Explaining the Discrepancy between Teacher and Principal Perception of Principal Leadership Behavior. (c2015)

2015 ◽  
Author(s):  
Dina H. Noueiri
Keyword(s):  
Principal Leadership ◽  
Leadership Behavior ◽  
Principal Perception

scholarly journals Pengaruh Perilaku Kepemimpinan dan Pengalaman Kerja Kepala Sekolah terhadap Motivasi Berprestasi Guru Agama Islam di SMA Negeri Kota Jambi

2021 ◽  
Vol 6 (2) ◽  
pp. 53-66
Author(s):  
Hazizah ◽  
Mahmud
Keyword(s):  
Achievement Motivation ◽  
Principal Leadership ◽  
Work Experience ◽  
Leadership Behavior ◽  
Survey Methods ◽  
Descriptive Analysis ◽  
Correlation And Regression Analysis ◽  
Teacher Work ◽  
The Relationship ◽  
Simultaneous Influence

This research aims to determine and analyze; (1) description of the principal's leadership behavior and the teacher's work experience towards the motivation of the achievement of religious teachers; (2) influence of the principal's leadership behavior on the motivation of teacher achievement; (3) the relationship between the teacher's work experience and the motivation of the teacher's performance; (4) Influence of the principal's leadership behavior and teacher work experience on the motivation of the teacher's religious achievement. The study used descriptive analysis survey methods, with a sample of 35 religious teachers and used correlation and regression analysis. The results of the study found that the magnitude of the simultaneous influence between the principal's leadership behavior (X1) and the teacher's work experience (X2) on the teacher's achievement motivation (Y) was 0.746 which was classified as weak. Meanwhile, the simultaneous contribution of the variables (X1) and (X2) to (Y) = R2 x100% or 0.7462 x 100% = 55.7% and the remaining 44.3% is determined by other variables. Then the rise and fall or the size of achievement motivation can be predicted through the regression equation: = 19.766 + 0.2213x1 + 0.9734x2. The results of this study can be drawn several sub-conclusions as follows: (1) the magnitude of the influence of the principal's leadership behavior variable (X1) on teacher achievement motivation (Y) is 0.606% while the contribution of the variable (X1) to (Y) is 36.72%. the remaining 63.28% is determined by other variables. (2) the magnitude of the influence of the teacher's work experience (X2) on the teacher's achievement motivation (Y) is 0.746% while the contribution of the variable (X2) to (Y) is 55.65% and the remaining 44.35% is determined by other variables. (3) the magnitude of the relationship between principal leadership behavior (X1) and teacher work experience (X2) is 0.609 then the contribution of variables (X1) and (X2) is 37.09% while the remaining 52.25%.

scholarly journals PENGARUH PERILAKU KEPEMIMPINAN KEPALA SEKOLAH DAN PARTISIPASI MASYARAKAT TERHADAP PENYELENGGARAAN PENDIDIKAN DI SMP NEGERI 11 PRABUMULIH

2020 ◽  
Vol 5 (2) ◽  
pp. 187-195
Author(s):  
Dinda Rahmayani ◽  
◽  
Yasir Arafat ◽  
Mulyadi Mulyadi
Keyword(s):  
Data Analysis ◽  
Linear Regression ◽  
Data Collection ◽  
Multiple Linear Regression ◽  
Community Participation ◽  
Principal Leadership ◽  
Leadership Behavior ◽  
Survey Method

This study describes the influence of the principal's leadership behavior and community participation on the implementation of education at SMP Negeri 11 Prabumulih. The method used is descriptive analytical survey method. Data collection techniques and procedures through, questionnaires, observation and documentation. Data were analyzed using multiple linear regression. Based on the data analysis, the conclusion are 1) There is an influence of the principal's leadership behavior on the implementation of education at SMP Negeri 11 Prabumulih City. 2) There is an influence of community participation on the implementation of education in SMP Negeri 11 Prabumulih City. 3) There is an influence between leadership behavior and community participation together on the implementation of education at SMP Negeri 11 Prabumulih City. Principal leadership behavior and community participation are able to influence the implementation of education with a contribution of 24.2%, while the remaining 75.8% is influenced by factors not included in this study.

Gender and Perceptions: Females as Secondary Principals

2008 ◽  
Vol 18 (6) ◽  
pp. 583-602 ◽  
Author(s):  
Kathleen Nogay ◽  
Robert J. Beebe
Keyword(s):  
Principal Leadership ◽  
Rating Scale ◽  
Leadership Behaviors ◽  
Leadership Behavior ◽  
Secondary Principals ◽  
School Principal ◽  
Administrative Positions ◽  
Female Principals ◽  
Significant Difference ◽  
Principal Leadership Behaviors

The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the positions of high school principal and school district superintendent, positions which continue to be particularly resistant to the advancement of females. Random selected school districts in Ohio were involved in this investigation, the participants of which completed a copy of Philip Hallinger's Principal Instructional Management Rating Scale (PIMRS), a scale which afforded the opportunity to compare the perceptions of superordinates, principals, and subordinates. The results indicated significant differences between principal gender and the responses of others on most of the subscales of the PIMRS. The mean subscale results were much higher for female principals than for male principals as well. The conclusions of this study indicate that there is significant difference in perceptions of principal leadership behavior regarding gender. Principals also judge their own leadership behavior significantly different based on gender.

“He's a Nice Man, but it Doesn't Help”: Principal Leadership, School Culture, and the Status of Deaf Children

2006 ◽  
Vol 16 (3) ◽  
pp. 292-318 ◽  
Author(s):  
Jean T. Slobodzian ◽  
Catherine A. Lugg
Keyword(s):  
School Culture ◽  
Principal Leadership ◽  
Educational Administration ◽  
Leadership Behavior ◽  
Ethnographic Study ◽  
Deaf Children ◽  
Deaf Students ◽  
Students With Special Needs ◽  
The Status ◽  
Caring School Community

Building principals are confronted with a host of challenges, particularly when serving children who live outside of the stereotypical mainstream. This article, drawn from a larger ethnographic study, examines the leadership behavior of one building principal who was the administrator for a program serving deaf and nondeaf children. Although students and teachers saw the principal as a caring and highly skilled administrator who made verbal commitments to building an integrated and caring school community, the school culture was ultimately exclusive. The norms of the dominant nondeaf culture went largely unquestioned, and the deaf students were reminded daily of their diminished status. This article concludes with a discussion of deaf education, educational administration, oppressive niceness, and how leadership practices can be moved toward a social justice ethic for students with special needs in general and for deaf students in particular.

Pengaruh Perilaku Kepemimpinan, Motivasi Berprestasi dan Budaya Sekolah Terhadap Kinerja Guru

2019 ◽  
Vol 10 (1) ◽  
pp. 17-27
Author(s):  
Tini Martini
Keyword(s):  
School Culture ◽  
Achievement Motivation ◽  
Principal Leadership ◽  
Leadership Behavior ◽  
Teacher Performance ◽  
Total Effect ◽  
Specific Objective ◽  
Culture Influence

Abstract: The purpose of this study is to analyze the behavior of leadership, achievement motivation and school culture on performance. The specific objective of this study was to analyze (1) the leadership behavior of Principal at SMK Pasundan 3 Bandung; (2) determine the achievement motivation of teachers in teaching; (3) know the culture of the school; (4) determine the teachers performance; (5) determine the effect of principal leadership behavior on teacher performance; (6) the effect of achievement motivation on teacher performance; (7) determine the effect of school culture on teacher performance; (8) the effect of leadership behavior, achievement motivation, and school culture on teacher performance. This research was conducted in area of SMK Pasundan 3 Bandung by taking the respondents 42 teachers. This Research found that leadership behavior including quite well category; achievement motivation including good category; school culture including good category; teacher performance including good category. Behavior influence leadership on teacher performance which is directly was 12.3%, indirectly through achievement motivation was 12.1%, indirectly through was 1.6%, thus the total effect was 26.0%. Achievement motivation influence on teacher performance which is directly was 27.0%, indirectly through leadership behavior was 12.1%, indirectly through school culture was 2.9%, thus the total effect was 42.0% . School culture influence performance which is directly was 6.0%, indirectly through leadership behavior was 1.6%,  indirectly through achievement motivation was 2.9%, thus the total effect was 10.4%. The influence leadership behavior, achievement motivation, and school culture on teacher performance at SMK Pasundan 3 Bandung simultaneously was at 78.4%. It shows that there is a significant effect. Keywords. Abstrak: Tujuan dari penelitian ini adalah untuk menganalisis perilaku kepemimpinan, motivasi berprestasi dan budaya sekolah terhadap kinerja. Tujuan khusus penelitian ini adalah untuk menganalisis (1) perilaku kepemimpinan Kepala Sekolah SMK Pasundan 3 kota Bandung; (2) mengetahui motivasi berprestasi guru dalam mengajar; (3) mengetahui budaya sekolah; (4) mengetahui kinerja guru; (5) mengetahui pengaruh perilaku kepemimpinan kepala sekolah terhadap kinerja guru; (6) mengetahui pengaruh motivasi berprestasi terhadap kinerja guru; (7) mengetahui pengaruh budaya sekolah terhadap kinerja guru; (8) mengetahui pengaruh perilaku kepemimpinan, motivasi berprestasi dan budaya sekolah terhadap kinerja guru. Penelitian ini dilakukan di lingkungan SMK Pasundan 3 kota Bandung dengan mengambil responden 42 orang guru. Penelitian ini menemukan bahwa perilaku kepemimpinan berada dalam kategori cukup baik; motivasi berprestasi termasuk dalam kategori baik; budaya sekolah termasuk kategori baik; kinerja guru termasuk kategori baik. Pengaruh Perilaku kepemimpinan terhadap kinerja guru, yaitu pengaruh langsung 12,3%, pengaruh tidak langsung melalui motivasi berprestasi 12,1%, pengaruh tidak langsung melalui budaya sekolah 1,6%, dengan demikian pengaruh total sebesar 26,0%. Pengaruh Motivasi berprestasi terhadap kinerja guru, yaitu pengaruh langsung 27,0%, pengaruh tidak langsung melalui perilaku kepemimpinan 12,1%, pengaruh tidak langsung melalui budaya sekolah 2,9%, dengan demikian pengaruh total sebesar 42,0%. Pengaruh budaya sekolah terhadap kinerja guru, yaitu pengaruh langsung 6,0%, pengaruh tidak langsung melalui perilaku kepemimpinan 1,6%, pengaruh tidak langsung melalui motivasi berprestasi 2,9%, dengan demikian pengaruh total sebesar 10,4%. Pengaruh Perilaku kepemimpinan, motivasi berprestasi, dan budaya sekolah terhadap kinerja guru SMK Pasundan 3 kota Bandung secara simultan sebesar 78,4%. Hal tersebut menunjukkan bahwa terdapat pengaruh yang signifikan.Kata Kunci. perilaku kepemimpinan, motivasi berprestasi, budaya sekolah dan kinerja guru

Gender and Perceptions: Females as Secondary Principals

1997 ◽  
Vol 7 (3) ◽  
pp. 246-265 ◽  
Author(s):  
Kathleen Nogay ◽  
Robert J. Beebe
Keyword(s):  
Principal Leadership ◽  
Rating Scale ◽  
Leadership Behaviors ◽  
Leadership Behavior ◽  
Secondary Principals ◽  
School Principal ◽  
Administrative Positions ◽  
Female Principals ◽  
Significant Difference ◽  
Principal Leadership Behaviors

The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the positions of high school principal and school district superintendent, positions which continue to be particularly resistant to the advancement of females. Random selected school districts in Ohio were involved in this investigation, the participants of which completed a copy of Philip Hallinger's Principal Instructional Management Rating Scale (PIMRS), a scale which afforded the opportunity to compare the perceptions of superordinates, principals, and subordinates. The results indicated significant differences between principal gender and the responses of others on most of the subscales of the PIMRS. The mean subscale results were much higher for female principals than for male principals as well. The conclusions of this study indicate that there is significant difference in perceptions of principal leadership behavior regarding gender. Principals also judge their own leadership behavior significantly different based on gender.

scholarly journals THE IMPACT OF LEADERSHIP BEHAVIOR ON SCHOOL PERFORMANCE

2020 ◽  
Vol 39 (3) ◽  
pp. 493-506
Author(s):  
Nandang Hidayat ◽  
Farida Wulandari
Keyword(s):  
Data Collection ◽  
School Performance ◽  
Principal Leadership ◽  
Structural Equation ◽  
Leadership Behavior ◽  
Equation Model ◽  
Work Behavior ◽  
Collection Data ◽  
Document Review ◽  
The Impact

Abstract: Principal leadership is an important component that determines the direction and achievement of school performance. The purpose of this study was to identify the behavior and formulate a theoretical model of the Structural Equation Model (SEM) dimension of the principal leadership on school performance. This study used a qualitative approach using the phenomenological method. Participants in this study were 8 principals and 16 teachers from 8 private junior high schools in the Bogor City and Regency. Data collection employed in-depth interview techniques, observation of work behavior, and document review. Data validity was based on credibility, transferability, dependability and confirmability criteria during the data collection. Data analysis was carried out through the stages of organizing data, sorting them into manageable units, searching and finding patterns, synthesizing, and drawing conclusions. This research finds the following: 1) the leadership behavior of private secondary school principals to achieve optimal school performance tends to be situational and conditional; 2) interrelation in the form of direct or indirect causal relationships between the principal leadership behavior and the school performance can be formulated in the form of the theoretical SEM consisting of a four-level dimension of the principal leadership.

Do Work Characteristics Mediate the Negative Effect of Transformational Leadership on Impaired Well-Being?

2017 ◽  
Vol 61 (4) ◽  
pp. 167-180 ◽  
Author(s):  
Sylvie Vincent-Höper ◽  
Sabine Gregersen ◽  
Albert Nienhaus
Keyword(s):  
Transformational Leadership ◽  
Focal Point ◽  
Leadership Behavior ◽  
Workplace Health Promotion ◽  
Well Being ◽  
Mediating Effect ◽  
Equation Modeling ◽  
Related Factor ◽  
Work Characteristics ◽  
Role Clarity

Abstract: In recent years, transformational leadership as a health-related factor has become a focal point of interest in research and practice. However, the pathways and mechanisms underlying this association are not yet well understood. In order to gain knowledge on how or why transformational leadership and employee well-being are associated, we investigated the mediating effect of the work characteristics role clarity and predictability. The study was carried out on 618 employees working in the health-care sector in Germany. We tested the mediator effect using structural equation modeling. The results indicate that role clarity and predictability fully mediate the relation between transformational leadership and negative indicators of well-being. These results give credit to the notion that work characteristics play an important role in identifying health-relevant aspects of leadership behavior. Our findings advance the understanding of how to enhance employee well-being and have implications for the design of leadership-related interventions of workplace health promotion.

The Emergence and Maintenance of Ethical Leadership in Organizations

2012 ◽  
Vol 11 (1) ◽  
pp. 7-19 ◽  
Author(s):  
Silke Astrid Eisenbeiß ◽  
Steffen R. Giessner
Keyword(s):  
Cultural Values ◽  
Ethical Leadership ◽  
Leadership Behavior ◽  
Peer Group ◽  
Organizational Characteristics ◽  
Future Research ◽  
Environmental Complexity ◽  
Group Influence ◽  
Analysis Society ◽  
Different Levels

The present paper gives a review of empirical research on ethical leadership and shows that still little is known known about the contextual antecedents of ethical leadership. To address this important issue, a conceptual framework is developed that analyzes the embeddedness of organizational ethical leadership. This framework identifies manifest and latent contextual factors on three different levels of analysis – society, industry, and organization – which can affect the development and maintenance of ethical leadership. In particular, propositions are offered about how (1) societal characteristics, notably the implementation and the spirit of human rights in a society and societal cultural values of responsibility, justice, humanity, and transparency; (2) industry characteristics such as environmental complexity, the content of the organizational mandate, and the interests of stakeholder networks; and (3) intra-organizational characteristics, including the organizational ethical infrastructure and the ethical leadership behavior of a leader’s peer group, influence the development and maintenance of ethical leadership in organizations. This list of factors is not exhaustive, but illustrates how the three levels may impact ethical leadership. Implications for managerial practice and future research are discussed.

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