Psychology of Governance; In search of psychological aspects of education governance

This research investigates the psychological dimensions of governance. Educational governance, extending beyond administrative structures, is fundamentally a human process shaped by the psychological factors of its actors. In this context, existing theoretical literature has been analyzed across three primary domains: foundational concepts of educational governance, its psychological dimensions (encompassing cognitive, affective-emotional, motivational, personality, social-interactive, value-identity, trust-legitimacy, and resilience-adaptation aspects), and the significance of understanding these dimensions for enhancing policy effectiveness and other governance functions. The theoretical findings of this study suggest that neglecting psychological factors leads to ineffective policymaking, resistance to change, and diminished organizational commitment and effectiveness. Conversely, governance approaches that attend to the psychological, identity-related, and social needs of actors are more successful in achieving educational objectives and fostering a dynamic and supportive environment. Specifically, the psychological dimensions of governance include the cognitive dimension in educational governance, the affective-emotional dimension and educational governance, the motivational dimension and participation in governance, the personality dimension, leadership style and governance, the social-interactive dimension and social capital, the value-identity and meaning-making dimension, the dimension of trust and perceived legitimacy, and the dimension of resilience and adaptation to change. The importance of this research lies in advancing the concept of the psychology of governance and inviting scholars, practitioners, and researchers to engage with this key domain.

Keywords:

Governance , education governance , psychology