Principalship in an Indonesian school context: can principal decision-making styles significantly predict teacher job satisfaction?

2012 ◽  
Vol 32 (5) ◽  
pp. 453-471 ◽  
Author(s):  
Hasan Hariri ◽  
Richard Monypenny ◽  
Murray Prideaux
Keyword(s):  
Job Satisfaction ◽  
Decision Making ◽  
School Context ◽  
Teacher Job Satisfaction ◽  
Decision Making Styles ◽  
Principal Decision Making

Relationships between teacher influence in managerial and instruction-related decision-making, job satisfaction, and professional commitment: A multivariate multilevel model

2020 ◽  
pp. 174114322097128
Author(s):  
Joo-Ho Park ◽  
North Cooc ◽  
Kang-Ho Lee
Keyword(s):  
Job Satisfaction ◽  
Decision Making ◽  
Empirical Studies ◽  
Teacher Job Satisfaction ◽  
Policy Implications ◽  
Professional Commitment ◽  
Teacher Influence ◽  
Schools And Staffing Survey ◽  
Teacher Professional ◽  
Multivariate Multilevel Model

Research shows teacher influence in school decision-making is related to improving individual job satisfaction and professional commitment. However, few empirical studies investigate how different domains of school decision-making may have a distinct relationship with both individual teacher job satisfaction and professional commitment. Using the Schools and Staffing Survey 2011–2012 and the National Teacher and Principal Survey 2015–2016 which are national samples of U.S. primary and secondary schools, this study examines teacher influence in managerial and instruction domains of school decision-making and whether both are associated with job satisfaction and professional commitment. Results showed that teacher influence in the instruction domain has a statistically stronger relationship with teacher professional commitment than job satisfaction. In contrast, teacher influence in the managerial domain of school decision-making has a statistically stronger relationship with teacher job satisfaction than professional commitment. The results have policy implications for involving teachers in school decision-making and improving their overall job satisfaction.

scholarly journals Transformational Teacher Leadership in Rural Schools

2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Kirk David Anderson
Keyword(s):  
Decision Making ◽  
Transformational Leadership ◽  
Teacher Leadership ◽  
Rural Schools ◽  
Teacher Leaders ◽  
School Context ◽  
Leadership Roles ◽  
Interactive Decision Making ◽  
Decision Making Styles ◽  
Promising Area

In this paper, the author explores the rural school context and its teacher leaders as a third transformational leadership prototype adding to Leithwood and Jantzi’s (1999) two transformational leadership prototypes of females and new teachers in the elementary school. The author helps illuminate new understanding of rural schools and their highly interactive decision making styles where teacher leaders are a source of creativity development of unique forms of leadership. If researchers focus on teachers as leaders in rural schools, specifically those who operate outside of traditional leadership roles, there exists a promising area of new understanding for educational leadership as transformational teacher leadership.  

scholarly journals Teachers’ job satisfaction: the effect of principal’s leadership and decision- making style

2017 ◽  
Vol 9 (4) ◽  
pp. 71 ◽  
Author(s):  
Manolis Koutouzis ◽  
Konstantina Malliara
Keyword(s):  
Job Satisfaction ◽  
Decision Making ◽  
Leadership Style ◽  
Primary Schools ◽  
School Effectiveness ◽  
Research Survey ◽  
General Index ◽  
Decision Making Styles ◽  
Two Factors ◽  
Transformational Leadership Style

Research on school effectiveness indicates that teachers’ job satisfaction is a factor which significantly affects many aspects of quality in education. It has been demonstrated that two factors which contribute significantly to the increase of teachers’ job satisfaction are: principal’s leadership style and principal’s decision-making style. The purpose of this paper is to examine the relationship between teachers’ job satisfaction, leadership style and decision-making style. A research survey was conducted and data collected through a self-reported questionnaire. The questionnaire consisted of one demographic and 3 standard instruments – “General Index of Job Satisfaction”, “Multifactor Leadership Questionnaire”, “General Decision-Making Style Instrument”- and was completed by 156 teachers in Magnesia Prefecture, Greece. Analysis of data indicates that there is a relationship between principal’s decision-making style and hir/her leadership style as transformational leadership style as well as the transactional one relate positively to teachers’ job satisfaction. Finally, two decision-making styles were proved to be related to teachers’ job satisfaction in primary schools: the rational decision-making style and the dependent one. The present study provides useful information about the way principals could contribute to the increase of teachers’ job satisfaction. In order to increase teachers’ job satisfaction, principals should use a mix of different leadership styles and decision-making styles that respond better to each situation.

scholarly journals Construct Validation of a School Principal Decision-Making Styles Scale

2008 ◽  
Author(s):  
Abdulhakam Hengpiya
Keyword(s):  
Decision Making ◽  
Factor Analysis ◽  
Item Analysis ◽  
Principal Component ◽  
Internal Consistency Reliability ◽  
School Principal ◽  
Primary School Principals ◽  
Confirmatory Factor ◽  
Decision Making Styles ◽  
Principal Decision Making

Whereas substantial research in decision-making styles has focused on the theoretical and conceptual definitions, relatively less empirical attention has been paid to the development of its measures. Thus, the purpose of this study is to develop and validate a measure of school principal decision-making styles based on Vroom and Yetton’s (1973) theoretical framework. The researcher initially developed a 40-item pool of the Principal Decision-Making Styles Scale (PDMSS), and then these 40 items were reduced to 27 items after experts’ examination of its content validity. These 27 refined items were administered to 120 primary school principals in the northern states of Malaysia. In order to examine the construct validity of the PDMSS, a factor analysis employing principal component extraction procedures with varimax rotation was used. The factor analysis resulted in a 19-item instrument that measures three extracted decision-making styles, namely, autocratic, participative, and delegation. Additionally, the item analysis showed acceptable internal consistency reliability for the overall and the three specific sub-scales of PDMSS. Moreover, the confirmatory factor analysis revealed that the three identified styles indicate a good model fit.  

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