Principal's Leadership Behavior, Teacher's Decisional Participation, Teacher's Job Satisfaction and Student Achievement PDF Download

Author: Peter Robert Marra
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 191

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Book Description

Author: Maurice Demond Williams
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 246

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Book Description

Author: Diane E. Reed
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 426

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Book Description

Author: Engin Karadağ
Publisher: Springer
ISBN: 3319149083
Category : Business & Economics
Languages : en
Pages : 275

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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: Eric Matthew Denton
Publisher:
ISBN:
Category : Teacher-principal relationships
Languages : en
Pages : 0

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Book Description
This study addresses the challenge principals face in retaining highly qualified and effective teachers in their schools. Although efforts to recruit new teachers have proven successful, teachers are leaving education at alarming rates, especially in the first four years of their careers. The purpose of this study was to identify what school principals can do to increase teachers' job satisfaction and retention. To do so, 12 veteran teachers from four schools were interviewed from February to April 2009. The participants answered questions concerning their levels of job satisfaction, their perceptions of their principals' leadership styles, and their reasons for continuing to teach. The data revealed that principals can increase teachers' job satisfaction and retention rates by encouraging positive and respectful relationships among teachers and their students and among the faculty, staff, and administration; treating teachers as professionals and providing them with opportunities for professional growth; providing teachers with positive feedback; being accessible and listening to teachers; establishing high expectations for student achievement and teacher performance; and supporting the efforts of teachers. This data will increase principals' awareness about what leadership styles and practices can increase the job satisfaction of their teachers and help them retain highly qualified and effective teachers in their schools.

Author: Thomas C. Lind
Publisher:
ISBN: 9781369885736
Category : Educational leadership
Languages : en
Pages : 137

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Book Description
Certain transformational and transactional leadership behaviors exhibited by principals are effective in creating a work environment that supports teacher autonomy and higher levels of teacher job satisfaction. In an age of school reform and increased pressures on teachers to improve student performance, few studies have examined the relationships between principal leadership behaviors, teacher motivation, and teacher job satisfaction. The current study used data gathered from principals to examine the relationships between a principal's transformational and transactional leadership practices and a teacher's autonomous and controlled motivations. In addition, the relationship between a principal's leadership practices and a teacher's level of job satisfaction was examined. Additional analyses were conducted to examine the potential moderating effect of teacher motivation on the relationship between principal leadership style and teacher job satisfaction. Implications for principal training programs, professional development, and future directions for research are discussed.

Author: James M. Lipham
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 139

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Book Description

Author: Sherwood Colvin Daniels
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 374

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Book Description

Author: H. J. E. Collison
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 148

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Book Description

Author: Jack Dale (Jr)
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 194

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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.