School leadership and its impact on student achievement

2016 ◽  
Vol 30 (6) ◽  
pp. 941-958 ◽  
Author(s):  
Vartika Dutta ◽  
Sangeeta Sahney
Keyword(s):  
Job Satisfaction ◽  
Student Achievement ◽  
Transformational Leadership ◽  
School Climate ◽  
Instructional Leadership ◽  
School Leadership ◽  
Student Outcomes ◽  
Leadership Behaviors ◽  
Teacher Job Satisfaction ◽  
Content Type

Purpose – The purpose of this paper is to examine the role of teacher job satisfaction and school climate in mediating the relative effects of principals’ instructional and transformational leadership practices on student outcomes. Design/methodology/approach – Guided by strong evidence from theories on school leadership and work psychology, the authors hypothesized relations among dimensions of principals’ instructional and transformational leadership behaviors, teachers’ perception of the school climate (social and affective, and physical environment), their job satisfaction and student achievement. The benefits of the principal’s leadership behaviors for student achievement are primarily hypothesized as indirect, with either a weak or statistically non-significant direct positive effect on student outcomes. Path modeling was applied to validate a mediated-effects model using cross-sectional survey data (306 principals, 1,539 teachers) obtained from 306 secondary schools in the two Indian metropolitan cities of New Delhi and Kolkata. Findings – Principal leadership behaviors were not associated directly with either teacher job satisfaction or school-aggregated student achievement. Rather, the transformational leader behavior showed an indirect effect, through the social and affective component of the school climate, on teacher job satisfaction. The physical climate, however, appeared to play a dominating role in mediating the instructional leadership effects on teacher job satisfaction. Comparing the relative indirect effect sizes of the instructional and transformational leadership behaviors on student achievement, principals appear to favor the former approach. Originality/value – This study provides further empirical evidence that instructional leadership better captures the impact of school leadership on student outcomes, when compared to its transformational counterpart. By identifying the relative effects of different leadership practices, school leaders and educational practitioners can focus more on altering the distribution and frequency of those practices that work best for ameliorating student achievement levels.

The role of transformational leadership in reinforcing product and service innovation: Job satisfaction as a mediator

2019 ◽  
Vol 27 (5) ◽  
pp. 4-6
Keyword(s):  
Job Satisfaction ◽  
Transformational Leadership ◽  
Leadership Style ◽  
Leadership Behaviors ◽  
Service Innovation ◽  
Mediating Effect ◽  
Content Type ◽  
Product Service ◽  
Transformational Leadership Style ◽  
Workplace Cultures

Purpose This purpose of this study is to examine the role played by transformational leadership in reinforcing product service and innovation and the mediating effect of job satisfaction. Design/methodology/approach Data was gathered from the responses of 486 employees working in three telecom companies providing mobile phones and internet services in Jordan to a questionnaire survey and from semi-structured in depth interviews with 15 team leaders. Findings The results suggest that all four aspects of transformational leadership behaviors are positively and directly associated with product and service innovation. In addition, transformational leadership behaviors have a positive and direct effect on job satisfaction. Finally job satisfaction does act as mediator between transformational leadership and innovation. Practical implications Therefore for organizations to improve performance and encourage innovative behaviors middle management and employees should be trained to use a transformational leadership style and measures to improve job satisfaction should be put in place. Originality/value This paper adds to the understanding of how leaders can develop innovation through developing appropriate workplace cultures and conditions. 10; 10.

The relationship between transformational leadership, perceived leader effectiveness and teachers’ job satisfaction

2014 ◽  
Vol 52 (4) ◽  
pp. 509-528 ◽  
Author(s):  
Maria Eliophotou Menon
Keyword(s):  
Job Satisfaction ◽  
Transformational Leadership ◽  
Leadership Behaviors ◽  
Full Range ◽  
Leader Effectiveness ◽  
Content Type ◽  
Teachers Perceptions ◽  
Full Range Model ◽  
Passive Avoidant ◽  
Overall Job Satisfaction

Purpose – The purpose of this paper is to investigate the link between transformational/transactional/passive-avoidant leadership behaviors, teachers’ perceptions of leader effectiveness and teachers’ job satisfaction. In this context, the paper also examines the conceptual model underlying the scales of the most widely used instrument in research on transformational leadership, the Multifactor Leadership Questionnaire (MLQ). The theoretical framework for this investigation is that of the full range model of leadership. Design/methodology/approach – An adapted version of the MLQ was administered to a sample of 438 secondary school teachers in the Republic of Cyprus. Confirmatory factor analysis and structural equation modeling were used in the analysis of the data. Findings – The results provide support for a three-factor structure model consisting of transformational, transactional and passive-avoidant forms of leadership, representing three distinct components of leadership behavior. Teachers’ perceptions of leader effectiveness and teachers’ overall job satisfaction were found to be significantly linked to the leadership behaviors included in the full range model of leadership. Research limitations/implications – The findings are cross-sectional and based on the subjective perceptions of teachers. The analysis of the data suggests that transformational leadership may not be a sufficient condition for (perceived) headteacher effectiveness. Originality/value – The link between transformational leadership, perceived leader effectiveness and teachers’ overall job satisfaction has not been investigated in many studies. The present study attempts to address this gap.

PENGARUH KEPEMIMPINAN INSTRUKSIONAL DAN IKLIM SEKOLAH TERHADAP KEPUASAN KERJA GURU PADA SEKOLAH DASAR NEGERI SE-KECAMATAN PAMIJAHAN KABUPATEN BOGOR

2019 ◽  
Vol 1 (2) ◽  
pp. 198-206
Author(s):  
Aji Aji ◽  
Qowaid Qowaid ◽  
M Faqihuddin
Keyword(s):  
Job Satisfaction ◽  
School Climate ◽  
Instructional Leadership ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Influence ◽  
Teacher Job Satisfaction ◽  
Research Hypothesis ◽  
Level Of Confidence ◽  
Calculation Results

ABSTRACT The principal is an important leader at the school level. They have many functions of daily work at school to improve the teaching and learning process. However, the reality is that many school principals are apparently too busy with all the daily responsibilities in managing and running a school. This gives the impression that the principals must give a lot of attention to becoming instructional leaders because this can help a lot both in the teaching and learning process which can lead to the quality of education. In addition, the school is an organization that has certain objectives that must be achieved. To achieve this goal, the climate of the school organization is very important. On the basis of the above, it is clearly seen that job satisfaction of a teacher is determined by at least two supporting variables, including the leadership of the school principal and the school climate. Based on these ideas the researcher is interested in conducting a study conducted to reveal two variables that are significantly related. The purpose of this study was to determine the effect of instructional leadership style and school climate both partially, and together with the teacher's job satisfaction. The approach in this research is a quantitative approach. The unit of analysis in this study was the Public Elementary School in Pamijahan sub-district, Bogor Regency, while the respondents consisted of PNS SDN teachers in Pamijahan, Bogor Regency. Based on the results of a simple regression test, from the calculation results obtained t count of 2.786 while the table at the level of confidence α = 0.05 with dk = 48 is equal to 2.010. Based on the results of testing the significance of the correlation shows that tcount> ttable (2.786> 2.010). Thus the research hypothesis which states that there is a positive influence of instructional leadership (X1) on teacher job satisfaction (Y) is proven true. From the calculation results obtained t count of 3.832, while t table at the level of confidence α = 0.05 with dk = 48 is equal to 2.010. Based on the results of testing the significance of the correlation shows that t arithmetic> t table (3,832> 2,010). Thus the research hypothesis which states that there is a positive influence of the school climate (X2) on teacher job satisfaction (Y) is proven to be true. Furthermore, based on multiple regression tests Based on the results of the significance test of multiple linear regression equations obtained Fcount of 7.199 while Ftable for the denominator 2 and numerator 47 for the level of trust α = 0.05 of 3.20 which means the value of Fcount> Ftable (7.199> 3.20) . This shows that Ho was rejected, meaning Ha who stated there was a positive influence of instructional leadership and school climate together on teacher job satisfaction was acceptable. Keywords: Instructional Leadership, School Climate and Job Satisfaction Teacher.

scholarly journals TRANSFORMATIONAL LEADERSHIP, SCHOOL CLIMATE AND TEACHER JOB SATISFACTION

2021 ◽  
Vol 6 (42) ◽  
pp. 508-518
Author(s):  
Mohd Akhmarudi Mohd Yusoff ◽  
Siti Noor Ismail
Keyword(s):  
Job Satisfaction ◽  
Transformational Leadership ◽  
School Climate ◽  
Principal Leadership ◽  
Sampling Method ◽  
Secondary School Teachers ◽  
Teacher Job Satisfaction ◽  
School Principal ◽  
School Teachers ◽  
Education Development

The Malaysia Education Development Plan 2013-2025 focuses on empowering school principal leadership as the main platform for developing school excellence. Therefore, this study was conducted to look at the transformational leadership relationships practiced by principals into two main elements that influence school excellence, namely the school climate and also teacher job satisfaction. A cross-district survey was used to collect data involving regular daily secondary school teachers in Kelantan. A total of 390 teachers from the population of 10866 were randomly selected using the grade sampling method. The instrument consists of 20 items already used to measure transformational leadership among principals (Femke Geijsel, Peter Sleegers & Rudolf van den Berg, 1999), 3 things to measure teacher job satisfaction (Johnson, Stevens & Zvoch, 2007), and 21 items used to measure school climate (James Griffith, 2003). The data were analyzed using IBM SPSS Version 25.0. The findings show that there is a significant positive relationship between transformational leadership towards the school climate and teacher job satisfaction. The findings can be used by school leaders in efforts to develop the school climate and environment as well as to adopt recommended approaches to improve teacher job satisfaction levels.

Faculty trust in the principal: an essential ingredient in high-performing schools

2015 ◽  
Vol 53 (1) ◽  
pp. 66-92 ◽  
Author(s):  
Megan Tschannen-Moran ◽  
Christopher R. Gareis
Keyword(s):  
Student Achievement ◽  
School Climate ◽  
Principal Leadership ◽  
Leadership Behaviors ◽  
Teacher Professionalism ◽  
Academic Press ◽  
Faculty Trust ◽  
Content Type ◽  
Principal Leadership Behaviors ◽  
Task Oriented

Purpose – The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement. Design/methodology/approach – Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n=3,215 teachers), allowing for correlational and regression analyses of the variables. Findings – The authors found that faculty trust in the principal was related to perceptions of both collegial and instructional leadership, as well as to factors of school climate such as teacher professionalism, academic press, and community engagement. Student achievement was also correlated with trust, principal leadership behaviors, and school climate. The authors found that both of the composite variables, principal behaviors and school climate, made significant independent contributions to explaining variance in student achievement and that together they explained 75 percent of the variance in achievement. Research limitations/implications – Limitations of the study include the use of a single form to collect participants’ responses that may have elevated the degree of correlations, as well as the exclusion of rural schools from the sample. Practical implications – The findings of this study suggest that principals must foster and maintain trust in order to lead schools effectively. Importantly, trust has both interpersonal and task-oriented dimensions. Thus, principals must be prepared to engage collegially with teachers in ways that are consistently honest, open, and benevolent, while also dependably demonstrating sound knowledge and competent decision making associated with administering academic programs. Originality/value – Situated in a conceptual framework of systems theory, this study explored the interplay of faculty trust in the principal, principal behavior, school climate, and student achievement. The findings suggest that it is necessary for principals to evidence both interpersonal and task-oriented behaviors in order to be trusted by teachers. Furthermore, the strength of the relationships suggests that schools will not be successful in fostering student learning without trustworthy school leaders who are skillful in cultivating academic press, teacher professionalism, and community engagement in their schools.

Relation of principal instructional leadership, school climate, teacher job performance and student achievement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Vartika Dutta ◽  
Sangeeta Sahney
Keyword(s):  
Student Achievement ◽  
School Climate ◽  
Instructional Leadership ◽  
Job Performance ◽  
Indirect Effect ◽  
Physical Environment ◽  
Equation Modeling ◽  
Content Type ◽  
The Social ◽  
Principal Instructional Leadership

PurposeWe study the role of school climate, and teacher task, and citizenship performance in mediating the effects of principal instructional leadership behavior on student achievement.Design/methodology/approachStructural equation modeling was applied to data obtained from 302 Indian secondary schools to test a mediated-effects model.FindingsSchool climate was examined under two broad dimensions, the social and affective and the physical environment. Results of mediation analysis showed that the benefits of principal instructional leadership for student achievement are operationalized as an indirect effect. This indirect effect is realized primarily through the physical environment, and the in-role task performance of teachers. No significant contribution to the indirect effect through the social and affective environment was found. The latter, nonetheless, fully mediated the relationship between the instructional leadership and extra-role or citizenship behavior of teachers. These findings underscore the different and distinct mediating roles played by the social and affective, and physical dimensions of the school climate in our model.Originality/valueTo the best of our knowledge, the reported associations between principal instructional leadership, school climate and student achievement that take into account both the in-role and extra-role job performance of teachers within the purview of a single framework are new. Also, this is the first study exploring these relations in an Indian context.

Teacher job satisfaction in Taiwan: making the connections with teacher attitudes, teacher self-efficacy and student achievement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Po Tsai ◽  
Panayiotis Antoniou
Keyword(s):  
Job Satisfaction ◽  
Student Achievement ◽  
Teacher Attitudes ◽  
Classroom Environment ◽  
Self Efficacy ◽  
Teacher Job Satisfaction ◽  
Teaching Mathematics ◽  
Content Type ◽  
Teacher Self Efficacy ◽  
The Impact

PurposeThis paper aims to describe the findings of a study investigating the relationships between teacher attitudes to teaching mathematics, teacher self-efficacy, student achievement and teacher job satisfaction in Taiwan.Design/methodology/approachData were collected from 110 fifth grade primary school teachers and their students (n = 2,334) between 10 and 10 years old. A teacher questionnaire and a criterion-reference test in mathematics were distributed during the academic year 2016–2017. The data were analysed using confirmatory factor analysis and stepwise linear regression.FindingsThe results revealed that teacher attitudes to teaching mathematics, efficacy in classroom environment and student achievement in mathematics could, to some extent, explain variations in teacher job satisfaction. Of all the variables, teacher attitudes to teaching mathematics explained the largest portion of the variance in teacher job satisfaction.Originality/valueThese findings support the proposition that teacher attitudes to teaching mathematics affect teacher job satisfaction, which is in turn, translatable into enhanced teacher effectiveness. It is important to note that this study explores the impact of student achievement on teacher job satisfaction (and not the other way round), which is a relationship that remains under-researched and needs further investigation. Implications of the findings are discussed, and suggestions for further studies are provided.

School leadership, teacher’s psychological empowerment and work-related outcomes

2019 ◽  
Vol 33 (7) ◽  
pp. 1501-1514
Author(s):  
Kersti Kõiv ◽  
Kadi Liik ◽  
Mati Heidmets
Keyword(s):  
Job Satisfaction ◽  
School Leadership ◽  
Leadership Style ◽  
Indirect Effect ◽  
School Principals ◽  
Psychological Empowerment ◽  
Content Type ◽  
Work Related ◽  
Perceived Leadership ◽  
The Relationship

Purpose The purpose of this paper is to examine the mediating effect of teacher’s psychological empowerment between school leadership style and teachers’ work-related outcomes. Design/methodology/approach A total of 711 teachers from 31 Estonian schools were surveyed with a questionnaire measuring four dimensions of psychological empowerment (competence, meaning, self-determination and impact), school leadership characteristics (leadership style, leader’s empowering behavior and trust in leader) and teacher’s work-related outcomes (job satisfaction and workplace attachment). AMOS path analysis was used to investigate the direct and indirect relations between the teachers’ perceptions of school leadership, their psychological empowerment and their workplace attachment and job satisfaction. Findings This study found that psychological empowerment (subscales meaning and impact) mediates the relationship between perceived leadership empowerment behavior and teachers’ work-related outcomes. Also, the psychological empowerment (meaning and impact) mediates the relationship between perceived leadership style and teachers’ work-related outcomes. Trust in the principal has direct and indirect effect (through psychological empowerment) on job satisfaction, whereas there only seems to be indirect effect on workplace attachment through two components of psychological empowerment. Practical implications The mediating role of psychological empowerment includes an important message for school principals – in order to empower employees it is not sufficient to merely delegate formal power and decision-making rights. To facilitate the development of psychological empowerment, it is important to provide employees with an opportunity to experience agency, to experience that their voice and opinions are taken into account (perceived impact) and the purpose and targets of the whole organization are discussed with the employees and formulated in collaboration with them (perceived meaning). Originality/value Psychological empowerment as a mediating variable has not been widely researched, especially in school environment. The results will provide important signals for school principals, where and how to find leverage to improve teachers’ job satisfaction and workplace attachment.

Public leadership behaviors of school principals: does it affect teacher motivation and job satisfaction in Turkish culture?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bünyamin Han ◽  
Rasim Tösten ◽  
Zakir Elçiçek
Keyword(s):  
Job Satisfaction ◽  
Public Schools ◽  
Teacher Motivation ◽  
School Principals ◽  
Leadership Behaviors ◽  
Content Type ◽  
The Public ◽  
Public Leadership ◽  
Mediating Role

PurposeThe aim of this research is to examine the public leadership (PL) behaviors of principals working in public schools and its effect on teacher motivation (M) and job satisfaction (JS). Moreover, the mediating role of JS in the relationship between PL and M is also explored.Design/methodology/approachThis research is quantitative and designed in relational survey model conducted with 327 teachers working in Siirt/Turkey in 2020. In the research, Public Leadership Scale, Teacher Motivation Scale and Minnesota Satisfaction Questionnaire were used. Descriptive analyses were used in data analysis. Moreover, mediating role of job satisfaction between public leadership and teacher motivation was tested.FindingsAccording to the results, the public leadership behaviors of school principals, motivation and job satisfaction of teachers are high according to teacher opinions. Additionally, public leadership behaviors of school principals have an effect on teacher motivation and job satisfaction. On the other hand, this study found a negative effect between public leadership and motivation when the effect of job satisfaction is controlled. The possible reasons for this situation were discussed in term of cultural differences.Practical implicationsThe results of this study imply that the leadership behaviors of school principals have cultural elements. Future research should be careful in measuring the political loyalty dimension of the public leadership and should take cultural element into consideration.Originality/valueAlthough there are many types of leadership, the type of leadership differs depending on the purpose of the organization, environmental conditions and culture. The lifestyle of the society, current developments and the structure of the organization are effective in interpreting the leadership needed in the organization. When looking at the models created about leadership in organizations, the effect of this type of leadership on organizational behavior is generally tried to be explained. This is also the case for motivation or job satisfaction. Therefore, this study also focuses on the effect of public leadership in explaining the job satisfaction and motivation of employees in educational organizations. However, another distinctive aspect of this research is that the cultural structure of the society is emphasized in the model to be created.

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