A Study of the Relationship Between Teacher Motivational Need and Teacher Perception of the Ideal Leadership Style PDF Download

Author: C. Lance Hutton
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 210

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Author: Marjorie Powell
Publisher: Routledge
ISBN: 0429995083
Category : Education
Languages : en
Pages : 544

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Book Description
Originally published in 1984, the field of research on teaching had expanded dramatically in the 15 years covered by this bibliography, 1965 to 1980. The expansion had included studies conducted for many purposes. This bibliography contains relevant citations to the research which has been conducted for the purposes of increasing our understanding of the science, art and craft of teaching. The existence of research publications has been documented with relevant reference information and brief annotations; there has been no attempt to evaluate the quality of the studies. A brief perusal of the bibliography provides an indication of the range of topics addressed by these studies and also of the variety of studies within a single topic.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 612

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Abstracts of dissertations available on microfilm or as xerographic reproductions.

Author: Judith Lee Johnson
Publisher:
ISBN:
Category :
Languages : en
Pages : 208

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Author: Amzat, Ismail Hussein
Publisher: IGI Global
ISBN: 1522558594
Category : Education
Languages : en
Pages : 422

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Book Description
A successful administrator is one who applies suitable or appropriate leadership styles in various situations or contexts. It is crucial to investigate how effective administrators lead their organizations in challenging and difficult times, as well as promote the accomplishments of their organization. Predictive Models for School Leadership and Practices is an essential reference source that discusses academic administration as well as administrative effectiveness in achieving organizational goals. Featuring research on topics such as teacher collaboration, school crisis management, and ITC integration, this book is ideally designed for principals, researchers, academics, educational policymakers, and teachers seeking coverage on academic leadership and leadership models.

Author: Shirley M. A. Kelly
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 274

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 906

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Author: University Microfilms, Incorporated
Publisher: University Microfilms
ISBN: 9780835708418
Category : Education
Languages : en
Pages : 796

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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 704

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Author: Brittany D. Carpenter
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 334

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Book Description
Research has shown that various leadership styles have different impacts on leader outcomes such as satisfaction, extra effort, and effectiveness. Specifically, researchers have found that transformational leadership positively impacts follower perceptions of satisfaction, extra effort, and leader effectiveness (Avolio, Bass, & lung, 1995; Philbin, 1997; Yammarino, Spangler, & Bass, 1993). However, research has shown that not all leaders display transformational leadership. In fact, Eagly, Karau, & lohnson (1992) and their colleagues have shown transformational leadership in education to be linked to the extent to which male and female principals carry out their gender roles - referring to role congruity. Currently, not much is known empirically about the relationship between the role of the elementary school principal leadership and gender roles and its combined effects on teachers' perceived satisfaction, perceived effectiveness of their principals, and their assessment of extra effort put forth towards their job. The purpose of this study was to examine the relationship between leadership style (transformational, transactional, and laissez-faire) and psychological gender role group (masculine, feminine, undifferentiated, androgynous) of elementary school principals. Exploration of this topic filled a void in empirical investigations of the psychological gender perspective of school leadership. Multivariate Analysis of Variance techniques were used to examine the relationships between and among principal psychological gender role, biological gender, principal effectiveness, teacher satisfaction, and teacher extra effort. Additionally, canonical correlation was used to examine the relationship between leadership factor variable set and psychological gender role variable set. Results detected one relationship exists between psychological gender role and leadership behavior variable sets. Specifically, findings suggest femininity, masculinity, idealized influence attribute, idealized influence behavior, inspiration-motivation, intellection stimulation, individual consideration, contingent reward, and laissez-faire provide the best linear combinations of Pearson correlations between the leadership behavior and psychological gender role variable sets. In addition, results indicated statistically significant differences in perceived principal effectiveness, teacher perceived satisfaction, and teacher extra effort based on teacher perceived level of principal psychological gender. Teachers who perceived their principals as androgynous and feminine reported higher levels of extra effort, satisfaction, and principal effectiveness. Leadership behavior did not appear to have a significant influence on extra effort, satisfaction, and principal effectiveness. Additionally, the interaction effect between perceived principal psychological gender role group and principal biological gender was not statistically significant.