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Author: June M. Smith Publisher: ISBN: Category : Leadership Languages : en Pages : 178
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: June M. Smith Publisher: ISBN: Category : Leadership Languages : en Pages : 178
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: Marty A Cosby Publisher: ISBN: Category : Languages : en Pages : 134
Book Description
This quantitative case study examined teacher perceptions within one rural, public East Tennessee school district of principal leadership styles based upon Kouzes and Posner's five domains: challenge the process, enable others to act, encourage the heart, inspire a shared vision, and model the way to determine if a dominate domain existed within teacher perception of the principal's leadership style. Principals who understand the effectiveness and impact that different leadership styles have upon the school environment, specifically teacher perceptions, generally identify with a particular style allowing the creation of a positive educational environment (Rowland, 2008). Teacher understanding of principals' leadership styles increased self-awareness and job satisfaction the teacher achieved. Effectively decreasing the chances of teacher burnout and job-related stress (Meador, 2016).
Author: Majid Al-Haj Publisher: State University of New York Press ISBN: 0791494454 Category : History Languages : en Pages : 281
Book Description
Education, Empowerment, and Control is about the education of the Palestinian Arab minority in Israel from the establishment of the state of Israel to the present. Using a comparative approach, the study throughout juxtaposes Arab and Hebrew educational systems in terms of administration, resources, curricula contents, and returns. Developments in education are analyzed in conjunction with wide demographic, economic, and sociopolitical changes. Al-Haj explores the expectations of the Palestinian community on the one hand and dominant groups on the other, showing that whereas Palestinians have seen education as a source of empowerment, government groups have seen it as a mechanism of social control. The book also sheds light on the wider issue of education and social change among developing minorities in the postcolonial era. Al-Haj examines modernization, underdevelopment, and control in order to delineate the role education plays among a national minority that is marginalized at the group level and denied access to the national opportunity structure.
Author: Cynthia Gharfine Publisher: ISBN: Category : Educational leadership Languages : en Pages : 234
Book Description
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: Gene I. Maeroff Publisher: ISBN: 9780807729083 Category : Education Languages : en Pages : 133
Book Description
Argues that the teaching profession is demoralized, suggests that teachers should be given greater power, and tells how to assure the quality of education in America
Author: June M. Smith
Author: June M. Smith
Author: Jerry Gaither
Author: Marty A Cosby
Author: Pamela Klawitter
Author: Majid Al-Haj
Author: Cynthia Gharfine
Author: Daisy J. Garza
Author: Gene I. Maeroff
Author: Judy Collmer
Author: Douglas Benit