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The Relationship Between Principals Transformational Leadership Behaviors And School Effectiveness In Higher Secondary Schools Of Western Bhutan
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Book Synopsis The Relationship Between Principals' Transformational Leadership Behaviors and School Effectiveness in Higher Secondary Schools of Western Bhutan by : Tshering Zangmo T
Download or read book The Relationship Between Principals' Transformational Leadership Behaviors and School Effectiveness in Higher Secondary Schools of Western Bhutan written by Tshering Zangmo T and published by . This book was released on 2014 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Principals' Transformational Leadership Behavior and Teachers' Job Satisfaction of Secondary Schools Under Chukha District, Bhutan by :
Download or read book Principals' Transformational Leadership Behavior and Teachers' Job Satisfaction of Secondary Schools Under Chukha District, Bhutan written by and published by . This book was released on 2013 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the level of principals{u2019} transformational leadership behavior and teachers{u2019} job satisfaction of secondary school teachers, and determine the relationship between the principals{u2019} transformational leadership behavior and secondary school teachers{u2019} level of job satisfaction. Pearson{u2019}s correlation coefficients and Multiple Regression Analysis were carried out to find to what degree transformational leadership predicts their teachers{u2019} job satisfaction, while personal factors were studied as a dummy variable. This study was carried out for secondary school teachers teaching in the Chukha district, Bhutan, where the secondary school teachers{u2019} perceptions and judgments were used as the basis for these study findings. The sample group consisted of 227 teachers from a total population of 527. Taro Yamane formula was applied to determine the sample size. This study was carried out employing a quantitative approach through survey questionnaires. The school principals{u2019} transformational leadership behaviors were analyzed based on the concept of Bass and Avolio, and the level of secondary school teachers{u2019} job satisfaction was determined through Herzberg{u2019}s Two-Factor Theory. The findings indicated that the school principals in the Chukha district behaved with a high degree of transformational leadership satisfaction as perceived by the secondary school teachers, and the secondary school teachers were found to be highly satisfied with their work. The results also indicated that there was a significant positive correlation between the principals{u2019} transformational leadership and the level of secondary school teachers{u2019} job satisfaction. Further, it also revealed that transformational leadership was the lone predictive factor that can predict teachers{u2019} job satisfaction, while the personal factors were shown as insignificant except in the case with masters degree graduates, which was shown to be significant. This finding will be useful to the policymaker at both the school and ministry level, so that they can excel leadership qualities for the school principals and increase the level of job satisfaction of secondary school teachers. This should prevent job dissatisfaction and lead to a better quality of education in Bhutan.
Book Synopsis The Relationship Between Principal's Transformational Leadership Behaviors and School Culture by : David A. Bolton
Download or read book The Relationship Between Principal's Transformational Leadership Behaviors and School Culture written by David A. Bolton and published by . This book was released on 2010 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis High School Principal Transformational Leadership Behaviors and Teacher Extra Effort During Educational Reform by : John Eric Boberg
Download or read book High School Principal Transformational Leadership Behaviors and Teacher Extra Effort During Educational Reform written by John Eric Boberg and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Transformational leadership has been shown to affect organizational commitment, capacity development, and performance. However, these relationships have received very little attention in schools, especially high schools in the United States that are experiencing educational reform initiatives under No Child Left Behind. Using a sample of 1403 high school teachers from 12 Texas urban and major suburban independent school districts, this study tested the relationships between teacher perceived school-based transformational leadership, self-reported teacher agency beliefs, and self-reported school-wide teacher extra effort. The teacher agency beliefs included capability beliefs about collective teacher efficacy and context beliefs about the supportive nature of school rules and hierarchical authority. Results revealed moderate to strong positive associations between all of the major study variables. Additionally, SEM analysis revealed that transformational leadership and teacher agency beliefs explained a significant amount of teacher differences in the perceived extra effort of colleagues. SEM also revealed that teacher agency beliefs mediated most of the effects of transformational leadership behaviors on teacher extra effort. Specifically, collective teacher efficacy played a central role in the relationships, mediating all of the effects of context beliefs and a vast majority of the effects of leadership behaviors. Findings also suggest that leadership dimensions exhibit significant multicollinearity. Implications of these findings as well as recommendations for further research are discussed.
Book Synopsis Technical High School Principals' Perceptions of Their Use of Transformational Leadership Behavior by : Barbara St. Onge
Download or read book Technical High School Principals' Perceptions of Their Use of Transformational Leadership Behavior written by Barbara St. Onge and published by ProQuest. This book was released on 2009 with total page 470 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate leadership practices of technical high school principals and to determine if any of these practices were consistent with Leithwood's conceptual model of transformational leadership, which is exemplified by behaviors related to setting directions, developing people, and redesigning the organization. In that transformational leadership has been correlated to increased student performance on high stakes tests, this study contributed to current research regarding secondary principal leaders and the conditions that need to persist in today's high schools. This mixed-methods study examined twelve secondary principals representing technical high schools throughout a Northeastern State with school populations ranging from 400 to 850 students. The participants responded to a 42-item, web-based survey in which they provided self-ratings on leadership practices aligned with transformational leadership. Following the surveys, the twelve principals participated in one-hour interviews which provided additional information and descriptions related to the eight categories corresponding to the three areas of transformational leadership. The conclusions were consistent in that the majority of principals reported ratings that supported transformational leadership behaviors in the areas of building a vision, setting goals, setting high expectations, providing individualized support, providing intellectual stimulation, modeling best practices and values, creating productive school culture, and fostering participation in decision-making . However, follow-up interviews revealed that some principals less frequently described explicit actions related to transformational behaviors, in particular in the area of redesigning the organization. Other leadership activities supported in contemporary research and reform policy including the use of data and parent and community involvement were also under-represented by the principals. Recommendations included leadership preparation and administrator programs being updated to include contemporary practices and standards conforming to transformational leadership practices. Additionally, observational research should be conducted to provide authentic data allowing better understanding of secondary leadership practices for setting directions, developing people, and redesigning the organization in their school settings; field research should be conducted to help establish standards for incorporating transformational leadership practices into administrator preparation programs and on-going and professional development efforts for school administrators.
Book Synopsis A Study of the Relationship Between Transformational Leadership Practices and Collective Teacher Efficacy by : Cameron M. Ryba
Download or read book A Study of the Relationship Between Transformational Leadership Practices and Collective Teacher Efficacy written by Cameron M. Ryba and published by . This book was released on 2018 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: School principals are continually searching for leadership practices that have the potential to directly enhance adult behavior and indirectly and positively influence student achievement. Previous research has indicated that a positive and statistically significant relationship exists between collective teacher efficacy beliefs and principal transformational leadership practices (Demir, 2008; Ninkovic & Floric, 2018; Prelli, 2016; Ross & Gray, 2006). In addition, schools characterized by higher levels of collective teacher efficacy have demonstrated higher levels of student achievement. Previous studies of collective teacher efficacy have focused on group outcomes based on the levels of collective efficacy beliefs held by the teacher's studied. However, the research examining the relationship between specific leadership practices associated with transformational leaders that may develop and/or strengthen collective teacher efficacy beliefs has been minimal. The purpose of this study was to examine whether principal transformational leadership practices statistically significantly predicted collective teacher efficacy beliefs amongst K-12 teachers, while taking the contextual conditions of building level and teacher experience into consideration. Participants consisted of voluntary educators from one school district serving five elementary schools, one middle school, and one high school. A total of 233 participants completed the Educational Leadership Survey, Collective Efficacy Scale: Short Form, and demographic questionnaire. Results from the hierarchical linear multiple regression indicated that transformational leadership practices, when taken collectively with the demographic variables of building level and teacher experience, statistically significantly predicted collective efficacy beliefs in teachers. The positive and statistically significant relationship between transformational leadership practices and collective teacher efficacy beliefs indicated that as transformational leadership practices increase, so does collective efficacy beliefs in teachers. The results of this study provide practical applications to the daily work of principals in the implementation of targeted transformational leadership practices that are the strongest predictors of collective efficacy beliefs of teachers.
Book Synopsis Impact of Principal’s Leadership Styles on Students’ Academic Performance by : Aragaw Zewdie
Download or read book Impact of Principal’s Leadership Styles on Students’ Academic Performance written by Aragaw Zewdie and published by GRIN Verlag. This book was released on 2023-05-05 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research Paper (postgraduate) from the year 2018 in the subject Pedagogy - School System, Educational and School Politics, , language: English, abstract: This study was designed to assess the impact of principal’s leadership styles on students’ academic performance in selected secondary schools of Kano Municipal local government, Kano state. The project is divided into five chapters. The study targeted all the public secondary schools in Kano Municipal local government, Kano state. The local government has a total number of 32 schools comprising of 32 principals and 275 teachers. 184 respondents were randomly selected out of the entire population using random sampling technique.
Book Synopsis The Relationship Between the Principal's Leadership Style and School Effectiveness by : Wai-Hung Sun
Download or read book The Relationship Between the Principal's Leadership Style and School Effectiveness written by Wai-Hung Sun and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Relationship Between the Principal's Leadership Style and School Effectiveness: a Case Study of a Primary School" by Wai-hung, Sun, 孫偉雄, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract A large body of research suggests there is a strong link between effective leadership and effective organizations (Lezotte, 1997; Sergiovanni, 1995; Bolman & Deal, 1994; Boyan, 1988; Griffiths, 1988). Hogan, Curphy, and Hogan (1999) assert that '...a growing body of evidence supports the common sense belief that leadership matters' (p.34). Fullan (2002) says that schools need leaders who can change 'what people in the organization value and how they work together to accomplish' (p.19). Meanwhile Beach and Reinhartz (2000) note that '...leadership is essential to promoting student achievement and creating a vision of success for the total educational program' (P.72). The principal is the critical person who makes the decisions that affect people's lives. We believe that the interactive relationship between the principal and various constituencies, including teachers, students and parents, are important in achieving the goals and objectives of the school. However, there are indications in the research primary school that school effectiveness has not improved since the appointment of a new principal three years ago. Although he adopted a more participatory leadership style that involved teachers in advising about or actually making decisions concerning school business, the school did not have any positive effect as the theory argued. Therefore, it arouses my interest in investigating the underlying reasons. In this paper, the different styles of leadership of the former and present principals will be discussed and the perception of the leadership of the two principals by teachers will be given. In addition, this paper will also present the extent to which the school was effective under the leadership of the two principals and how the two leadership styles have impacted on the effectiveness of the school. DOI: 10.5353/th_b3762388 Subjects: Elementary school principals - China - Hong Kong - Case studies Educational leadership - China - Hong Kong - Case studies School management and organization - China - Hong Kong - Case studies
Book Synopsis Perceived Transformational Leadership Behaviors and Student Achievement by : Showen Marzel Herring
Download or read book Perceived Transformational Leadership Behaviors and Student Achievement written by Showen Marzel Herring and published by . This book was released on 2017 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study investigated the relationship between perceived transformational leadership behaviors and student achievement. School achievement data and data collected through the Principal Leadership Questionnaire (PLQ) were examined to determine if a statistical relationship existed between the tranformational leadership behaviors of principal, as perceived by teachers and principals, with overall student achievement, mathematics achievement, and language arts achievement. Survey data were collected from principals and teachers in a Southwest Tn school district. A series of independent samples t-tests, and analysis of variance (ANOVA), and a Kruskal-Wallis test revealed a connection between the perceived behaviors exhibited by principals in higher performing schools as compared with lower performing schools. A significant difference in the teachers' perceptions was also identified in relation to a principal's ability to (a) articulate a vision, (b) provide an appropriate model, (c) foster the acceptance of group goals, (d) provide intellectual stimulation, and (f) hold high expectations. However, the study did not find a significant difference in the teachers' perceptions of a principals's ability to provide support to teachers. When determining the relationship between perceived leadership behaviors and student behavior, there was a statistically significant difference in the language art achievement of students in schools in which teachers' perceptions of transformational leadership behaviors were higher then that of the principals'. The relationship was not significant, however, for mathematics achievement and overall student achievement.
Book Synopsis An Exploration of the Impact of Principal Leadership Behaviour on School Culture by : Nicholas Phiranant Numkanisorn (Bro.)
Download or read book An Exploration of the Impact of Principal Leadership Behaviour on School Culture written by Nicholas Phiranant Numkanisorn (Bro.) and published by . This book was released on 2004 with total page 826 pages. Available in PDF, EPUB and Kindle. Book excerpt: Thailand is entering into a new phase of educational administration under the new National Education Act of 1999 which requires all educational institutions to have internal and external quality assurance in order to ensure improvement of educational quality and standards at all levels (Section 47). This means that all educational institutions, especially in the private sector, have to undergo many changes, including changes in administration, teaching and learning processes, methods of evaluation and professional development programs. The current study focused specifically on the transformational leadership behaviour of principals on school culture. Culture is considered to be a key factor in determining whether school improvement is possible (Deal & Peterson, 1999). The study was conducted in two phases: quantitative and a qualitative, and carried out in the secondary schools of the Brothers of St. Gabriel, in Thailand. In the quantitative phase, the researcher used two instruments, namely the Multifactor Leadership Questionnaire (MLQ, Short form) developed by Bass (2000) to measure the leadership behaviour of principals, and the School Culture Survey developed by Gruenert (1998) to measure school culture. The results from the quantitative study were used to select a school for the second phase of the study that was carried out using a qualitative approach. The quantitative findings provided descriptive evidence that transformational leadership existed in the schools of the Brothers of St. Gabriel, in Thailand and the dominant culture of the Gabrieltie schools was Professional Development. In addition, the findings also revealed that there was a significant relationship between leadership behaviour and school culture. In the second phase, the leadership behaviour of the selected principal was interpreted based on transformational leadership applied in a school setting. ...
Book Synopsis Influence of Principals' Transformational Leadership Behaviors on Change Management in Seed Schools of Chukha District, Bhutan by : Sonam Wangmo
Download or read book Influence of Principals' Transformational Leadership Behaviors on Change Management in Seed Schools of Chukha District, Bhutan written by Sonam Wangmo and published by . This book was released on 2014 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis High School Principals' Leadership Styles and Their Impact on Teacher Efficacy by : Julie L. Kaminski
Download or read book High School Principals' Leadership Styles and Their Impact on Teacher Efficacy written by Julie L. Kaminski and published by . This book was released on 2014 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the relationship between high school principals' leadership style and teacher efficacy. A mixed method study was conducted using an online survey of current public high school teachers in southeastern Michigan. The quantitative portions of the survey consisted of the Teachers' Sense of Efficacy Scale TES, short form (Tschannen-Moran & Woolfolk-Hoy, 2001) and the Multifactor Leadership Questionnaire (Avolio & Bass, 2004). Investigation of correlations, if any, were calculated by using Pearson's "r" to understand the aspects of a transformational leadership style that were correlated to high teacher self-efficacy. A factor analysis and reliability investigation indicated that the data generated with the chosen instruments was highly reliable for measuring principals' leadership style and teacher efficacy. Finally, in the qualitative part of the survey, study participants provided answers to an open-ended question about the single most negative factor impacting teacher self-efficacy in today's schools. All teachers' self-efficacy mean scores on a Likert-type scale of 1 to 5 on the Teachers' Sense of Efficacy Scale (TES), short form, ranged from 3.25 to 5, indicating relatively high to high sense of self-efficacy. There were no participants whose self-efficacy mean scores ranged from 1 and>3.25, indicating a relatively low to low self-efficacy rating. Weak to moderate positive correlations were found between teachers with relatively high to high self-efficacy ratings and principals who have transformational leadership styles, especially the characteristic of Intellectual Stimulation. Because all teachers rated their sense of self-efficacy to be relatively high to high, and with no data available to compare relatively low to low scores and principals' leadership style, the data regarding the existence of a relationship between the variables was inconclusive, and the null hypothesis was accepted. No significant relationship exists between high school principals' leadership styles and teacher self-efficacy. In the qualitative portion of the survey instrument, teachers responded to an open-ended question about negative impacts on their sense of efficacy in schools. Comments were analyzed and grouped into themes that included governmental mandates, regulations, and budget cuts; quality of school administration; and parent and community perceptions of education. In general, teachers want to feel valued by parents, the community and the public; they look to their principals for support, guidance, consistency, and acknowledgement. Finally, the mandates and legislative changes that have taken place in Michigan have had a negative impact on teachers' self-efficacy. These responses provided greater understanding of the opinions of the teacher participants in this study. The results of this study have implications for leadership at the district and building level. Building principals who have a transformational leadership style are more likely to foster teachers with high self-efficacy ratings; this, in turn, creates an environment for higher levels of student achievement. It is important that district-level leaders hire transformational leaders and encourage such approaches in existing principals through focused professional development. This study's results have implications for principal preparation programs, encouraging courses that support the development of transformational leadership skills and recognizing the research-based connection to leadership style and high teacher self-efficacy.
Book Synopsis The Relationship Between Principals' Transformational Leadership Practices and Teachers' Motivation in Selected Islamic Private Schools in Songkhla, Southern Thailand by : Natyada Wanlabeh
Download or read book The Relationship Between Principals' Transformational Leadership Practices and Teachers' Motivation in Selected Islamic Private Schools in Songkhla, Southern Thailand written by Natyada Wanlabeh and published by . This book was released on 2011 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to examine the relationship between principals' transformational leadership and teachers' motivation as perceived by teachers in the context of Islamic private schools in Songkhla, Southern Thailand. This study also investigates whether teachers' demographic characteristics such as age, gender, marital status, and years of teaching experience, impact their perceptions toward principals' transformational leadership practices. The study uses survey questionnaire to collect data and analyzes the data using descriptive statistics, regression analysis, and one way ANOVA. The respondents are 174 teachers from six selected Islamic private schools in Songkhla. The findings indicate that teachers perceive their principals exhibited transformational leadership more frequently than transactional leadership. Idealized influence (IIB & IIA) and inspirational motivation (IM) are found to be the greatest leadership practices among the principals, and individual consideration (IC) and intellectual stimulation (IS) are rated lowest among transformational leadership aspects. The results of the regression analysis indicate that teachers' motivation is significantly related to principals' transformational leadership practices. The findings demonstrate that individual consideration factor (IC) highly affect all dimensions of teachers' motivation, including attitude towards work, commitment/effort, challenge, and professional development; inspirational motivation behaviour (IM) impact on increasing teachers' positive attitude towards work, commitment or effort to teach, and challenge, and the idealized influence (IIA and IIB) are relative to teachers' attitude towards teaching, effort or commitment, and professional development. However, no significant relationship between principals' intellectual stimulation (IS) factor and teachers' motivation is found in this study. The findings from one way ANOVA reveal gender, marital status, and age of teachers effect their perceptions toward the principals' transformational leadership practices. Single, female teachers aged between 30 to 45 years old view principals displaying more transformational leadership than do the other groups. Based on these findings, implications are that current emphasis on transformational leadership for school effectiveness, improving teachers' motivation and increasing students' achievement are moving toward the right direction, which authorities should give more support, especially to intellectual stimulation and individual consideration aspects of principals.
Book Synopsis Correlation Between Transformational Leadership Practices of Teachers and Administrators of a Large Suburban Newly Established High School by : Thomas C. Garity
Download or read book Correlation Between Transformational Leadership Practices of Teachers and Administrators of a Large Suburban Newly Established High School written by Thomas C. Garity and published by . This book was released on 2011 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the research study was to determine the correlation between transformational leadership practices of teachers and administrators of a large suburban newly established high school. Twenty-one certified teachers and two certified administrators completed Kouzes and Posner's Leadership Practices Inventory self-rating scale to rate their own transformational leadership practices and the LPI observer scale to rate the transformational leadership practices exemplified by their administrative team. Demographic information was obtained to determine its relationship to both the self-rating and observer rating outcomes. The findings indicated a significant relationship between teachers LPI observer ratings of the five exemplary leadership practices of their administration with four of the exemplary leadership practices as reported by the teachers on the LPI self-rating scale. The only exception to this finding was Encouraging the Heart. Encouraging the Heart, as rated by the self-rating scale, did not indicate a statistically significant relationship with the five exemplary leadership practices as rated by the observer scale. Gender was the only demographic variable that exhibited statistical significance in regards to any of the exemplary leadership practices as rated by the LPI self-rating scale or the LPI observer scale. The significance of the relationship between the self-rating scale and observer scale was that teachers perceived the success of their leadership practices as a derivative of the principals' leadership styles. Thus, certified administrators who exhibit effective leadership styles can or may impact the forming of similar leadership styles amongst their certified teachers.
Book Synopsis Technical High School Principals' Perceptions of Their Use of Transformational Leadership Behaviors by :
Download or read book Technical High School Principals' Perceptions of Their Use of Transformational Leadership Behaviors written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Technical high school principals' perceptions of their use of transformational leadership behaviors.
Book Synopsis Principal's Leadership Style, Teachers' Morale and School Effectiveness by : Chi-Kin Michael Leung
Download or read book Principal's Leadership Style, Teachers' Morale and School Effectiveness written by Chi-Kin Michael Leung and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Principal's Leadership Style, Teachers' Morale and School Effectiveness: Perceptions of Teachers in Aided Secondary Schools" by Chi-kin, Michael, Leung, 梁志堅, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3195655 Subjects: High schools - China - Hong Kong - Administration High school principals - China - Hong Kong High schools - China - Hong Kong - Evaluation Teacher morale - China - Hong Kong Secondary school principals Secondary schools - Administration Teacher morale Social surveys - Secondary school teachers
Book Synopsis The Relationship Between Teacher-identified Principal Leadership Behavior and Effectiveness and Student Achievement in South Dakota Secondary Schools by : Les C. Odegaard
Download or read book The Relationship Between Teacher-identified Principal Leadership Behavior and Effectiveness and Student Achievement in South Dakota Secondary Schools written by Les C. Odegaard and published by . This book was released on 2008 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
