Relationships Among Principals' Leadership Behavior, Principals' Authenticity, and Teacher Job Satisfaction in Selected Junior High Schools PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Relationships Among Principals' Leadership Behavior, Principals' Authenticity, and Teacher Job Satisfaction in Selected Junior High Schools PDF full book. Access full book title Relationships Among Principals' Leadership Behavior, Principals' Authenticity, and Teacher Job Satisfaction in Selected Junior High Schools by Wen-sheng Ding. Download full books in PDF and EPUB format.
Author: Wen-sheng Ding
Publisher:
ISBN:
Category : Junior high school principals
Languages : en
Pages : 358
Get Book Here
Book Description
Author: Wen-sheng Ding
Publisher:
ISBN:
Category : Junior high school principals
Languages : en
Pages : 358
Get Book Here
Book Description
Author: Richard Duane Howard
Publisher:
ISBN:
Category : Junior high school principals
Languages : en
Pages : 220
Get Book Here
Book Description
Author: Engin Karadağ
Publisher: Springer
ISBN: 3319149083
Category : Business & Economics
Languages : en
Pages : 275
Get Book Here
Book Description
This book focuses on the effect of leadership on organizational outcomes and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret leadership literature and suggest new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the editors compile various studies examining the relationship between the leadership and thirteen organizational outcomes separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Author: Jack Dale (Jr)
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 194
Get Book Here
Book Description
This quantitative study addressed the idea that a middle school principal could possibly impact teacher effectiveness in the classroom through the relationship of the teacher- perceived leadership style of the principal to teacher job satisfaction and efficacy. The sample consisted of 142 certified teachers from 8 public middle schools in an East Tennessee school district. Teachers completed the Multifactor Leadership Questionnaire, (Bass & Avolio, 2004) and the Job Satisfaction Survey, (Spector, 1994). Findings from this study suggest that the middle school teachers' perceptions of their principal's leadership did not have a statistically significant relationship to teacher job satisfaction. A new insight from this study suggests that principals should find ways to lead beyond teacher perceptions to address the needs of teachers in order to promote and encourage higher levels of teacher job satisfaction. Furthermore, findings from this study suggest that the middle school teachers' perceptions of their principal's leadership style had a statistically significant relationship to teacher efficacy. Findings from the exploratory question at the end of the surveys further validated this study by indicating teachers perceived their need for principal leadership to help them become more effective in the classroom by incorporating elements of both transformational and transactional leadership. This research may assist in developing leadership style training for principals desiring to indirectly influence academic achievement by influencing teacher job satisfaction and efficacy within their schools.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 700
Get Book Here
Book Description
Author: Philip Hallinger
Publisher: Springer
ISBN: 3319155334
Category : Education
Languages : en
Pages : 210
Get Book Here
Book Description
This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.
Author: Jerry Gaither
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 234
Get Book Here
Book Description
Author: Maureen Sinclair
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 175
Get Book Here
Book Description
Author: Yvonne Carey Culbreath
Publisher:
ISBN:
Category : Teacher-principal relationships
Languages : en
Pages : 119
Get Book Here
Book Description
Author: Javaid Edward Siddiqi
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages :
Get Book Here
Book Description
The purpose of the study was to examine the relationship between principals' sense of achievement and teachers' perceptions of their principals' leadership behaviors. This was determined by examining job satisfaction of principals and leadership style using the Minnesota Satisfaction Questionnaire (MSQ) and the School District's Climate Survey. The population for this study was teachers and principals in a large suburban school district in the Richmond, VA area. Participating schools were selected using a convenience sample based upon those in the school district's annual school climate survey rotation. Of the district schools scheduled for the climate survey, only those that had their principal in place for a minimum of 1 year were chosen to participate. There were nine schools on the cycle for the 2011-2012 school year that met this criteria, yielding 9 principals and approximately 500 teachers. Data were collected from 5 elementary schools, 2 middle schools, and 2 high schools. The principals were asked to complete the Minnesota Satisfaction Questionnaire Sense of Achievement subscale survey. Teachers in the selected schools had recently participated in the School District's Climate Survey. Data for this study came from the Leadership subscale of the survey. Descriptive statistical analysis revealed that principals generally are satisfied with the sense of achievement they have in their jobs. Data suggest they are most satisfied with having the opportunity to do something worthwhile and less satisfied with seeing the results of their work. Descriptive statistical analysis revealed that teachers generally are satisfied with their principals' leadership behaviors. A Pearson correlation was run to determine the relationship between the mean scores of the principals' sense of achievement and the teachers' perceptions of their principals' leadership behaviors. The data revealed that there was no statistically significant relationship between teachers' perceptions of their principals' leadership behaviors and principals' sense of achievement. While no significant relationship between the two data sets was found, analysis supports the need for principals to be satisfied with their jobs in order to create the open climate necessary for teachers to cultivate a collaborative approach to their craft. Teachers in an open climate are more likely to cooperate and are more committed to their job and each other.
