A Correlational Study of Principals' Leadership Styles on Teachers' Job Satisfaction in Girls' Private Elementary Schools in Saudi Arabia PDF Download
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Author: Nesreen Abdulghani
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The purpose of this quantitative, correlational study is to explore the relationship between principals' leadership styles and teachers' job satisfaction in private elementary schools for girls in Jeddah, Saudi Arabia. In this study, I measure two main constructs: leadership styles and job satisfaction. Within leadership style, I measure three sub-constructs: transformational leadership, transactional leadership and passive-avoidant leadership. This study is motivated by two research questions aimed at identifying the primary leadership style adopted by school principals and the relationship between principals' leadership styles and teachers' job satisfaction in private elementary schools for girls in Jeddah, Saudi Arabia. Correlational analysis results are based on quantitative survey data from a sample of principals and teacher pairs from 55 schools. I discuss implications of my findings and provide suggestions for future research.
Author: Nesreen Abdulghani
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this quantitative, correlational study is to explore the relationship between principals' leadership styles and teachers' job satisfaction in private elementary schools for girls in Jeddah, Saudi Arabia. In this study, I measure two main constructs: leadership styles and job satisfaction. Within leadership style, I measure three sub-constructs: transformational leadership, transactional leadership and passive-avoidant leadership. This study is motivated by two research questions aimed at identifying the primary leadership style adopted by school principals and the relationship between principals' leadership styles and teachers' job satisfaction in private elementary schools for girls in Jeddah, Saudi Arabia. Correlational analysis results are based on quantitative survey data from a sample of principals and teacher pairs from 55 schools. I discuss implications of my findings and provide suggestions for future research.
Author: Judy Collmer
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 254
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Author: Vanessa Hammler Kenon
Publisher: John Wiley & Sons
ISBN: 1119227844
Category : Education
Languages : en
Pages : 656
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Book Description
Inclusive Guide Provides Practical Applications for Workplace Education Theory from Diverse Perspectives The Wiley Handbook of Global Workplace Learning explores the field of workplace education using contributions from both experts and emerging scholars in industry and academia. Unlike many previously published titles on the subject, the Handbook focuses on offering readers a truly global overview of workplace learning at a price point that makes it accessible for independent researchers and Human Resources professionals. Designed to strike a balance between theory and practice, the Handbook provides a wealth of information on foundational topics, theoretical frameworks, current and emerging trends, technological updates, implementation strategies, and research methodologies. Chapters covering recent research illustrate the importance of workplace learning topics ranging from meditation to change management, while others give pragmatic and replicable applications for the design, promotion, and implementation of impactful learning opportunities for employees at any company, regardless of industry. A sampling of topics addressed includes: “Using an Experiential Learning Model to Design an Assessment Framework for Workplace Learning” “Measuring Innovative Thinking and Acting Skills as Workplace-Related Professional Competence” Multiple chapters specifically addressing international business, such as “Competency in Globalization and Intercultural Communication”, “Global Strategic Planning” and “Global Talent Management” Research and recommendations on bridging generational and cultural divides as well as addressing employee learning disabilities With its impressive breadth of coverage and focus on real-world problem solving, this volume serves as a comprehensive tool for examining and improving practices in global workplace learning. It will prove to be a valuable resource for students and recent graduates entering the workforce and for those working in Human Resources and related fields.
Author: June M. Smith
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 178
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Book Description
ABSTRACT: This study analyzed the relationship between principal leadership style and teacher job satisfaction in 28 elementary schools in the Charlotte-Mecklenburg School System, a large urban school district in the Piedmont region of North Carolina. Using Hersey and Blanchard's situational leadership model, principal leadership style was based on the perceptions of teachers as measured by the LEAD-Other instrument. Teacher job satisfaction was determined by the job satisfaction component of the Charlotte-Mecklenburg School System's Teacher Survey, and principal and teacher demographic data were gathered using a survey instrument. The results indicated that there was not a statistically significant difference in teacher job satisfaction based upon the principal's leadership style. However, the mean scores implied that teachers in the sample who perceived their principals as Style2(High Task/High Relationship) were most satisfied with their jobs. Teachers in the sample were least satisfied with Style1(High Task/Low Relationship) principals. Analysis of demographic data, such as age and highest degree completed, revealed no statistically significant differences in job satisfaction. However, based on the mean scores, teachers in the sample with male principals appeared to be more satisfied with their jobs than teachers who had female principals.
Author: Kimberley Erin Parkinson
Publisher:
ISBN:
Category :
Languages : en
Pages : 334
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The purpose of this study was to investigate the relationship between the perceived leadership style of the principal and late career teacher job satisfaction. In addition, the impact of demographic variables including age, race, and gender were explored. The participants consisted of 70 late career K-6 teachers in 17 elementary schools across three school districts in Southern Arizona. The participants completed two survey instruments. Interview data was also collected. Pearson product-moment correlation tests were used to analyze the relationship between nine leadership variables describing transformational, transactional, and laissez-faire leadership, and intrinsic and extrinsic satisfaction variables. Correlation tests were also used to examine the relationship between leadership variables and demographic variables. Multiple regression analyses were used to analyze the intercorrelations between leadership and demographic variables and extrinsic and intrinsic satisfaction. The examination of the relationship between leadership variables and intrinsic and extrinsic variables produced several significant findings. The relationship between leadership variables and demographic variables also produced several significant findings. The multiple regression analyses identified a significant relationship between the perception of Idealized Influence and extrinsic satisfaction. A significant relationship was also found between Contingent Reward and intrinsic satisfaction. Qualitative data from individual teacher interviews supported these findings. The overall findings from this study suggest that late career teachers' perceptions of their principals' leadership styles impact intrinsic and extrinsic satisfaction. More specifically, some transformational and transactional variables had a positive impact on job satisfaction. These findings suggest that a balance of transactional and transformational leadership styles may be most effective for school leaders wishing to improve the satisfaction of late career teachers. A model was developed to describe the findings of the study. The Leadership-Satisfaction model provides an additional perspective on the relationship between perceived leadership and satisfaction by illustrating that perceived leadership impacts extrinsic and intrinsic factors which affect the overall picture of satisfaction.
Author: Cynthia Gharfine
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 234
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The purpose of this study was to determine the appropriate leadership styles among school principles and its effects on teachers job satisfaction and motivation. In order to answer the research questions, the study adopted quantitative research methodology. Two questionnaires were used in order to gather the data on the leadership styles of school principals and teachers job satisfaction. The two questionnaires used were "Leadership Practice Inventory" developed by James M. Kouzes and Barry Z. Posner in the early 1980s, and "Factors Affecting Job Satisfaction, and Teacher Retention for Teachers" developed by Karen S. Myers Giacometti in November 8, 2005. The participants of this study were 200 teachers in 10 schools located in the Metn area. The findings significantly showed that teachers preferred working with a leader that motivated, encouraged, and was always there for them. Thus, the teachers preferred a leader with a mixture of transformational and transactional leadership style rather than the laissez faire one. Teachers perceived leaders with positive practices to have better effects on teachers motivation level and job satisfaction. As for the different demographic variables, statistics showed that each of the university degree, gender, and salary played a separate role depending on the given conditions. This study concluded with several recommendations given to school principals in order to improve the educational system, and their relationship with their teachers and staff members. Specifically, these recommendations contributed to the improvement and understanding of leadership styles in the Lebanese educational context.
Author: George Harold Robinson
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 158
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Author: Anastasia Mariana Derita Batmomolin
Publisher:
ISBN:
Category :
Languages : en
Pages : 133
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The objective of the study is to determine the relationship between leadership styles of the top administrators of the foundations and principals' job satisfaction. The research utilized a descriptive-correlational design. Data were collected using standardized questionnaires on the leadership styles and job satisfaction of the 11 top adminstrators and 51 principals of the Order of St. Ursula, Indonesia. The results revealed that demographic variables like age, educational attainment, and length of service as a top administrator were significantly related to their leadership styles, while only educational attainment of the principals, length of service in the current school and length of service under top administrators were significantly related to leadership styles of the top administrators. There was a significant difference in the perception of the principals and top administrators regarding leadership styles of the top adminstrators on transformational and transactional leadership styles. There was a relationship between principals' job satisfaction and transformational and transactional leadership. Leadership skills program have been proposed based on results of the study.
Author: Cheryl Zigrang
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 178
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![The Correlation Between a Principal's Leadership Style and Teacher Personality, as Precieved by the Teacher, and It's [sic] Effect on Teacher Job Satisfaction PDF](https://books.google.com/books/content/images/frontcover/OGIXPwAACAAJ?fife=w80-h100)
Author: Cheryl B. Zigrang
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 178
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