The effect of rural superintendent credibility on principal and district outcomes mediated by motivating language

Abstract

Purpose

The purpose of this study was to determine the influence of rural superintendent’s talk on the perceived outcomes of principal communication competence and organizational communication satisfaction. More specifically, this study explored whether the source credibility dimensions of goodwill, competency and trustworthiness had a greater impact on the perceived outcomes when mediated by motivating language (ML) than not.

Design/methodology/approach

Direct and indirect paths between superintendent and principal communication were modeled, analyzed and evaluated using descriptive and inferential methods, including R version 3.6.1 with the lavaan package and the Sobel mediation test.

Findings

Research findings indicated the importance of superintendent talk and motivating language theory (MLT) that, when combined, constitute the medium of superintendent practice and enable a superintendent to execute their roles and duties. Additionally, the authors found the dimensions of goodwill and competency had the most significant impact on the two outcomes mediated by ML. This finding indicates that principals are calling for a more empathetic and interactive form of credibility than the long-established form of credibility based on expertise and stewardship. Finally, as the authors call for an expanded role from the community in research, scholarship and implementation of MLT, they suggest due to the lack of significance in trustworthiness mediated by ML, future research into trustworthiness and trust.

Originality/value

This study’s value is to increase understanding of educational administration scholars of MLT and its power to influence employee and organizational outcomes and highlight a reframing of superintendent credibility away from say and do agreement and expertise and stewardship.

Citation

Holmes, W.T., Parker, M., Olsen, J.J. and Khojasteh, J. (2021), "The effect of rural superintendent credibility on principal and district outcomes mediated by motivating language", Journal of Educational Administration, Vol. 59 No. 6, pp. 776-793. https://doi.org/10.1108/JEA-02-2021-0038