Η σχεσιακή ηγεσία και η οργανωσιακή συμπεριφορά στη διοίκηση ανθρώπινου δυναμικού των εκπαιδευτικών μονάδων
Relational leadership and organizational behavior in human resource management of educational units
KeywordsΣχεσιακή ηγεσία ; Ισότητα των φύλων ; Διαφορετικότητα ; Κοινωνικά δίκτυα ; Κονστρουκτιβισμός ; Οργανωτική συμπεριφορά ; Σχεσιακός διάλογος ; Πρακτορείο
This master thesis studies the concept of the relational leadership in an educational unit and its connection to the wider community. The relational leadership is studied in relation to the relational dialogue and the contribution of these two factors is studied in relation to the interpersonal relationships, which are key factors for the existence of the leadership in an educational unit. A key study question is, whether the principal is close to the team of the educators to resolve the conflicts and to fulfill the goals of the team by having positive communication. Another question that is researched in this research study is, whether the women/employees, face barriers in their work process and whether the phenomenon of "diversity" is positively supported in a workplace such as a school unit. It is also studied whether the manager rewards the good efficiency of the employees using encouragement techniques and whether in case of a conflict, he/she identifies the problem of the conflict and dialogues with the employee/educator by speaking in a caring voice and having an eye contact with him/her. These questions are studied in relation to the social community and it is also studied whether the results of the study are related to the social networks. This research study was based on the responses of 61 teachers from the primary and the secondary education, male and female, from Athens and from the rest of Greece. Our conclusions about the study are that the majority of the educators support the legitimate functioning of the organization by having a good communication and constructing the social interaction. Thus, by developing the relationships in the organization, they develop the community for the common good, a community that is based on the relationships between the members and the leadership. The educators have the ability of building and rebuilding the community, which is based on the communication and the language, by being contemporary leaders. They also aim for the teamwork and make direct decisions, supporting the legitimacy and also supporting the social phenomena such as diversity, gender equality, glass ceiling and social justice. This shows us that the educators and the school leaders have broken down the stereotypes and are developing the community and the leadership in connection with the wider society.