scholarly journals Transformational Leadership of School Principals and Organizational Health of Primary School Teachers in Malaysia

2016 ◽  
Vol 229 ◽  
pp. 151-157 ◽  
Author(s):  
Anantha Raj A. Arokiasamy ◽  
Abdul Ghani Kanesan Abdullah ◽  
Mohammad Zohir Ahmad @ Shaari ◽  
Aziah Ismail
Keyword(s):  
Transformational Leadership ◽  
Primary School ◽  
School Principals ◽  
Organizational Health ◽  
School Teachers ◽  
Primary School Teachers

scholarly journals INVESTIGATING INSTRUCTIONAL LEADERSHIP, TRANSFORMATIONAL LEADERSHIP, SELF-EFFICACY AND TRUST AMONG PRIMARY SCHOOL TEACHER

2020 ◽  
Vol 5 (35) ◽  
pp. 237-248
Author(s):  
Jumadi Musa ◽  
Mohamad Nizam Nazarudin ◽  
Zakiah Noordin ◽  
Nur Afny Juati ◽  
Hujaimah @ Siti Syafiqah Juhumin
Keyword(s):  
Transformational Leadership ◽  
Instructional Leadership ◽  
Primary School ◽  
Self Efficacy ◽  
Rating Scale ◽  
Teaching Experience ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Difference

The purpose of this study is to investigate the relationship between headmaster instructional leadership, headmaster transformational leadership, self-efficacy, and trust among primary school teachers. Furthermore, the study aims to examine the role of gender, age, and teaching experience in headmaster instructional leadership, headmaster transformational leadership, and self-efficacy. The participants were selected by proportional stratified sampling and simple random selection. This study adopted a survey research design that utilized an ex-post facto research type in which the researcher used questionnaires to collect data from the respondents. The instruments used are the Principal Instructional Management Rating Scale (PIMRS), Multi-factor Leadership Questionnaire (MLQ), Teachers' Sense of Efficacy Scale (TSES), and Trust Scale - Trust in Principal. A total of 297 respondents (mean age 37.4 + 1.5 years) from 71 schools were involved in this study. The data gathered from the respondents were downloaded into the Statistical Package for the Social Sciences (SPSS) for quantitative analysis. The results of the study indicate that there is a positive significant relationship between headmaster instructional leadership (r = .708, p <.05), headmaster transformational leadership (r= .683, p<.05), self-efficacy (r = .615, p <.05) and trust. It is found there is no significant difference among primary school teachers of different ages and teaching experience concerning their headmaster instructional leadership [F (2, 296) = 1.533, p> 0.05][F (2, 296) =. 878, p> 0.05], , headmaster transformational leadership [F(2, 296)=.396, p> 0.05][F(2, 296)=.396, p> 0.05] and teacher efficacy [F (2, 296) = 1.164, p> 0.05] [F (2, 296) = 1.204, p> 0.05]. The present study gains significance as the results can assist the teachers and organizations in enhancing the thrust of teachers.

scholarly journals The Organizational Slack of Primary Schools Principals in Minia Governorate and its Relation to Teachers' Job Satisfaction

2019 ◽  
Vol 7 (12) ◽  
pp. 440-461
Author(s):  
Dalia Taha Mahmoud Yousef
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Primary Schools ◽  
School Principals ◽  
Organizational Slack ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Principals ◽  
Points Of View ◽  
The Relationship

       The current study aimed to identify the reality of organizational slack among primary school principals and job satisfaction among primary school teachers, Minia Governorate, Egypt; and to monitor the relationship between organizational slack among primary school principals and teachers' job satisfaction. The study utilized the descriptive research methodology relying on a questionnaire as a study tool prepared by the researcher, which was applied to a sample consisted of 531 teachers in the primary schools in Minia Governorate centers. Results of the study revealed that the level of organizational slack among primary school principals from teachers' points of view were moderate in all dimensions of this axis which were as follows: laws and regulations, administrative and technical tasks, the relationship with colleagues and the relationship with students and that the level of job satisfaction among primary school teachers in Minia Governorate centers from teachers' points of view were high in the dimension of the nature of work inside the school; while it was moderate in the dimensions of laws and regulations regulating work and the relationship with principals, in addition it was law in the dimension of salaries, rewards and promotions. Results also indicated that there was a statistically significant relationship at the level of (α ≥0.001) between the organizational slack and job satisfaction dimensions in primary schools in Minia Governorate centers at a moderate level from teachers' points of view.

AN EVALUATION OF TEACHERS' VIEWS OF PRIMARY SCHOOL PRINCIPALS' PRACTICE OF DEMOCRATIC VALUES

2008 ◽  
Vol 36 (4) ◽  
pp. 483-492 ◽  
Author(s):  
Salih Zeki Genç
Keyword(s):  
Primary School ◽  
Educational Level ◽  
School Principals ◽  
Professional Experience ◽  
Democratic Values ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Principals

The purpose of the study was to evaluate teachers’ views about the level of practice of democratic values by primary school principals. Participants were 300 primary school teachers from four different regions of Turkey. The data were collected through a questionnaire, and analyzed by using t test and ANOVA tests. Results indicate that gender, educational level, and membership of a union make a difference in terms of practicing democratic values. Furthermore, some meaningful differences were noted in the subdimension of the questionnaire depending on the teachers' professional experience and on the present number of students as variables.

scholarly journals Cultural leadership behaviors of the primary school principals regarding certain variables

2016 ◽  
Vol 13 (2) ◽  
pp. 2462
Author(s):  
Yasin Hiçyılmaz ◽  
Necla Şahin Fırat
Keyword(s):  
Primary School ◽  
Educational Administration ◽  
Primary Schools ◽  
School Principals ◽  
School Type ◽  
School Teachers ◽  
Significant Discrepancy ◽  
Cultural Leadership ◽  
Primary School Teachers ◽  
Primary School Principals

This study was carried out in order to analyse the primary school teachers’ perception of the cultural leadership behaviours of the primary school principals regarding the personal and vocational qualities of the principals and certain features of the school in which they work, and in order to develop suggestions based on the findings. “The Scale for Cultural Leadership Behaviours of the School Administrators” Yıldırım (2001) was used as data collection tool.  The scale tool used in the study was applied to 859 teachers working in randomly selected 51 primary schools in four central districts (Konak, Buca, Karşıyaka and Bornova) of İzmir-Turkey. Arithmetic average, standard deviation, t- test, ANNOVA and Scheffe Test were made us of in the analysis of the study. These findings were attained in the study: The perceptions of the primary school teachers for the cultural leadership behaviours of the primary school principals are at a good level. The perceptions of the primary school teachers for the school principals’ cultural leadership behaviours indicate significant discrepancy in terms of gender, age, training of educational administration and school type variables. However, the perceptions of the primary school teachers for the school principals’ cultural leadership behaviours indicate no significant discrepancy in terms of vocational seminars or school size.  

scholarly journals Strengthening the Creative Transformational Leadership of Primary School Teachers

2017 ◽  
Vol 10 (4) ◽  
pp. 179
Author(s):  
Yadapak Kallapadee ◽  
Kowat Tesaputa ◽  
Kanokorn Somprach
Keyword(s):  
Transformational Leadership ◽  
Primary School ◽  
P Value ◽  
Problem Solution ◽  
Intellectual Stimulation ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Difference ◽  
Inspirational Motivation ◽  
Before And After

This research and development aimed to: 1) study the components and indicators of creative transformational leadership of primary school teachers; 2) study the existing situation, and the desirable situation of creative transformational leadership of primary school teachers in the northeastern region of Thailand; 3) develop a program to strengthen creative transformational leadership of primary school teachers; 4) study the results of implementing the strengthening of the creative transformational leadership program of primary school teachers. The research instruments are comprised of: 1) a form for evaluation components and indicators of creative transformational leadership; 2) a questionnaire for the existing situation and the desirable situation; 3) a form for the assessment of the program to strengthen the creative transformational leadership of primary school teachers; 4) a form for evaluating the results of implementing creative transformational leadership; 5) a test of creative transformational leadership. The research found that: The creative transformational leadership of primary school teachers has 5 elements and 16 indicators, including 1) the vision, 2) the intellectual stimulation 3) creativity, 4) inspirational motivation, 5) flexibility. The results of the study of the existing situation and the desirable situation of creative transformational leadership of primary school teachers showed at practice level every dimension and at overall were high. The study result of how to strengthen creative transformational leadership indicates coaching and mentoring levels were at high. Developed programs to strengthen creative transformational leadership of primary school teachers consisted of 5 modules: 1) the vision which covers three indicators, namely, picture mind, challenge and goal, 2) the intellectual stimulation which covers three indicators, namely, promotion of wisdom use, rationality and the ability to solve problems, 3) creativity which covers four indicators, namely, the initiative idea, the flexibility of thinking, fluency of and the quality of thinking, 4) inspirational motivation which covers three indicators, namely, confidence, concentration in action, hope for success, 5) flexibility of thought which covers three indicators, namely, adaptation according to the situation, adaptation to problem solution and action ability in several dimensions. The second program was guideline-applied coaching and mentoring processes. The results of the study found significant difference between before and after use of the strengthening in that the level after use was higher than before using every module (p-value< 0.05).

Recognition and management of Asperger's syndrome: perceptions of primary school teachers

2010 ◽  
Vol 27 (1) ◽  
pp. 6-10
Author(s):  
Vincent Agyapong ◽  
Maria Migone ◽  
Charles Crosson ◽  
Bernadette Mackey
Keyword(s):  
Primary School ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Asperger's Syndrome ◽  
School Principals ◽  
Asperger’S Syndrome ◽  
Behavioural Disorders ◽  
School Teachers ◽  
Primary School Teachers ◽  
Service Training

AbstractBackground: Most children who have Asperger's Syndrome (AS) are not identified until early school age, when social difficulties with other children become evident. Consequently, primary school teachers have an important role to play both in the recognition and management of the condition.Objectives: Our study sought to examine the perception of primary school teachers regarding the recognition and management of AS.Methods: A structured questionnaire on the recognition and management of AS was circulated to all 90 primary school principals in the Fingal County of Dublin for them to copy and distribute to teachers in their schools for completion. Self-addressed envelopes were provided to each principal for the return of completed questionnaires.Results: Three hundred and forty-three completed questionnaires were returned by 54 out of the 90 school principals. Fifty-eight per cent of respondents reported that they had ever taught a child with the condition and 49% reported that recognition and management of emotional and behavioural disorders was covered in their undergraduate training. Some 78.4% said that they would recognise the symptoms of AS in a child, with those who had training on the recognition and management of emotional and behavioural disorders being more likely to report that they would recognise such symptoms while 71.1% said children with AS should be taught in mainstream classes. However, 77.3% did not think mainstream schools are presently adequately resourced to cater for children with AS. Some 96.2% said they would like to receive in-service training from the Child and Adolescent Mental Health Services on the detection and management of children with AS.Conclusion: There is a need for formal in-service training for all primary school teachers in the recognition and management of children with Pervasive Developmental Disorders (PDD). The recognition and management of children with PDD should also be included in the curriculum of all undergraduate teacher training institutions in Ireland.

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