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Article

Contributions of Neuroleadership to the School Administrator and Teachers for the Development of Organizational Behavior

by
Harun Akşahin
1,*,
Gokmen Dagli
2,
Fahriye Altinay
3,
Zehra Altinay
3,
Mehmet Altinay
4,
Mutlu Soykurt
2,
Nesrin Menemenci Bahcelerli
5 and
Olasile Babatunde Adedoyin
6
1
Faculty of Education, Institute of Graduate Studies, Near East University, Nicosia 99138, Cyprus
2
Societal Research, and Development Center, Faculty of Education, Institute of Graduate Studies, University of Kyrenia, Kyrenia 99320, Cyprus
3
Societal Research, and Development Center, Faculty of Education, Institute of Graduate Studies, Near East University, Nicosia 99138, Cyprus
4
Faculty of Tourism, University of Kyrenia, Kyrenia 99320, Cyprus
5
Faculty of Tourism, Near East University, Nicosia 99138, Cyprus
6
Faculty of Engineering, University of Kyrenia, Kyrenia 99320, Cyprus
*
Author to whom correspondence should be addressed.
Sustainability 2023, 15(21), 15443; https://doi.org/10.3390/su152115443
Submission received: 28 July 2023 / Revised: 16 October 2023 / Accepted: 25 October 2023 / Published: 30 October 2023
(This article belongs to the Section Sustainable Education and Approaches)
Review Reports Versions Notes

Abstract

:
The human brain is the main controller of our nervous system and therefore also of our body. Similarly, leaders are the main controllers of organizations and of the culture within an organization. Neuroleadership has begun to emerge as a leadership approach that is gaining importance because it provides an individual contribution to the solution of problems within an organization. Neuroplasticity has a vital impact in accomplishing sustainable behavior change for executives, managers, and workers to develop into the leaders they need to be. Neuroleader managers are people who try to understand the working stages of the brain in the best way, thus reaching the best level in terms of managing work and positively affecting their organization, which includes people who are in leadership roles. This study aims to determine the contributions of neuroleadership to school administrators and teachers for the development of organizational behavior in primary schools in the northern part of Cyprus. It is expected that this current study will pinpoint the positive contributions of neuroleadership to school administrators, teachers, and education systems, as well as neuroleadership behavior toward the positive development of organizational behavior. The findings of this study are also expected to inform policy and practice. A qualitative research method was used in the study because it provides an in-depth and detailed perspective of the participants. Data were obtained through joint remote interviews, and the data were analyzed using quantitative content analysis. The findings show that both school administrators and teachers have significantly benefited from neuroleadership. In the research, it was concluded that a neuroleader can have a direct effect on the participation of team members in work, and such an organizational culture will increase the success of the organization.

1. Introduction

Leaders shape the strategy and culture that the organization will follow and form the structure that will be implemented, and as a natural result of this, they have impacts on the behavior of the team members on points where the organization can provide maximum benefit [1,2].
Today, organizations and workplaces are constantly and rapidly changing. This change and development continue daily, accelerating as time goes on. As these changes continue at a dizzying pace, leadership becomes very important, and it will be very difficult for leaders who cannot exhibit sufficient characteristics to control this rapid process. Thus, leadership becomes essential in an organization to ensure optimum performance [3]. Scholars in the field of management and leadership have been criticized for a lack of hard evidence, but this was before the advances in the functional magnetic resonance imaging field, which have reduced the cloudiness of comprehending what happens in the brains of followers, managers, leaders, etc. Neuroscientists are activating a novel understanding of the brain by collaborating with behavioral scientists, psychologists, and management and organization theorists [4]. Neuroleadership is a leadership approach that is becoming increasingly important today, with the belief that this leadership style will positively affect organizational behavior in particular and the activities within the organization as a natural consequence [5]. The primary evidence of neuroleadership housing great potential research and insight is grounded in the scientific advancement that neuroscientific knowledge can be applied to influence and inform practice and theory concerning a broader band of leadership discipline [4] that includes educational leadership and administration.
For decades, several scholars have shown interest in exploring neuroscience and its correlation with leadership by looking for a system that reinforces organizational performance and leaders [6]. The empirical investigation in the neuroscience research domain and its effect on human behavior and reaction frameworks propel educational administrators and leaders to dive further into human elements and their effect on describing the mission and culture of an organization [7].
A reasonable and more sustainable world and economy have been demanded by society after the COVID-19 pandemic [8], the 2030 Agenda has set some indicators to accomplish the Sustainable Development Goals (SDGs) [9], and both personal well-being and the workplace are essential parts of these [8]. In the context of educational leadership, education systems are confronted with the problem of ensuring that school administrators, managers, and teachers adjust to new demands. Thus, school leaders have the responsibility of ensuring essential changes to make teaching and learning environments more productive. Newfield [10] noted the statement of neuroscientist Dr. Tara Swart, who makes sense of the application of neuroscience to leadership arguing it can assist in leveraging the diversity of reasoning in groups, develop a culture of creativity and trust, and enable versatility to change and adding that noted positive applications aid the sustainable behavior transformation of leaders irrespective of the system they operate. Newfield [10] went further, stating that it is certain that neuroplasticity has a vital impact on accomplishing sustainable behavior change for executives, managers, and workers to develop into the leaders they need to be.

2. Theoretical Framework

The concept of leadership is a process that can be developed and learned. It is very important for leaders to always adapt to the context they are in and to constantly improve their leadership skills. Transformational leadership has been unambiguously mentioned as an effective leadership style by several scholars who have worked on numerous types of leadership [11]. Today, there are several new transformative leadership approaches, such as visionary, strategic, charismatic, ethical, instructional, super (Self), spiritual, neuroleadership, etc. Vision is very important for organizations to set a specific goal and achieve success. A good vision makes the organization more specific and safer for both employees and future planning. Visionary leaders, aiming at contributing to the development of their followers’ achievements as a result of their interaction with each other and with the world, put forward solutions together for the creation of the vision, from social needs to the explanation of problems [3,12]. Leaders and managers should allow both digital and cultural change in their organizations. This change should be encouraged by the leader, with the indication that it will benefit group members as well [13]. Several leadership approaches can be applied to school development to achieve a school’s vision [14,15,16,17,18,19,20,21,22,23,24,25]. Several scholars have drawn attention to the importance of ethical leadership [26,27]. Ethics is defined as a moral criterion that a person uses to question their own and others’ behaviors [28]. Ethical behaviors can be taken as a reference while determining the acceptable behaviors within the organization. Instructional leadership, which focuses on learning and teaching processes, is expressed as the behavior that school administrators, teachers, and supervisors use in school-related affairs, and it influences people who have a direct or indirect relationship with the school [29]. Instructional leadership is one of the new leadership approaches today. The concept of instructional leadership primarily means leading education-related issues and supporting professional development and educational values [30]. In super leadership, there is no such thing as giving orders or keeping everything under strict control. Employees aim to manage themselves; however, they do not have sufficient knowledge and experience. According to this leadership style, every person should be their own leader. Everyone has a chance to become a super leader in the organizational environment. It is important to note that super leadership requires long-term and continuous self-education of those involved [31]. Spiritual leadership has positive effects on living standards, job satisfaction, and organizational citizenship behaviors [32]. Neuroleadership has been acknowledged as an asset in instructional environments because educational leaders might utilize brain research to leverage other people’s abilities and develop and prepare their brains through active communication [6]. Recognition of emotions in others and oneself is one of the capabilities of an effective leader [33], and it is essential for one to sufficiently interpret emotions to adequately manage [11]. Leadership in our contemporary world is being re-examined by neuroscientists through the infusion of neurological groundwork and the brain foundation of leadership effectiveness with a novel sense for leading others, organizations, and oneself [34,35].
Organizational behavior attempts to figure out the explanations behind every behavior and attitude of the people within the organization, to predict and control these behaviors and attitudes, and to generate an atmosphere that can guarantee people’s satisfaction in the work environment [12]. An increment in people’s positive feelings improves both the happiness and health of the people. Close, affirmative, and supportive connections ought to be created to enhance the development of positive organizational behavior. This places significant obligations on school administrators, because school administrators ought to uncover and benefit from teachers’ strengths in school. Thus, school administrators need to have an inspirational outlook toward people’s behavior. Young [36] claimed that the study of human behavior change is an intricate research domain. From another perspective, there are scholars who are advancing the notion that education alone is adequate to initiate behavior modification [37], with claims that teachers only need to teach learners with sound science about the sources of ecological degradation and related sustainability requirements, and this information will then, at that point, activate human flexibility and behavior change [38]. But this regular perception of education is challenged by social researchers who insist that more information alone does not sustain or bring forth behavior change, since human behavior will, in general, be irrational and controlled by acceptable social practices and basic inspirations that do not emerge exclusively or primarily from access to more logical information [37]. Neuroscience and psychology perspectives have offered significant insights into education for sustainability [39].
An expert who takes administrative, leadership, and management roles in an establishment and manages other employees is a manager. Based on the explanation of Peracek and Kassaj [40] on the concept of managers, they act for organizations, and their activities are therefore accepted to be the actions of the organization itself. In the context of education, school administrators, leaders, or managers act for educational institutions, and their roles are governed by extant education policies, laws, regulations (i.e., commercial law, labor law, etc.), and ethics. School administrators can be regarded as public managers based on the position of Matic and Mirică [40], because they are public servants whose explicit responsibilities involve carrying out reorganizations in the school environment with certain statuses and attributions.

The Need for the Study

The concept of neuroleadership specifically explores the neural foundations for leadership and strategic management (neurostrategy) practices, with the notion that it effectively reveals the interface between neuroscience tools, cognitive and integrative neuroscience, and other contexts in neuroscience in the social, cognitive, and emotional context [41]. It has also been argued that this concept concentrates on four basic elements. These elements are, respectively, expressed as decision making and problem solving, emotional regulation, influencing followers through cooperation, and facilitating organizational change. These four basic elements can make positive contributions to the workplace and therefore to the behavior of the employees. Neuroleaders try to understand the functioning stages of the brain in the most general way, and as a result, they are people who optimize work in terms of how to manage work and positively affect the work environment they are in with their job’s leadership role. In addition, being aware of the fact that employees with healthy brain structures will make the workplace more efficient, the neuroleader helps employees develop their brain structures, contributes to their consistent and proper development through training programs, and guides them in the best way by determining their best features as their leader [42].
An organization consists of people who act together to achieve a determined purpose, and a human being is the basic element of an organization. Based on this, an organization has two basic features [43]. These are purpose and people. Every organization has certain goals and, to realize these goals, people come together and act in line with these goals. At this stage, leadership is a feature that brings itself to the fore, and the performance of the leader is very important. While the studies carried out in the field of organizational behavior are about general management and organization, it is also observable that there is an increase in studies conducted within the scope of education management in particular [44]; this has made organizational behavior a very important concept in educational management.
As a school leader, an administrator should aim to achieve organizational goals and satisfy the needs of employees. It will be very useful in terms of managing organizational behavior by reducing unnecessary efforts in schools, increasing the effectiveness of the exploration, and providing both psychological and economic benefits [45]. Neuroleadership provides a neuroscientific perspective to school administrators so that the organization can be managed effectively and efficiently in line with its goals. Educational managers with neuroleadership competencies can avoid anything that would activate their employees’ threat mechanisms. Therefore, since employees feel more comfortable and safer, they can produce more creative solutions to events and show their real performances.
In several studies on the competence areas of education administrators, leadership is characterized as the most basic competence area, and it is emphasized that modern school administrators should primarily have leadership characteristics [6]. Neuroleadership is a neuroscientific-based leadership approach that will help employees achieve satisfaction by using their abilities and skills more effectively and motivate themselves to improve by making more effort than expected. Thanks to this approach, managers will be able to benefit from neuroscientific findings, including the brain’s most basic survival system (reward–threat), to increase the efficiency of managerial processes. School administrators and teachers are aware of job security but not knowing exactly what is expected of them and increasing pressures often jeopardize this awareness [46]. Therefore, when employees do not have access to the information they need about their organization and their position in the organization, they may remain uncertain and feel anxious. Teachers can perform at their best in a mental state where they are treated fairly, valued, and made to feel important, what is expected of them is clear, they feel protected and belong in the group as an individual, and they are allowed to make their own decisions.
Studies conducted in educational administration have revealed that there is an important link between the effectiveness of schools and their management styles [47]. It seems possible for school administrators of this contemporary age to perform the roles expected of them in the best way possible by having new competence areas. Neuroleadership is a neuroscientific-based leadership approach that can help school administrators control administrative processes more effectively by making use of neuroscientific findings.
Leadership is a very broad concept, and its definition changes according to time and conditions. However, the types of leadership also change according to changing conditions over time. For example, while the classical leadership approach dominated the world a hundred years ago, contemporary leadership understandings dominate today. The realization of the deficiencies of the classical management approach over time has led to the abandonment of this management approach. Realizing that this type of leadership does not value people has led to new research and new studies by scholars by emphasizing the importance of human values by drawing attention to the importance of giving more value to people. In fact, valuing people as individual is more important than material values such as the reward given to them. This indicates that leadership types that do not value people cannot be successful. Neuroleadership, which is the focus of this study, tries to get to know people better by looking at them from a different perspective compared with other leadership types. In this way, it gives the opportunity for organizations and employees to be more hardworking and creative. Today, the importance of creativity is increasing on a daily basis.
The aim of this study is to determine the contributions of neuroleadership to the school administrators and teachers for the development of organizational behavior in primary schools in the northern part of Cyprus. It is expected that this current study will pinpoint the positive contributions of neuroleadership to school administrators, teachers, and education systems, as well as neuroleadership behavior toward the positive development of organizational behavior. The findings of this study are also expected to inform policy and practice. This study will also add to the body of literature on neuroleadership, educational leadership, and organizational behavior. It is essential to also note that this study will serve as an introductory study that has the potential to supply adequate information that can assist in developing research instruments that will capture more school administrators and educators. To achieve the above aims, the following research questions are raised:
  • What are the positive contributions of neuroleadership to school administrators and teachers?
  • What are the positive contributions of neuroleadership to the education system?
  • What are the neuroleadership behaviors toward the positive development of organizational behavior?

3. Materials and Methods

A qualitative research method was used in this study because it provides an in-depth and detailed perspective of the participants. Qualitative research is a type of research in which qualitative data collection methods such as observation, interview, and document analysis are used, and a process is followed to reveal the perceptions in a realistic and holistic way. It offers adequate information that can aid in the development of research instruments for further studies that can cover a large research sample. Qualitative research is designed to highlight the perceptions and experiences of individuals according to their perspectives. In this design, it is considered important that the participants in the study group have direct experiences. Hence, an online seminar was packaged for some selected school administrators and teachers in the northern part of Cyprus on the application of neuroleadership in educational settings.

3.1. Research Pattern

Using the semistructured interview method, predetermined open questions were asked, and data were gathered via these questions. This method is neither as rigid as structured nor as flexible as unstructured interview methods; it lies between the two extremes. Due to its flexible structure, the semistructured interview technique was preferred because of its contribution to the research with the target that more realistic results would be achieved.

3.2. Study Group

In this study, the purposive sampling method was applied because it is appropriate for this study, since the study group was picked on purpose, as recommended by Sharma [48]. A total of 40 school administrators and teachers voluntarily participated in the seminar, but only 12 school administrators and 13 teachers agreed to participate in the interview session. Thus, the study group for the research consists of 12 school administrators and 13 teachers purposely selected based on their availability from schools where their administrators and teachers participated in the neuroleadership seminar where school administrators and teachers were introduced to the concept of neuroleadership and its relationship with educational leadership and organizational behavior.

3.3. Data Collection Process

Data were obtained through joint remote interviews by choosing the most suitable time for the participants in the first semester of the 2021–2022 academic year. Joint remote interviews lasting approximately 45 min were held, where participants were asked questions to determine the perceptions of the school administrators and teachers on the “School Administrators and Teacher Views on the Contributions of Neuroleadership to the Development of Organizational Behavior”.
The participants were informed in advance about the purpose of this study during the seminar and the use of interview as the data collection tool. This study increased the trust of the participants by giving extensive information to the participants and informing them that the data obtained would be kept safe in a hard drive, the names of the participants would not be disclosed, and all confidentiality and ethical rules would be adhered to. Audio recording and transcribed data were also be destroyed after use. During data collection, a sincere atmosphere was created between the participants and the researchers. The main reason for creating a sincere and friendly atmosphere was to ensure that the data obtained from the participants were received in an even richer situation and to gather in-depth data.

3.4. Data Collection Tool and Analysis

After the seminar, semistructured interview questions were posed to the participants for data collection. According to the opinions of the interviewed participants, the answers given to each question were recorded, transcribed, and coded using line-by-line coding techniques to create themes. After the independent coding by individual researchers, the codes were jointly re-examined by the researchers to ascertain intercoder reliability. Similar codes were merged to establish themes that were reviewed by considering the relevant literature to ensure social validity. The data obtained from participants were analyzed using quantitative content analysis with the aid of a qualitative data analysis software known as Nvivo 12.

4. Results

The results obtained from the quantitative content analysis guide this study in determining the effects of neuroleadership on organizational behavior.
Positive Contributions of Neuroleadership to the School Administrator
According to Table 1, the main participant opinions are as follows:
K 9 T: “I think that the positive contributions of the neuroleadership to the school administrator will especially contribute to his/her self-development”.
K 5 T: “Thanks to neuroleadership, it can be ensured that the school administrator will be a better administrator with neuroleadership”.
K 10 O A: “I can say that neuroleadership contributes to establishing healthy relationships with our employees, especially with us managers”.
The positive contributions of neuroleadership to school administrators were emphasized through the participants’ responses, and these indicated that this type of leadership can contribute positively to school administrators. Thus, this finding can raise awareness about the importance of neuroleadership, which is part of the goals of this study.
According to the opinions of school administrators, neuroleadership makes positive contributions to school administrators in their professional fields. In particular, this positive contribution in the opinion of school administrators is that it can make them become better managers in their schools. This is perhaps the most desirable situation for school administrators. In addition, it is among the main opinions that since neuroleadership can make good administrators, it can have positive effects on teachers and, as a natural result of this, cause teachers to take an active role in the activities within the school. Similar to the opinions of school administrators, teachers’ opinions were also obtained. According to the teachers’ opinions, neuroleadership’s positive contributions were especially observed in the management of the school. In addition, the opinion that the school administrator will be a good administrator and will create positive effects on teachers was also obtained. In summary, according to the opinions of both teachers and administrators, it is evident that neuroleadership can make positive contributions to school administrators.
Positive Contributions of Neuroleadership to Teachers
To determine the positive contributions of neuroleadership to teachers, both school administrators and teachers were questioned about the positive impacts of neuroleadership on teachers.
The main participant opinions according to Table 2:
K 5 P A: “I can easily say that a neuroleader school administrator will make his teachers feel happier”.
K 1 Ö: “It is obvious that teachers will come to school more willingly in such a leadership”.
K 3 T: “I can say that this type of leadership will enable teachers to work more efficiently”.
K 12 O A: “I believe that neuroleadership will lead to an increase in the harmony between teachers”.
According to the opinions of school administrators, their opinions that teachers will feel more valued come to the fore. Following this view, the views that neuroleadership increases harmony between teachers and contributes to the creativity of teachers also come to the fore. In addition, it is among the main views that teachers will feel happier. From the teachers’ perspectives, the opinion that neuroleadership enables teachers to work more efficiently comes to the fore. Following this view, the participants’ responses indicated that they would come to school more willingly and that neuroleadership contributes to the creativity of teachers. It is also obvious that the issue of creativity is perhaps one of the most important factors noted by respondents. In addition, creativity is noted to be the main common opinion that comes to the fore when the views of both administrators and teachers are examined. In summary, neuroleadership can make significant contributions to the professional development of teachers.
Positive Contributions of Neuroleadership to the Education System
To determine the positive contributions of neuroleadership to the education system, both school administrators and teachers were questioned about the positive impacts of neuroleadership on the education system.
According to Table 3, the main participant opinions are as follows:
K 2 O A: “Neuroleadership will lead to an increase in the quality of education”.
P 8 O A: “I think that the goals set will be achieved more easily thanks to neuroleadership”.
K 5 P A: “I can say that through neuroleadership, it will increase the creativity of the teacher in the education system”.
Table 3 captures the themes established from participants’ responses on the positive contributions of neuroleadership to the education system. According to the opinions of school administrators, it is evident that through neuroleadership, it will be easier to achieve educational goals, the curriculum can be implemented more successfully, and that can create a productive working environment. From the teachers’ point of view, the opinions on achieving success in the education system, creating an efficient working environment, and the efficiency of the education system come to the fore. Other themes established include increasing the quality of education and the creativity of the teacher.
Neuroleadership Behaviors for Positive Development of Organizational Culture
To establish the contributions of neuroleadership to organizational culture in the school context after addressing the positive contributions of neuroleadership to school administrators, teachers, and the education system, participants were asked about the effects of neuroleadership behaviors on the positive development of organizational culture.
The main participant opinions according to Table 4:
K 6 O A: “I would like to express that the neuroleadership should set an example for the teacher with its own behaviors within the scope of its behaviors towards the positive development of organizational behavior”.
K 10 P A: “I think it should make teachers feel valuable in the development of organizational behavior with neuroleadership”.
Table 4 above captures the participants’ responses on the effects of neuroleadership behaviors on the positive development of organizational culture. According to the opinions of school administrators, the most frequent point in this area is that neuroleadership behaviors can make teachers feel that they are valued, and when they feel valued, they tend to develop and sustain positive organizational culture. When this view is considered as a percentage, it rakes in 50% of opinions. Some participants were of the view that neuroleadership behaviors can make school administrators maintain an unbiased relationship with teachers and assist teachers to prioritize school missions, which are significant elements of organizational culture. A significant part of the respondents also mentioned that neuroleadership behaviors can make school administrators apply their empathy skills effectively toward teachers, while some claimed that neuroleadership behaviors can make school administrators understand their roles as role models to their subordinates. In summary, neuroleadership behaviors can have impacts on organizational culture in the school context.

5. Discussion

Neuroleadership, in general, is a leadership approach that has serious benefits for managers. Neuroleaders are people who try to understand the working stages of the brain in the best way, thus reaching the best level in terms of managing the work and positively affecting the environment in which they are in leadership roles [49]. Looking at the positive contributions of this leadership style to teachers based on the findings of this current study, it has been determined that it can make teachers feel more valued and have a positive effect on teacher performance. This result corroborates the findings of de la Nuez, Nieves, and Osorio [50], which highlighted the significance of neuroleadership skills in handling emotions and improving the well-being of workers, as well as the results of Du Plessis and Badenhorst [51], which confirmed that neuroleaders can offer support to employees to discharge their duties effectively. In a school context, when teachers feel valued as employees, it can make them perform efficiently and contribute positively to their well-being. In a study conducted on 100 participants from 12 organizations, it was determined that neuroleaders have a positive effect on employees with their competencies, and as a natural result, this has a very important effect on increasing performance as a group [52]. Thus, it is understood that teachers will not experience a serious loss of understanding of their performance, even after years have passed. When neuroleadership is considered in terms of its contributions to the education system, it is observed that it can have a direct impact on the quality of education and the achievement of established educational goals. Neuroleadership is a management style that can lead to an increase in returns for the development of organizations, especially through the improvement of development-oriented strategies and investments to be made, and this can give room to influence followers by adequately analyzing their external processes [53]. Another significant theme established is that neuroleadership can promote teachers’ creativity, and creativity will directly be reflected in their instructional success. Although one might be tempted to associate the increase in teachers’ performance with teachers alone, it is essential to note that teachers’ instructional success cannot be isolated from the education system in general. Neuroleadership can assist in creating an efficient working environment in the education sector based on the findings of this study, and this is in tandem with the result of Meshanko [54], where the researcher noted that neuroleadership can offer the respect needed to stimulate a more productive and loyal workplace. The efficacy of leadership advancement efforts can be meaningfully amplified by characterizing the biological hints that influence the behavior of leaders [51].
In the organizational behavior dimension, the neuroleadership style can also make positive contributions to the development of positive organizational behavior. Neuroleaders, when compared with other managers, are the foremost leaders in creating a successful organization in terms of performance [55]. The findings of this study showed that the development of a sense of belonging will directly affect organizational behavior positively as a result of teachers’ self-worth. Bangun, Ratnasari, and Hakim [56] have confirmed the influence of leadership and organizational behavior on employee performance, and this also gives credence to the results of this study on the positive impacts of neuroleadership on teachers’ performance and the development of positive organizational behavior. Neuroleadership focuses on what leaders pay attention to when making decisions, their level of success in problem-solving, how they control their emotions, how they cooperate with their collaborators and their ability to influence them, and the changes they make in their social environment, and it has a very important position based on findings and related results obtained from studies in the neuroscientific field [57]. Managing schools can require several tasks to be undertaken simultaneously, and school leaders who are able to manage their school with a progressive task rationale that guarantees the effective distribution of tasks are regarded as successful school leaders [58]. Focusing on many things with the same degree of interest can be challenging, if not impossible to achieve, and neuroleadership style can assist school leaders in arranging their tasks based on the order of their significance and discharging their duties accordingly, because multitasking can be a distraction to the teaching and learning process [59,60].
Since neuroleaders understand the significance of emotion management [58] through the effects of negative emotions and fear on negative results and reward systems on mental health [61], neuroleadership can significantly contribute to school administrators becoming more successful school administrators, especially in their professional domain, making teachers feel more valued, and as a natural result of this, teachers will work more happily and efficiently. Based on the findings of this study, neuroleadership can make positive contributions to the field of education by helping to accomplish the established goals more easily, and it will contribute to the formation of a more successful education system. Since neuroleadership will make teachers feel more appreciated, it will contribute to the development of positive organizational behavior. A school administrator who does not attach importance to the development of positive organizational behavior through neuroleadership might face challenges in school. Since neuroleadership can contribute to the self-development of teachers, it can significantly contribute to the success of teachers. Neuroleaders managing schools can make significant contributions to the school where they work, especially in creating a positive school culture and image (i.e., organizational culture).
The results indicate that the prestige of school administrators with neuroleadership will increase, especially on an individual basis, and that such a school administrator will be a leader that teachers want to work with. According to Badenhorst [49], neuroleaders come to the fore more than managers in creating an organization with high success. This can guarantee positive contributions to individual success. In terms of the contribution of neuroleadership to teacher success, neuroleadership can contribute to the success of the teachers in particular, and there will not be a serious decrease in the performance of the profession, even after some years. This can confirm the positive contribution of neuroleadership to individual development based on the findings of this study. This result corroborates the findings of Zwaan, Viljoen, and Aiken [62] that neuroleaders make significant positive contributions to the success of their personnel, and as a result, they have the potential to increase the performance of organizations. Looking at the contribution of neuroleaders to schools, as emphasized by the findings of this study, they have the potential to exclusively contribute to the popularity of a school and make it a center of attraction for teachers and students. This finding correlates with Chiam, Hong, Ning, and Tay’s [63] findings on neuroleadership and work engagement indicating that neuroleadership has a direct effect on the participation of team members in the work performed, and such an organizational culture can increase the success of the organization. Thus, schools can benefit from neuroleadership, because these findings indicate that it can contribute to the formation of a positive organizational culture.
Studies have shown that neuroleadership behaviors have the potential to alter employees’ sensitivities to their work environment [55], which is influenced by organizational culture and bahavior. The features of organizational culture listed by Denison, Nieminen, and Kotrba [55] include the mission, goals, and directions on how they will be accomplished, individual contributions, and the rate at which organizational functionalities are structured to encourage employees’ commitment to work. Looking at the effects of neuroleadership behaviors on the development of positive organizational culture highlighted in the findings of this current study, it is evident that these positive contributions can positively influence employee attitudes, enhance the connection between rank and file, and create encouraging work environments for the development of positive organizational culture.

6. Conclusions

The benefits of neuroleadership to school administrators in particular have been emphasized in this study. This study attempts to understand the contribution of neuroleadership to school leaders on an individual basis.
The findings of this study show that the positive contributions of neuroleadership to school administrators are that it enhances self-development, makes school administrators better managers through effective school management and easy discharge of responsibilities, helps them to build healthy relationships with their subordinates, helps them promote unity within the school, and promote leaders’ prestige in the school and positive impacts on teachers. For teachers, the findings of this study indicated that neuroleadership can make teachers feel happier and more valued, be willingly punctual, work more efficiently, increase harmony between teachers, and promote teachers’ creativity. According to the findings of this study, the positive contributions of neuroleadership to the education system include the potential to improve the quality of education, easier ways to accomplish educational goals, successful implementation of curriculum, building an efficient working environment, and an efficient education system. In addition, the behaviors of neuroleadership toward the positive development of organizational behavior established in this study are serving as role models for teachers through their behaviors, making the teachers feel valued by their organization, the application of their empathy skills, and the prioritization of school missions.
Neuroleaders are people who try to understand the working stages of the brain in the best way so that they reach the best level in managing work and positively affect the environment in which they are in leadership positions. The findings show that both school administrators and teachers will gain significant benefits from neuroleadership. Since the cornerstone of education is humans, it is not possible for a structure that does not value human and human thoughts to be successful. When the contributions of employees are valued, these employees feel happier and work more efficiently, and sustainable behavior changes can be developed to achieve a positive organizational culture. The purpose of this study is to draw attention to the fact that a more productive and happier working environment can be created through neuroleadership that respects and values individual contributions. The significance of the findings of this study can be attached to the understanding of the benefits of neuroleadership training to sustainable behavior change that can influence positive organizational culture in the school environment. Instead of focusing only on how to improve the education systems through policy modifications, it is high time critical attention is given to other underlying internal concepts such as leadership styles that can improve the working condition of school leaders and teachers, and neuroleadership can reveal the creativity that lies within the school through the contributions of school administrators, teachers, and education sector and the development of positive organizational culture as established in this study. In addition, it should be noted that this type of leadership can contribute to the formation of a more modern and more creative education system that will value school workers just as learners.

7. Recommendations

According to the findings of this study, current education systems may not provide enough opportunities for the implementation of neuroleadership. However, it is recommendable that educational administration and leadership programs and reforms should aim toward developing the neuroleadership skills of both school administrators and teachers simultaneously, because current teachers are also potential school administrators. Teacher education programs should also be structured to ensure that teacher-trainees are introduced to the contributions of neuroleadership to school administrators, teachers, education systems, and positive organizational culture (i.e., school culture).
Neuroleadership courses can be organized for school administrators and teachers, in which significant awareness can be created to project the benefits that neuroleadership can provide for school administrators, teachers, education systems, and positive organizational culture (i.e., school culture).

8. Recommendation for Further Research and Limitations

The fact that this study can have an impact on policy and practice does exonerate the study from limitations, such as the limited number of participants, the geographical location of participants, which is limited to the northern part of Cyprus, the qualitative research method, etc. Thus, the findings of this study require cautious implementation. Further study should consider the development of a quantitative research instrument to cover a larger sample size or another research method like a mixed method or comparative analysis that will consider data from diverse cultural backgrounds.

Author Contributions

Conceptualization, H.A. and G.D.; methodology, H.A., M.A. and O.B.A.; software, H.A.; validation, H.A.; formal analysis, F.A.; investigation, H.A. and N.M.B.; resources, M.A. and F.A.; data curation, H.A.; writing—original draft preparation, H.A.; writing—review and editing, F.A., N.M.B. and O.B.A.; visualization, H.A.; supervision, Z.A.; project administration, G.D. and M.S. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

The study was conducted in accordance with and approved by the Ethics Committee of Near East University (protocol code EB536 and 25.12.20).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Not applicable.

Conflicts of Interest

The authors declare no conflict of interest.

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Table 1. Positive Contributions of Neuroleadership to School Administrators.
Table 1. Positive Contributions of Neuroleadership to School Administrators.
ThemesSchool AdministratorsTeachers
Frequency
(n)		Percentage
%		Frequency
(n)		Percentage
%
Contributed to self-development510.2611.3
Will be a better manager714.3917.0
Build healthy relationships with its employees510.259.4
Provides unity within the school510.2611.3
It will contribute positively to the management of the school816.31018.9
It contributes to making the activities in the school easier714.359.4
Increases one’s prestige in the school510.247.5
Positive effects on teachers714.3815.1
Table 2. Positive Contributions of Neuroleadership to Teachers.
Table 2. Positive Contributions of Neuroleadership to Teachers.
ThemesSchool AdministratorsTeachers
Frequency
(n)		Percentage
%		Frequency
(n)		Percentage
%
The teacher will feel happier650533
Will come to school more willingly433853
Helps the teacher work more efficiently542960
It increases the harmony between teachers758533
The teacher will feel more valued975747
Contributes to the creativity of the teacher758853
Table 3. Positive Contributions of Neuroleadership to the Education System.
Table 3. Positive Contributions of Neuroleadership to the Education System.
ThemesSchool AdministratorsTeachers
Frequency
(n)		Percentage
%		Frequency
(n)		Percentage
%
Increasing the quality of education650533
It will be easier to reach the set goals975533
It will increase the creativity of the teacher542320
The curriculum will be more successfully implemented758533
It will create an efficient working environment758747
It will increase success in education650853
The education system will be more efficient542640
Table 4. Neuroleadership Behaviors for Positive Development of Organizational Culture.
Table 4. Neuroleadership Behaviors for Positive Development of Organizational Culture.
ThemesSchool AdministratorsTeachers
Frequency
(n)		Percentage
%		Frequency
(n)		Percentage
%
Role model behavior toward subordinates433213
It makes teachers feel valued650320
Unbiased relationship with all teachers542640
Effective application of empathy skills433427
Teachers’ prioritization of school missions542320
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Akşahin, H.; Dagli, G.; Altinay, F.; Altinay, Z.; Altinay, M.; Soykurt, M.; Bahcelerli, N.M.; Adedoyin, O.B. Contributions of Neuroleadership to the School Administrator and Teachers for the Development of Organizational Behavior. Sustainability 2023, 15, 15443. https://doi.org/10.3390/su152115443

AMA Style

Akşahin H, Dagli G, Altinay F, Altinay Z, Altinay M, Soykurt M, Bahcelerli NM, Adedoyin OB. Contributions of Neuroleadership to the School Administrator and Teachers for the Development of Organizational Behavior. Sustainability. 2023; 15(21):15443. https://doi.org/10.3390/su152115443

Chicago/Turabian Style

Akşahin, Harun, Gokmen Dagli, Fahriye Altinay, Zehra Altinay, Mehmet Altinay, Mutlu Soykurt, Nesrin Menemenci Bahcelerli, and Olasile Babatunde Adedoyin. 2023. "Contributions of Neuroleadership to the School Administrator and Teachers for the Development of Organizational Behavior" Sustainability 15, no. 21: 15443. https://doi.org/10.3390/su152115443

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