Governing by Committee: Collegial Leadership in Advanced Societies.

1990 ◽  
Vol 105 (1) ◽  
pp. 166
Author(s):  
Fritz Gaenslen ◽  
Thomas A. Baylis
Keyword(s):  
Collegial Leadership

Governing by Committee: Collegial Leadership in Advanced Societies.

1990 ◽  
Vol 19 (4) ◽  
pp. 569
Author(s):  
Robert H. Dorff ◽  
Thomas A. Baylis
Keyword(s):  
Collegial Leadership

Organizational Climate and Student Achievement: A Parsimonious and Longitudinal View

1998 ◽  
Vol 8 (4) ◽  
pp. 336-359 ◽  
Author(s):  
Wayne K. Hoy ◽  
John Hannum ◽  
Megan Tschannen-Moran
Keyword(s):  
Socioeconomic Status ◽  
Student Achievement ◽  
School Climate ◽  
Organizational Climate ◽  
Service Organizations ◽  
Teacher Professionalism ◽  
Academic Press ◽  
Environmental Press ◽  
Collegial Leadership ◽  
Longitudinal View

Health and openness metaphors are used to develop measures of organizational climate. In addition to socioeconomic status, Environmental Press, Collegial Leadership, Teacher Professionalism, and Academic Press are aspects of climate that make significant, independent contributions to student achievement in basic skills and explain a substantial amount of the variance. Moreover, the influence of school climate on achievement is enduring over several years. The proposed climate framework underscores important linkages between the institutional, managerial, technical, and client levels in service organizations such as schools.

scholarly journals Schools Climate and Student Achievement in Secondary Schools of Ethiopia

2017 ◽  
Vol 13 (17) ◽  
pp. 239 ◽  
Author(s):  
Abeya Geleta
Keyword(s):  
Student Achievement ◽  
School Climate ◽  
Secondary Schools ◽  
General Education ◽  
Community Engagement ◽  
School Leaders ◽  
Independent Effect ◽  
Climate Index ◽  
Academic Press ◽  
Collegial Leadership

A corelational research design was employed to examine if a relationship exists between organizational school climate and student achievement in Ethiopia secondary schools setting, and to investigate whether the various elements of school climate have independent effects on student achievement. Organisational climate was measured using the School Climate Index (SCI) developed by Tschannen-Moran, Parish and Dipaola and student achievement was measured by students’ test scores at the Ethiopia General Education Leaving Certificate Examination (GELCE) in the year 2014/15. A total of 32 schools, 973 teachers and 14882 students were involved in the study. Descriptive statistics such as mean and standard deviation, Pearson r correlation coefficient and multiple regression analysis were applied for the data analysis. The results indicate that school climate has a significant and positive relationship with student achievement in Ethiopia secondary schools, but nonetheless, a weak one. The collegial leadership, teacher professionalism, and academic press were significantly and moderately correlated to students’ achievement while the community engagement sub scale was not. The four factors used both for the SCI as predictor variables in the regression model were shown to have a significant relationship with student achievement when viewed as a whole, but they generated more varied results when examined individually. Teachers’ professionalism is the most positive predictor of student achievement in Ethiopia secondary schools. Similarly collegial leadership and academic press are also found to be significant predictor of academic achievement. This study found no independent effect of community engagement on student achievement. It is recommended that school leaders should design school improvement plans that entail the school climate construct. School leaders need to find ways of including the community in the life of the school and foster positive relationships with the community. Principals in particular need to be mindful that the climate of a school affect achievement and the former can be enhanced to improve results.

scholarly journals Why It Matters For Collegial Leaders To Have A Binocular Vision

2013 ◽  
Vol 12 (12) ◽  
pp. 1615
Author(s):  
Prakash Singh
Keyword(s):  
Decision Making ◽  
Leadership Style ◽  
Binocular Vision ◽  
Cognitive Abilities ◽  
High Performance ◽  
Shared Vision ◽  
Exploratory Research ◽  
Cognitive Intelligence ◽  
Narrow View ◽  
Collegial Leadership

The question that is addressed in this article is whether it matters for collegial leaders to have a binocular vision. Imagine looking through a pair of binoculars as a metaphor for leadership. One lens of the binoculars represents cognitive abilities (IQ) and technical skills while the other represents emotional intelligence (EI). Monocular vision, using only IQ produces a very narrow view of the horizon. Binocular vision, combining IQ with EI, produces much clearer, broader and far reaching views. Exemplary collegial leaders use both lenses to inspire the best from their people and sustain high performance from individuals, teams and organizations. EI is not in opposition to IQ but it is an extension of the humans potential to succeed in a people-orientated environment. Traditional cognitive intelligence (IQ) is combined with non-cognitive intelligence (EI) to help leaders perform at their best and inspire their followers to be successful and happy. This exploratory research suggests that the complexities of organizations require a new focus on collegial leadership that extends beyond possessing cognitive abilities alone. The findings strongly suggest that a significant relationship exists between the development of a collegial environment that is identified by collaborative teamwork, shared decision-making, shared core values, a shared vision, shared leadership opportunities and meaningful empowerment, and a collegial leaders EI. The respondents support for a leadership style that offers them the opportunity to be actively involved in creative decision-making strategies rather than be subjected to an autocratic style of control was clearly indicated in their responses.

The relation between school climate and preschool teacher stress

2019 ◽  
Vol 57 (6) ◽  
pp. 748-767 ◽  
Author(s):  
Bi Ying Hu ◽  
Yuanhua Li ◽  
Chuang Wang ◽  
Barry Lee Reynolds ◽  
Shuang Wang
Keyword(s):  
School Climate ◽  
Self Efficacy ◽  
Teacher Stress ◽  
Teacher Professionalism ◽  
Preschool Teacher ◽  
Content Type ◽  
Mediating Role ◽  
Collegial Leadership ◽  
Teacher Self Efficacy

Purpose The purpose of this paper is to examine the relationship between school climate and teacher stress. Specifically, the authors construct two parsimonious models to test two main hypotheses. First, whether preschool collegial leadership predicts teachers’ job stress through the mediating role of teacher self-efficacy; second, whether teacher professionalism influences teachers’ perceptions of occupational stress through the mediating role of teacher self-efficacy. Design/methodology/approach The authors conceptualized the mediating role of teacher efficacy as an important mechanism that can help to explain the effect of school climate on teacher stress. School climate consisted of two dimensions: principal collegial leadership and professionalism. Therefore, the authors constructed and examined two mediation models by using Bootstrapping mediation modeling: first, preschool teacher self-efficacy as a mediator between preschool collegial leadership and teacher stress; second, preschool teacher self-efficacy as a mediator between preschool teacher professionalism and teacher stress. Findings Results from two mediation analyses showed that principal collegial leadership exerts a significant negative effect on preschool teachers’ stress through the mediating role of teacher self-efficacy. Moreover, professionalism was also a significant predictor of preschool teachers’ stress through the mediating role of teacher self-efficacy. Research limitations/implications This study contributes to the literature in terms of understanding the mechanism of how school climate helps to reduce teacher stress. First, the authors found that teachers’ individual well-being can be efficiently enhanced through a more collegial leadership. Second, the preschool leadership teams can create a supportive climate to reduce teachers’ stress by improving teachers’ professionalism. Originality/value This study offers a new perspective about understanding the internal and external mechanism of teacher stress. The authors discussed the results in light of the recent push by the Chinese Government to teacher quality improvement in early childhood education. The authors argued for prioritizing support for building a supportive school climate for teachers.

scholarly journals Symbiotic Relationship Between Emotional Intelligence And Collegial Leadership

2013 ◽  
Vol 12 (3) ◽  
pp. 331
Author(s):  
Prakash Singh
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Cognitive Abilities ◽  
Well Being ◽  
Team Work ◽  
Working Environment ◽  
Symbiotic Relationship ◽  
Collegial Leadership ◽  
Emotionally Intelligent

Research on leadership over the past two decades suggests that the emotional intelligence of leaders matters twice as much as that of cognitive abilities, such as IQ or technical expertise. Emotionally intelligent leaders experience a greater sense of well-being, improved relationships, happier employees and lower employee turnover, better team work, greater job satisfaction and a greater degree of success. Four hundred and seventy four employees participated in this study. The quantitative research method was used to examine the employees perceptions of their leaders emotionally intelligent personal and social skills on their job satisfaction. Findings in this study strongly suggest that collegial leaders demonstrate high levels of EI and collegiality in the working environment. These collegial leaders are equipped with personal and social skills which they use to contribute to the happiness and job satisfaction of their workers. Integral to the success and development of the collegial process is that employees feel that they are being nurtured in an open, warm and sincere environment. Clearly, a leader who demonstrates appropriate levels of emotionally intelligent personal and social skills will not only create a collegial working environment but will also thrive in one. The evidence emanating from this exploratory study confirms that there is a symbiotic relationship between emotional intelligence and collegial leadership. The emotionally intelligent collegial leader is a concept that extends far beyond a slogan and must become an integral part of organizational effectiveness and reform. It is inconceivable to speak about collegial leadership in the absence of emotional intelligence.

scholarly journals Organizational Health and Teachers' Burnout: A Study of Selected Private Schools in the Punjab Province

2021 ◽  
Vol VI (I) ◽  
pp. 376-386
Author(s):  
Hina Malik ◽  
Shaista Gauhar ◽  
Ayaz Ali Shah
Keyword(s):  
Private Schools ◽  
Organizational Health ◽  
Personal Accomplishment ◽  
Three Dimensions ◽  
Academic Emphasis ◽  
Strong Negative Correlation ◽  
Teaching Community ◽  
Collegial Leadership ◽  
Questionnaire Method ◽  
The Relationship

This study is directed at exploring the relationship between organizational health and teachers' burnout in selected private schools in Lahore city. The health of an organization could be measured through five determinants, including institutional integrity, academic emphasis, collegial leadership, resource influence and teacher affiliation. These five determinants were studied in relation to three dimensions of burnout which consists of emotional exhaustion, depersonalization and reduced personal accomplishment. Data were collected through the questionnaire method. A total of thirty-seven questions were asked from three hundred and eighty respondents. The data so collected were analyzed through SPSS. The conclusion was that there is a strong negative correlation between organizational health and teachers' burnout in private schools. It means that poor organizational health leads to increased burnout of the teaching community and vice versa. Introduction.

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