Analyzing principal influence tactics from a cross-cultural perspective: Do preferred influence tactics and targeted goals differ by national culture?

Abstract

The purpose of this cross-cultural study was to investigate whether the embraced national culture was a distinguishing factor of preferred downward influence tactics and targeted goals by principals of different countries. The participants of the study were the public school principals in Turkey and the United States, two culturally distinct countries. The conceptual framework for the study incorporated the Cultural Dimensions (CDs) of Hofstede and the Profiles of Organizational Influence Strategies (POIS) of Kipnis and Schmidt; two pioneers in their respective fields. The findings of the study supported Hofstede's framework for three of the four dimensions for both countries. By employing a pseudoetic cross-cultural research methodology and a relational causal-comparative research design, the study first tested the reliability and construct validity of POIS (Form S) influence tactics scale, both in the Turkish context and in the public education contexts of the two countries. The findings partially supported the applicability of POIS in both countries by yielding a three-factor model for the Turkish context and a four-factor model for the public education context. The multivariate analyses strongly supported literature in regards to the culture-specific nature of leadership influence practices, and it identified national culture as a significantly distinguishing factor of both Turkish and American principals in their preferred influence tactics. Similarly, national culture was also a significantly distinguishing factor of groups in principals' targeted educational goals.

Citation

Duyar, I., Aydin, I. and Pehlivan, Z. (2009), "Analyzing principal influence tactics from a cross-cultural perspective: Do preferred influence tactics and targeted goals differ by national culture?", Wiseman, A.W. (Ed.) Educational Leadership: Global Contexts and International Comparisons (International Perspectives on Education and Society, Vol. 11), Emerald Group Publishing Limited, Leeds, pp. 191-220. https://doi.org/10.1108/S1479-3679(2009)0000011009