öğretmenlerin liderlik stilleri ile sınıf içi
Okulu Müdürlerinin Çok Faktörlü Liderlik Stillerinin Yetki öğretmen davranışları arasındaki ilişkinin incelenmesi”.
Devri Düzeylerine Etkisi: Bir Doğrusal ve Yapısal Eşitlik Yayınlanmamış Yüksek Lisans Tezi. Abant İzzet Baysal
Modelleme Çalışması, Uludağ Üniversitesi Eğitim Üniversitesi Bolu.
Fakültesi Dergisi, 22(2): 457-479
[73] Erdoğan-Morçin, S., & Bilgin, N. (2014). Dönüştürücü
[60] Taş, A., Çelik, K. & Tomul E. (2007). Yenilenen İlköğretim liderliğin örgütsel bağliliğa etkisi: Adana ilindeki a grubu
Programının Uygulandığı İlköğretim Okullarındaki seyahat acenteleri örneği. Ç.Ü. Sosyal Bilimler Enstitüsü
Yöneticilerin Liderlik Tarzları, Pamukkale Üniversitesi Dergisi, 23(2), 113-128.
Eğitim Fakültesi Dergisi, 2(22): 85-98.
[74] Güçlü, N., Kalkan, F., & Dağlı, E. (2017). Mesleki ve
[61] Şirin, E.F., Yetim A. (2008). Beden eğîtîmî ve spor teknik ortaöğretim okulu öğretmenlerinin algılarına göre
yüksekokulu yöneticilerinin dönüşümcü ve etkileşimci okul müdürlerinin liderlik stilleri ile örgütsel sinizm
liderlik stillerinin incelenmesi. Gazi Üniversitesi Beden arasındaki ilişki. Gazi Üniversitesi Eğitim Fakültesi Dergisi.
Eğitimi ve Spor Bilimleri Dergisi, XIII 4: 31 – 46. 37(1), 177-192
[62] Korkmaz, M., & Demirçelik, E. (2015). Ortaokul [75] Efilti, S., Gönen, Y. & Öztürk, F., (2008). Organizational
öğretmenlerinin algılarına göre okul yöneticilerinin liderlik cynicism: A field research on executive secretaries working
stilleri ile örgütsel sinizm arasındaki ilişki. 10. Ulusal at Akdeniz University. 7th National Congress of Office
Eğitim Yönetim Kongresinde, Gaziantep. Management and Secretarial, Trabzon: Karadeniz
Technical University,1-14
[63] Gövez, E. (2013). Örgütsel sinizm ve
dönüştürücü/etkileşimci liderlik arasındaki ilişki. [76] Erdost, H.E., Karacaoğlu, K. & Reyhanoğlu, M., (2007).
Yayınlanmamış Yüksek Lisans Tezi, Atatürk Üniversitesi The testing of scales on organizational cynicism at a
Sosyal Bilimler Enstitüsü, Erzurum company in Turkey. 15th Proceedings of the National
Management and Organization Congress, Sakarya
[64] Bakan, İ., Erşahan, B., Büyükbeşe, T., Doğan, İ.F., & Kefe, University, 514-524
İ. (2015). Dönüşümcü ve etkileşimci liderlik ile
öğretmenlerin tükenmişlik düzeyleri arasındaki ilişki. [77] Güzeller, C.O. & Kalağan, G., (2008). Turkish adaptation
Uluslararası İktisadi ve İdari İncelemeler Dergisi. 7(14), of the scale of organizational cynicism and its examination
ISSN 1307-9832. in educational organizations in terms of various variables.
16th Management and Organization Congress, Istanbul
[65] Balay, R., Kaya, A., & Cülha, A. (2013). Örgüt kültürü ve Kultur University, Antalya, 87-94
örgütsel sinizm ilişkisi. Cumhuriyet Üniversitesi. İktisadi ve
İdari Bilimler Dergisi, 14(2). [78] Bommer, W.H., Rich, G.A. & Rubin, R.S., (2007).
Changing attitudes about change: longitudinal effects of
[66] Mete, Y. A., & Serin, H. (2015). Okul yöneticilerinin transformational leader behavior on employee cynicism
babacan liderlik davranışı ile öğretmenlerin örgütsel about organizational change. The Journal of Organizational
vatandaşlık ve örgütsel sinizm davranışları arasındaki ilişki. Behavior, 26, 733-753
Hasan Âli Yücel Eğitim Fakültesi Dergisi, 12(2), 147-159.
[79] Demirel, N. (2015). Öğretmen algılarına göre okul
[67] Nartgün, S.S., & Kartal, V. (2013). Öğretmenlerin örgütsel müdürlerinin toksik liderlik davranışları ile öğretmenlerin
sinizm ve örgütsel sessizlik hakkındaki görüşleri. Bartın örgütsel sinizm tutumları arasındaki ilişki. (Gaziantep
Üniversitesi Eğitim Fakültesi Dergisi, 2(2), 47-67 Şehitkamil ilçesi örneği). Yüksek Lisans Tezi.
Kahramanmaraş.
[68] Akduman-Yetim, S., & Ölmez-Ceylan, Ö. (2011). Örgütsel
sinizm ve örgütsel vatandaşlık davranışları arasındaki [80] Güllü, M., & Arslan, C. (2009). Beden eğitimiöğretmenleri
ilişkiyi belirlemeye ilişkin bir araştırma. E-Journal of New nin liderlik stilleri. Mustafa Kemal Üniversitesi Sosyal
World Sciences Academy Education Sciences, 6, (1), 682– Bilimler Enstitüsü Dergisi, 11,353-368.