A Study of the Relationship of School Principals' Leadership Styles and Occupational Stress PDF Download
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Author: Malcolm Wayne Gilbert
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 258
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Book Description
Author: Malcolm Wayne Gilbert
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 258
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Book Description
Author: Mark Nicholas Remy
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 228
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Book Description
The purpose of this study was to determine if principal leadership styles and school-site conditions were associated with elementary teachers' stress levels. The study focused on the relationship between the independent variables of principal leadership styles and school-site conditions and the dependent variables of teacher stress levels. A survey composed of the Leader Behavior Description Questionnaire (LBDQ), Teacher Stress Inventory (TSI) and a demographic information sheet was administered to 585 teachers from 28 elementary schools. Tins study was conducted in the San Diego Unified School District during the 1998–1999 school year. The LBDQ measured two dimensions of leadership: Consideration and Initiating Structure. Additionally, these two dimensions were investigated in tandem: High-Consideration, High-Initiating Structure (HC-HIS); High-Consideration, Low-Initiating Structure (HC-LIS); Low-Consideration, High-Initiating Structure (LC-HIS); and Low-Consideration, Low-Initiating Structure (LC-LIS). The level of teacher stress was determined by scores on the TSI in terms of sources of stress Crime Management, Work-Related Stressors, Professional Distress, Student Discipline & Motivation, and Professional Investment) and manifestations, of occupational stress (Emotional, Fatigue, Cardiovascular, Gastronomic, and Behavioral Manifestations). The TSI rendered ten subscale scores (as listed above in parentheses) and one Total Stress Score. Furthermore, school-site conditions were defined in terms of organizational factors that were common to all schools participating in the study and that could possibly have a relationship with teacher stress levels. The data were analyzed using a cross-sectional, correlation study design. Descriptive statistics, correlation coefficients and stepwise multiple regression were calculated by using SPSS. Stepwise multiple regression revealed that Consideration (Relationship-Oriented Leadership) was a stronger predictor of teacher sum levels Initiating Structure (Task-Oriented Leadership). More specifically, Relationship-Oriented Leadership explained more of the variance in teacher stress levels from the sources of Professional Investment and Professional Distress, both of which treated the area of job satisfaction. Furthermore, several school-site conditions were strong predictors of teacher stress levels from the sources of Student Discipline & Motivation, Time Management and Work-Related Stressors. All together, this study sought to offer additional insight into principal leadership styles, school-site conditions, and the relationship of both to teacher stress levels in a large urban school district.
Author: Norman Charles Bradford
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages : 338
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Book Description
Author: Judith Lee Johnson
Publisher:
ISBN:
Category :
Languages : en
Pages : 208
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Book Description
Author: Carla McKinney-Thompson
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 155
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Book Description
This study focused on the relationship between teacher stress and burnout and the leadership styles of elementary school principals as perceived by elementary school teachers. The topic of stress is one that has been ongoing for hundreds of years but the teaching profession has seen an increase in this condition over the past four decades. Teacher stress and burnout is a condition that can impact teacher health, job retention, teaching performance, and beyond. Therefore, this topic is important as the findings could serve to help minimize this condition. It could also inform educational leaders about leadership styles and their relation to stress and burnout. Sosik and Godshalk's (2000) model of leadership style, mentoring functions received, and job related stress, was the theoretical framework that guided this study. The Pearson Product-Moment Correlation was used to analyze statistical data via the Maslach Burnout Inventory: Educator's Survey (MBI) and the Multifactor Leadership Questionnaire - Form 5X - Rater Form (MLQ). The results of this study revealed that there is a statistically significant relationship between the leadership styles of elementary school principals and teacher stress and burnout, which aligned with the majority of the literature on this topic.
Author: Janet Marie Reed
Publisher:
ISBN:
Category : Life skills
Languages : en
Pages : 248
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Book Description
Author: John Edward Barnette
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 306
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Book Description
Author: Dionne Wells
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 68
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Book Description
Examines the relationship between leadership styles of principals and teach tress as perceived by teachers in the St. John District, St. Thomas, United States Virgi Islands.
Author: Mark John Ernst
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 222
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Book Description
Teacher stress and morale have an impact on the education students receive and an individual's approach to the job as a professional educator. A principal’s leadership style can impact the stress and morale of teachers, having an impact on educator attrition. The purpose of this non-experimental, correlational design study was to determine to what extent school leadership and personal stress have on teacher morale. Research questions were formulated to investigate those relationships between principal’s leadership style and an educator's stress and morale. Results show that leadership style can impact both stress and morale in a variety of ways and degrees.
Author: Sunny Rea Poe
Publisher:
ISBN:
Category :
Languages : en
Pages : 112
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Book Description
This study examined a specific group of elementary principals in an East Tennessee school system in order to determine principals' leadership style and a correlation with job-related stressors. Leadership was categorized into three leadership styles based on the Multifactor Leadership Questionnaire (MLQ): transformational leadership, transactional leadership, and passive-avoidant leadership (Avolio & Bass, 1995). Stress was categorized into four sources of stress based on the Administrator Stress Index (ASI): role-based stress, task-based stress, boundary-spanning stress, and conflict-mediating stress (Gmelch & Swent, 1994). Forty-nine elementary principals were invited to participate in this study; 34 responded. The resulting data from the two surveys were analyzed for correlations using Spearman Rank correlation statistical analysis. The statistical analysis indicated three correlations that were educational statistically significant: conflict-mediating stress as it relates to transformational leadership, task-based stress as it relates to transactional leadership, and boundary-spanning stress as it relates to transactional leadership. There were no statistically significant findings for stress as it relates to passive-avoidant leadership. The statistical analysis also indicated that there were no correlations between role-based stress and leadership. The smallest statistically significant finding was found between task-based stress and transformational leadership, which indicated that transformational leaders are not bothered by day-to-day duties. Of the four sources of stress, task-based stress was indicated to be the highest ranked based on the analysis of the ASI.
