The perceived impact of school leadership style on teachers' motivation

2017 ◽  
Author(s):  
Hanaa Ibrahim Younes
Keyword(s):  
School Leadership ◽  
Leadership Style ◽  
Perceived Impact

School leadership, teacher’s psychological empowerment and work-related outcomes

2019 ◽  
Vol 33 (7) ◽  
pp. 1501-1514
Author(s):  
Kersti Kõiv ◽  
Kadi Liik ◽  
Mati Heidmets
Keyword(s):  
Job Satisfaction ◽  
School Leadership ◽  
Leadership Style ◽  
Indirect Effect ◽  
School Principals ◽  
Psychological Empowerment ◽  
Content Type ◽  
Work Related ◽  
Perceived Leadership ◽  
The Relationship

Purpose The purpose of this paper is to examine the mediating effect of teacher’s psychological empowerment between school leadership style and teachers’ work-related outcomes. Design/methodology/approach A total of 711 teachers from 31 Estonian schools were surveyed with a questionnaire measuring four dimensions of psychological empowerment (competence, meaning, self-determination and impact), school leadership characteristics (leadership style, leader’s empowering behavior and trust in leader) and teacher’s work-related outcomes (job satisfaction and workplace attachment). AMOS path analysis was used to investigate the direct and indirect relations between the teachers’ perceptions of school leadership, their psychological empowerment and their workplace attachment and job satisfaction. Findings This study found that psychological empowerment (subscales meaning and impact) mediates the relationship between perceived leadership empowerment behavior and teachers’ work-related outcomes. Also, the psychological empowerment (meaning and impact) mediates the relationship between perceived leadership style and teachers’ work-related outcomes. Trust in the principal has direct and indirect effect (through psychological empowerment) on job satisfaction, whereas there only seems to be indirect effect on workplace attachment through two components of psychological empowerment. Practical implications The mediating role of psychological empowerment includes an important message for school principals – in order to empower employees it is not sufficient to merely delegate formal power and decision-making rights. To facilitate the development of psychological empowerment, it is important to provide employees with an opportunity to experience agency, to experience that their voice and opinions are taken into account (perceived impact) and the purpose and targets of the whole organization are discussed with the employees and formulated in collaboration with them (perceived meaning). Originality/value Psychological empowerment as a mediating variable has not been widely researched, especially in school environment. The results will provide important signals for school principals, where and how to find leverage to improve teachers’ job satisfaction and workplace attachment.

scholarly journals Leadership and School Performance in Central Colleges in the Western Province of Sri Lanka: An Exploratory Study

2020 ◽  
pp. 111-118
Author(s):  
R. Lalitha S. Fernando ◽  
◽  
H. D. M. Kaushalya Geethamali ◽  
E. Achini Indrachapa Kularathna
Keyword(s):  
Sri Lanka ◽  
School Leadership ◽  
School Performance ◽  
Leadership Style ◽  
External Environment ◽  
Negative Attitudes ◽  
Western Province ◽  
Political Interference ◽  
Policy Measures ◽  
Transformational Leadership Style

This study explores the most effective leadership style in school performances of Central Colleges in Sri Lanka and identifies problems and difficulties faced by the principles of the selected schools. This study revealed that the transformational leadership style is the most effective as it leads higher school performances. Some principals of the Central Colleges were not successful due to the lack of resources, negative attitudes of the stakeholders, inefficient government officers, unfavorable external environment and the unnecessary political interference. Policy measures are proposed towards better performance of the Central Colleges of Sri Lanka. Findings of this study will help the governing bodies to design and update policies for improving performance of the Central Colleges specifically, and school leadership of Sri Lanka in generally.

scholarly journals Pengaruh Gaya Kepemimpinan Kepala Sekolah dan Budaya Sekolah terhadap Kinerja Guru

2019 ◽  
Vol 3 (2) ◽  
pp. 244-256
Author(s):  
Aulia Darmawan
Keyword(s):  
Regression Analysis ◽  
School Culture ◽  
Multiple Regression Analysis ◽  
School Leadership ◽  
Leadership Style ◽  
Significant Influence ◽  
Qualitative Method ◽  
Teacher Performance ◽  
Vocational Teachers ◽  
The City

Abstrak Tujuan penelitian adalah menganalisis dan menguji hipotesis tentang pengaruh gaya kepemimpinan kepala sekolah, dan budaya sekolah, terhadap kinerja guru. Hipotesis penelitian diuji meliputi: Terdapat pengaruh gaya kepemimpinan kepala sekolah terhadap kinerja guru, terdapat pengaruh budaya sekolah terhadap kinerja guru, dan terdapat pengaruh gaya kepemimpinan kepala sekolah dan budaya sekolah terhadap kinerja guru. Penelitian menggunakan metode kualitatif deskriptif. Dan dilakukan analisis dengan analisis regresi berganda. terdapat kesimpulan dari hasil pengujian hipotesis, sebagai berikut. Terdapat pengaruh signifikan gaya kepemimpinan kepala sekolah terhadap kinerja guru SMK rumpun pariwisata di Kota Tangerang. Dibuktikan dengan nilai Sig. = 0,000 < 0,05 dan t0 = 9,606. Terdapat pengaruh yang signifikan budaya sekolah terhadap kinerja guru SMK rumpun pariwisata di Kota Tangerang. Dibuktikan dengan nilai Sig. = 0,000 < 0,05 dan t0 = 4,391 Terdapat pengaruh yang signifikan gaya kepemimpinan kepala sekolah dan budaya sekolah secara bersama-sama terhadap kinerja guru SMK rumpun pariwisata di Kota Tangerang. Dibuktikan dengan nilai Sig. = 0,000 < 0,05 dan Fo = 3471,597. AbstractThe study aims to analyze and test the truth of the hypothesis of the influence of the style of school leadership and school culture, the performance of teachers. The research hypotheses were tested include influences of the principal's leadership style on teacher performance, there is the influence of school culture on teacher performance, and there are a style influence school leadership and school culture on teacher performance. The study was conducted with descriptive qualitative method. Were analyzed using multiple regression analysis. The hypothesis testing results obtained the following conclusions. There is a significant effect of the leadership style of principals on teacher performance SMK clump of tourism in the city of Tangerang. Evidenced by the Sig. = 0.000 <0.05 and t0 = 9.606. There is a significant effect on the performance of the school culture vocational teachers clump of tourism in the city of Tangerang. Evidenced by the Sig. = 0.000 <0.05 and t0 = 4.391 There is a significant influence style of school leadership and school culture together on teacher performance SMK clump of tourism in the city of Tangerang that Evidenced by the Sig. = 0.000 <0.05 and Fo = 3471.597.    

Gender, school leadership and teachers’ motivations

2019 ◽  
Vol 33 (6) ◽  
pp. 1395-1410
Author(s):  
Asmahan Massry-Herzallah ◽  
Khalid Arar
Keyword(s):  
Leadership Styles ◽  
School Leadership ◽  
Leadership Style ◽  
Education System ◽  
Cultural Dimensions ◽  
Content Type ◽  
Teachers Perceptions ◽  
Teacher Relationships ◽  
And Gender ◽  
Arab Education

Purpose The research investigates perceptions of teachers in the Arab education system in Israel concerning the effect of their principal’s leadership and gender on their motivation. Relying on Hofstede’s cultural dimensions as an analytic tool to understand the Arab school, the purpose of this paper is to answer the following research questions: first, how do the teachers perceive the leadership style and gender of their principal and what influence do these perceptions have on their motivation? Second, what are the influences of the different dimensions of culture described by Hofstede on the teachers’ motivation? Design/methodology/approach To answer these questions, 18 teachers from different schools in the Arab education system (10 female and 8 male) were interviewed. Findings The research revealed three themes which describe the teachers’ perceptions of their principals’ leadership styles with consideration of the principals’ gender: the principals’ involvement and sharing of school operations and decision making with the teachers; the extent of autonomy given to teachers; and establishment of principal–teacher relationships. Originality/value The paper concludes with implications of these leadership styles for teachers’ motivation for work, and suggestions are given to improve Arab principals’ practices and thus to enhance teachers’ motivation.

scholarly journals Principal Leadership Style And Job Satisfaction Of High School Teachers

2018 ◽  
Vol 1 (3) ◽  
pp. 109
Author(s):  
Erida Elmazi
Keyword(s):  
Job Satisfaction ◽  
School Leadership ◽  
Leadership Style ◽  
Secondary Data ◽  
Teacher Job Satisfaction ◽  
Two Dimensions ◽  
University Education ◽  
Primary Data ◽  
Beneficial Effects ◽  
Principal Leadership Style

This paper deals with the issue of school leadership as one of the main priorities of education policy and focuses on the role, importance it has mainly on teacher’s job satisfaction. It tends to highlight the influence of the school leaders’ style in the pre-university education context. Two dimensions of leadership conceptualization are underlined in this study: the transformational and transactional leader. Teacher job satisfaction is often considered as an important aspect in their performance and productivity. In addition leadership style is considered one of the major influences affecting the job satisfaction of the teachers. The scope was to study the relationship and correlation between the style of the principals and job satisfaction of teachers. Various research techniques, primary and secondary data sources have been used to carry out this study, which are intertwined with one another. As a source of primary data were used two surveys, one for evaluating the principals’ style of leadership and the other one for measuring job satisfaction of the teachers. The sample consisted in 5 teachers from 25 high schools in Albania and Kosovo. There is evidence from the findings that transformational leadership has significant relationship and it has beneficial effects on teacher job satisfaction. These leaders transform, inspire, and empower followers by creating changes in their goals, values, needs, beliefs and aspirations.

scholarly journals Cultura organizaţională a şcolii – expresie a stilului de conducere eficient

2020 ◽  
Vol 46 (3) ◽  
pp. 112-119
Author(s):  
Iuliana Călin
Keyword(s):  
Decision Making ◽  
Organizational Culture ◽  
School Leadership ◽  
Leadership Style ◽  
School Organization ◽  
Organizational Values ◽  
Decision Making Process ◽  
Continuous Training ◽  
Leadership Process

The article addresses the concept of organizational culture, the role it plays in the leadership process, the direction it imprints on the leadership style, incorporating organizational values and specific common principles. Organizational culture defines the style of acting of the manager within the school organization favoring change or preventing it through resistance, due to certain factors. The normativity of the organizational culture is given by the marking of a democratic-participatory school leadership style, of interest and participation in the decision-making process of the school, by the continuous training of teachers, of responsibilities defined in a planned and organized system.

scholarly journals Dual-Focused Transformational Leadership, Teachers’ Satisfaction of the Need for Relatedness, and the Mediating Role of Social Support

2021 ◽  
Vol 6 ◽  
Author(s):  
Simone Schoch ◽  
Roger Keller ◽  
Alex Buff ◽  
Jasper Maas ◽  
Pamela Rackow ◽  
...  
Keyword(s):  
Social Support ◽  
Transformational Leadership ◽  
School Leadership ◽  
Leadership Style ◽  
Leadership Behavior ◽  
School Setting ◽  
Direct Interaction ◽  
Need Satisfaction ◽  
School Principal ◽  
Received Social Support

Basic psychological need satisfaction is essential for the wellbeing of teachers and motivation at work. Transformational leadership contributes to the development and maintenance of a respectful, constructive atmosphere, a supportive working climate, and has been suggested to be a crucial factor for the satisfaction of the need for relatedness of employees. Transformational leadership is also considered as an ideal leadership style in the school setting, but most studies did not distinguish between individual and team effects of this leadership behavior. In the present study, we applied the dual-focused model of transformational leadership and focused on social processes to address the question of whether individual- and group-focused transformational leadership behavior contribute differently to satisfaction of the need for relatedness of teachers. Based on longitudinal data with three measurement points across one school year of N = 1,217 teachers, results of structural equational models supported the notion of the dual effects of transformational leadership: Individual-focused transformational leadership was directly positively related to change in satisfaction of the need for relatedness of teachers. The relationship between group-focused transformational leadership and change in satisfaction of the need for relatedness was mediated by received social support from team members. These findings emphasize the importance of school leadership behavior of principals for satisfaction of the need for relatedness of teachers. The satisfaction of the need for relatedness is, therefore, not only satisfied through the direct interaction between the school principal and the individual teacher but also through interactions of the school principal with the whole team. Our results confirm that school principals should focus their leadership behavior both on individual need satisfaction of teachers as well as on team development.

scholarly journals Transformational Leadership Style Training for School Leaders

2020 ◽  
Vol 6 (1) ◽  
pp. 17-34
Author(s):  
Neelam Nisar ◽  
Abid Shahzad ◽  
Mehartab Rabica
Keyword(s):  
Transformational Leadership ◽  
Leadership Development ◽  
School Leadership ◽  
Leadership Style ◽  
School Leaders ◽  
Relevant Literature ◽  
Leadership Skills ◽  
Public And Private ◽  
Quasi Experimental ◽  
Transformational Leadership Style

This research focused on the training of school leaders in transformational leadership - which is recommended for educational leaders all over the world (Alkhasawneh, 2018) - and to determine if it impacts their leadership skills or not. Based on relevant literature and training need analysis, training was planned and given to 120 in-service school heads for one month. The research was quasi-experimental that used a one-group pre-test post-test design because no similar group was available. The experimental group was divided into two groups; public and private, for a comparison. Also, a follow-up study was conducted to keep it nearer to the experimental approach. The training delivered to the school principals comprised of selected content about the concept of leadership and transformational leadership. This content was reinforced by real-world examples and relevant leadership activities. Participants were assessed under pre-defined grading criteria that were their attendance, participation, and performance in quizzes and assignments during the training. After completion, they were observed and evaluated for their leadership skills at their workplaces and awarded with the points. This quantitative data were analyzed by using mean, standard deviation, and paired sample t-test for knowing and comparing the results. It was found that the transformational leadership style training had improved the effectiveness and leadership skills of school leaders. Similar training courses have been endorsed by training participants for enhancing the leadership styles of school leaders. Keywords: School Leadership, Transformational Leadership Development, School Leadership Development, Transformational Leadership in Schools

scholarly journals ANALISIS PENGARUH GAYA KEPEMIMPINAN KEPALA SEKOLAH TERHADAP MOTIVASI, KEDISIPLINAN DAN KINERJA GURU DI SD ISLAM LUMAJANG

BISMA ◽  
2017 ◽  
Vol 11 (1) ◽  
pp. 109
Author(s):  
Fathonah Al Hadromi
Keyword(s):  
Human Resources ◽  
School Leadership ◽  
Leadership Style ◽  
Development Process ◽  
National Development ◽  
Leadership Motivation ◽  
Negative Effect ◽  
The Empirical Analysis ◽  
Intervening Variables ◽  
Positive Effect

Abstract: Education is an important part of the national development process that will determine the progress of a country. Education is also an investment in the construction and development of human resources, with the improvement in skills and capabilities that believed to be a contributing factor in the human attempts to influence life that filled with uncertainty. This study intends to determine the effect of leadership style to the performance of teachers and staffs in SD Islam Tompokersan and SD Islam Al Ikhlas Lumajang, with the motivation and discipline of work as intervening variables. The analytical method used in this research is the empirical analysis with a quantitative approach with the method of Path analysis. The results showed leadership style has negative effect on motivation, leadership style does not affect the discipline of teachers and staffs, motivation significant has positive effect on the performance of teachers and staffs, disciplinary significant has positive effect on the performance of teachers and staffs in SD Islam Tompokersan and SD Al Ikhlas Lumajang, and leadership style does not significantly influence the performance of teachers and staffs, it demonstrates leadership style does not has a linear relationship to the performance of teachers and staffs in SD Islam Tompokersan and SD Al Ikhlas Lumajang.Keywords: Style of school leadership, motivation, work discipline, teacher performance.

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