Comparing Chinese and U.S. Educational Leadership Styles: A Review of the Literature

2021 ◽  
Author(s):  
Junhe Yang
Keyword(s):  
Educational Leadership ◽  
Leadership Styles ◽  
Review Of The Literature

scholarly journals A REVIEW ON THE CHARACTERISTICS OF A GOOD QUALITY LEADERSHIP STYLE

2019 ◽  
Vol 7 (5) ◽  
pp. 1152-1159
Author(s):  
Wael Ibrahim Alsarrani ◽  
Ahmad Jusoh
Keyword(s):  
Leadership Styles ◽  
Leadership Style ◽  
Theoretical Knowledge ◽  
Review Of The Literature ◽  
Daily Lives ◽  
Future Studies ◽  
The Past ◽  
Leadership Process ◽  
Definition Of

Purpose: Leadership is an interactive concept that influences our daily lives. A quality concept is an approach and philosophy that leaders use to incorporate the leadership process into the organization successfully. Both concepts have an incremental history, correlation, and discussion. However, the two concepts have not yet been theoretically and empirically integrated. This paper attempts to integrate and discuss leadership and quality to create a single quality leadership style based on the definition of quality gurus and the leadership styles which relate more towards the quality of leadership. Methodology: The study used a systematic literature review to review the past literature related to the field of leadership and quality management. This study provides the constructs from definitions proposed by experts in this field. Each leadership styles have many constructs that may or may not be related to quality. Results: The study proposed a conceptual framework which combined the definitions of quality gurus and the different leadership styles. The finding of this study has contributed to the expansion of theoretical knowledge in the field of quality leadership style. Implications: This paper indicated that the review of the literature regarding what quality gurus define as important relating to leadership. This paper provides the constructs from quality gurus definitions. Novelty: Each leadership styles have many constructs that may or may not be related to quality. Therefore, future studies need to consider what the constructs from those leadership styles are considered effective to quality.

scholarly journals Expanding Educational Leadership Theories through Qualitative Relational Methodologies

2018 ◽  
Vol 11 (22) ◽  
pp. 75-86
Author(s):  
Brigitte Smit
Keyword(s):  
Educational Leadership ◽  
Narrative Inquiry ◽  
Leadership Styles ◽  
Empirical Data ◽  
Leadership Practices ◽  
School Principals ◽  
Relational Ethics ◽  
Relational Leadership ◽  
Leadership Theories ◽  
Relational Framework

Educational leadership is conceptualised through a relational framework and empirically understood through qualitative relational methodologies such as relational ethics, ethics of care and narrative inquiry. Empirical data from narrative interviews revealed that in many cases where the school principals honed values such as care and relational attributes in their daily leadership practices, learners were more likely to respond to such relational and caring practices, which they witnessed and experienced. It appears that relational methodologies can elicit relational leadership styles, which set caring and supportive examples for both teachers and learners, adding much worth to a favourable educational landscape.

SELF-PERCEIVED EMOTIONAL INTELLIGENCE IN LEADERSHIP OF ADMINISTRATIVE ACADEMIC STAFF

2019 ◽  
Vol 2 (1) ◽  
pp. 67 ◽  
Author(s):  
Sueb Ibrahim
Keyword(s):  
Emotional Intelligence ◽  
Educational Leadership ◽  
Leadership Styles ◽  
Leadership Style ◽  
Significant Relationship ◽  
Academic Staff ◽  
The Other ◽  
Perceived Emotional Intelligence ◽  
Understanding Emotions ◽  
Transformational Leadership Style

Research on effective educational leadership and emotional intelligence is growing. There still remains a gap in the relationship that exists between emotional intelligence and educational leadership especially at higher education institutions such as colleges and universities. The main aim of this study was to identify the self-perceived emotional intelligence in leadership of a university’s administrative academic staff. A total of 20 (out of 26) administrative academic staff participated in this study. Two research instruments that were adapted for this study were Bass and Avolio’s Multifactor Leadership Questionnaire (MLQ5X Form) and Mayer - Salovey - Caruso Emotional Intelligence Test (MSCEIT). The findings indicated that the administrative academic staff perceived themselves as exhibiting a highly transformational leadership style as compared to the other two leadership styles, namely, transactional and laissez- faire. The findings also revealed that the administrative academic staff assessed themselves as demonstrating more on managing emotions as compared to the other three emotional branches, namely perceiving emotions, facilitating emotions, and understanding emotions. It also revealed that there was a weak but significant relationship between the transactional leadership relationship and emotional intelligence while the other two leadership styles did not indicate any significant relationship.

scholarly journals A Descriptive Literature Review of Harmful Leadership Styles: Definitions, Commonalities, Measurements, Negative Impacts, and Ways to Improve These Harmful leadership Styles

2017 ◽  
Vol 3 (1) ◽  
pp. 33 ◽  
Author(s):  
Wallace A Burns
Keyword(s):  
Literature Review ◽  
Leadership Styles ◽  
Leadership Traits ◽  
Review Of The Literature ◽  
Good Order ◽  
Negative Impacts ◽  
Leadership Types ◽  
A Current ◽  
The Way ◽  
Positive Environment

<p>There are many ineffective leadership types — the egotistic leader, the incompetent leader, the ignorant leader, and leaders that are reckless, cruel, or even evil.  To understand what ultimately are considered leadership traits that are contrary to good order, discipline and productivity, the author conducted a review of the literature to obtain a current typology (the grouping of items by their similarities) of selected ineffective leadership styles — specific styles that are counter to enabling others to succeed, overcome challenges, achieve desired results, and create a positive environment in which to work.  The paper defined several ineffective leadership styles, including those considered toxic, abusive, bullying, and disruptive; and set these in context with each other and within the domain of leadership in general.  Commonalities, measurements and negative impacts of and ways to improve these ineffective leadership styles were identified from the literature and discussed.  Finally, broad conclusions on the way ahead were drawn.</p>

scholarly journals Calidad de la gestión administrativa del director y compromiso laboral de los docentes de algunos colegios privados salvadoreños

2019 ◽  
Vol 19 (1) ◽  
pp. 35-46
Author(s):  
Vinnett Esther Centeno Pérez
Keyword(s):  
Social Sciences ◽  
Organizational Commitment ◽  
Educational Leadership ◽  
El Salvador ◽  
Leadership Styles ◽  
School Principal ◽  
Employee Loyalty ◽  
Nuevo Leon ◽  
Nuevo León ◽  
School Heads

Mediante un estudio descriptivo y correlacional, se analizó la relación entre la percepción de la calidad de la gestión administrativa del director y el grado de compromiso laboral de los docentes de algunos colegios privados de El Salvador, en un contexto donde cada año los docentes renuncian a sus trabajos y pasan a laborar al sector gubernamental. Se administraron dos instrumentos, uno para medir la percepción de la gestión administrativa del director y otro para medir el grado de compromiso de los docentes, a 87 docentes de los siete colegios de las regiones metropolitana y occidental de El Salvador. Se encontró que los docentes tienen un compromiso laboral muy bueno. De igual manera, la percepción que tienen los docentes de la gestión administrativa del director es muy buena. Al observarse la correlación entre ambas variables, se determinó que es positiva y alta. Se observó que cuánto mejor perciben los docentes la gestión administrativa del director mayor es el compromiso con su trabajo. El liderazgo del director es importante para el compromiso laboral de los docentes, por lo cual su selección y nombramiento deben ser realizados con cuidadoso análisis.   Referencias Alam, S. (2017). A study on leadership styles executed by principal and academic coordinator in one of the private schools in Gilgit-Baltistan, Pakistan. Academic Research International, 8(3), 71-78. Calik, T., Sezgin, F., Kavgaci, H. y Kilinc, A. (2012). Examination of relationships between instructional leadership of school principal’s and self-efficacy of teacher and collective teacher efficacy. Educational Sciences: Theory & Practice, 12(4), 2469-2504. Chiang Vega, M., Núñez Partido, A., Martín, M. J. y Salazar Botello, M. (2010). Compromiso del trabajador hacia su organización y la relación con el clima organizacional: un análisis de género y edad. Panorama Socioeconómico, 28(40), 92-103. Clayton, J. K. (2014). The leadership lens: Perspectives on leadership from school district personnel and university faculty. International Journal of Educational Leadership Preparation, 9(1), 58-75. Del Valle López, J. (2016). Modelo asociativo entre factores determinantes del desempeño organizacional y la satisfacción de los públicos (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. García Rivera, B. R., Mendoza Martínez, I. A. y Puerta Sierra, L. M. (2012). ¿Es el downsizing un factor de impacto sobre los comportamientos innovadores, el compromiso organizacional y las capacidades de aprendizaje de los trabajadores de una empresa de alimentos en México? Revista Internacional Administración y Finanzas, 5(3), 57-78. González de la Rosa, J. (2016). Modelo de factores predictores de desempeño e imagen institucional validado en colegios confesionales dominicanos (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Jiang, D. Y. y Cheng, B. S. (2008). Affect- and role-based loyalty to supervisors in Chinese organizations. Asian Journal of Social Psychology, 11, 214-221. https//doi.org/10.111/ j.14-67-839X.2008.00260.x Kumar, D. N. S. y Shekhar, N. (2012). Perspectives envisaging employee loyalty: A case analysis. Journal of Management Research, 12(2), 110-112. https://doi.org/10.2139/ ssrn.1961430 Lai, T., Luen, W., Chai, L. y Ling, L. (2014). School principal leadership styles and teacher organizational commitment among performing schools. The Journal of Global Business Management, 20(2), 67-75. Mack, K. (2016). The perceptions of the leadership behaviors of elementary school principals through professional experience in Texas (Tesis doctoral). University of Phoenix, Phoenix, EE. UU. Méndez Cruz, A. (2015). Clima y compromiso organizacional percibido por los empleados del parque Eco arqueológico en México (Tesis de maestría). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Mustapha, N., Zainal Abidin, M. Z. y Saufi, S. (2013). Measuring the influence of dispositional characteristics and motivational factors on employee loyalty among teachers at private Islamic schools in Kelantan, Malaysia. International Review of Social Sciences & Humanities, 5(2), 127-134. Oberholster, F. R., Taylor V, J. W. y Cruise, R. J. (2000). Spiritual well-being, faith maturity, and the organizational commitment of faculty in Christian colleges and universities. The Journal of Research on Christian Education, 9(1), 31-60. https://doi.org/ 10.1080/10656210009484896 Okutan, M. (2014). My school principal is not a leader. Education, 135(1), 93-100. Ontiveros Ramírez, F. (2016). Modelo de asociación entre factores predictores del desempeño y compromiso laboral validado en maestros del corporativo educativo adventista de la Unión Mexicana del Norte (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Restrepo-Abondano, J. M. y Restrepo-Torres, M. L. (2012). Cinco desafíos en el ejercicio del liderazgo en los rectores de colegios. Educación y Educadores, 15(1), 117-119. Saad, N. (2012). The effects of teacher’s participation in decision making of commitment. The International Journal of Interdisciplinary Social Sciences, 6(9), 1-16. Samkange, W. (2013). Management and administration in education: What do school heads do? A focus of primary school heads in one district in Zimbabwe. International Journal of Social Sciences and Education, 3(3), 635-643. Shaw, J. y Newton J. (2014). Teacher retention and satisfaction with a servant leader as principal. Education, 135(1), 101-106. Wachira, F. M., Gitumu, M. y Mbugua, Z. (2017). Effect of principal´s leadership styles on teachers´ job performance in public secondary schools in Kieni West Subcounty. International Journal of Humanities and Social Science Invention, 6(8), 72-86. Ward, C. J. (2013). Why leadership matters: One school’s journey to success. Educational Leadership and Administration Teaching and Program Development, 24, 62-74. Wasserman, E., Ben-Eli, S., Yehoshua, O. y Gal, R. (2016). Relationship between the principal’s leadership style and teacher motivation. International Journal of Learning, Teaching and Educational Research, 15(10), 180-192. Zamora Poblete, G. (2009). Compromisos organizacionales de los profesores chilenos y su relación con la intención de permanecer en sus escuelas. Revista Latinoamericana de Psicología, 41(3), 445-460.

scholarly journals Kepemimpinan Kepala Sekolah

2019 ◽  
Author(s):  
Titin Ulandari
Keyword(s):  
Educational Leadership ◽  
Leadership Styles ◽  
Leadership Style ◽  
School Resources ◽  
Authoritarian Leadership ◽  
Democratic Leadership ◽  
Laissez Faire ◽  
Role Of The Principal

This article aims to describe the meaning of educational leadership, principals' leadership and the variety of leadership styles applied by principals, as well as the situation in which the leadership style is suitable. Leadership is the ability to influence and direct a group to reach the target. The leadership of the principal means the role of the principal to direct school resources so that the achievement of school goals is achieved. There are at least three leadership styles, namely: authoritarian leadership, democratic leadership, and free leadership (laissez-faire).

scholarly journals Impact of Educational Leadership Styles on Job Teachers Stress

2014 ◽  
Vol 2 (1) ◽  
pp. 199
Author(s):  
Ferit Hysa
Keyword(s):  
Educational Leadership ◽  
Leadership Styles ◽  
School Leadership ◽  
Leadership Style ◽  
Research Question ◽  
Education Leadership ◽  
Effective School ◽  
Organizational Theories ◽  
The Right ◽  
Contemporary Education

During the school management, it is very important to have an effective school but more important is to use the right styles according to health safety and high outcomes. The leadership is a wide concept in general way and a specific one according to the education and school too. The tradition of school leadership is new in Albania. The education leadership in the new Albanian context request establishing of school leadership. The knowledge and application of contemporary education leadership it is obligatory for improvement and raising effectively to Albanian school. This study is focus in the influence of educational leadership styles in the job teachers stress and satisfaction. The research question is: what is the best and right education leadership style need to be applied in Albanian school. The research method is a quantities and qualitative way through the questionnaires, semi and structures interviews. The conclusion is that no all the educational leadership styles that are effective ones, are the right educational leadership styles. This conclusion brings the need to be selected the educational organizational theories for an effective school through the right educational leadership styles.

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