Paternalist leadership style of the organizational trust

This study aims to evaluate the effect of paternalist administrators on the organizational trust of teachers working in their context. The notions of paternalist leadership style, trust, and organizational trust are explained based on literature. The study is based on qualitative research approach. Despite this, the short version of “Paternalist Leadership Scale”, developed by Cheng in 2004 and a short version prepared in 2014 is used initially. Administrators with paternalist leadership characteristic were established with the help of this scale. Later, open ended questions, developed by the authors, were asked to teachers in the schools as organizations of those administrators with the aim of establishing their “trust for the administrator and for the organization”. The sample of the research was made up of 30 teachers working at 5 primary schools of the North Cyprus Ministry of National Education during the 2016–2017 school year. It was observed in the findings that in the eyes of the teachers social characteristics of individuals were most important in creating and enhancing the feeling of trust. In addition, it was observed that personal characteristics were some of the defining factors in developing trust. The conclusion was reached that teachers working with paternalist administrators had positive communications with school administrators and colleagues, and that they carried out their relationships within the rules of good manners and kindness. Again, in the eyes of teachers, it was established that paternalist administrators were eager to renew themselves. Finally, paternalist administrators were found, with a high percentage, to be quite qualified in establishing organizational trust. In conclusion, based on the findings of this study, it can be said that administrators with paternal leadership qualities are qualified in creating organizational trust; therefore, it will be important to train administrators in developing their paternal leadership styles.