scholarly journals Contribution of teachers’ perceptions about the effectiveness of principal leadership and interpersonal communication on school climate through emotional intelligence

2020 ◽  
Vol 3 (3) ◽  
pp. 295-302
Keyword(s):  
Emotional Intelligence ◽  
School Climate ◽  
Interpersonal Communication ◽  
Principal Leadership ◽  
Teachers Perceptions

Teachers' perceptions of the effect of leadership on school climate

2019 ◽  
Author(s):  
◽  
Zeina Amal Ibrahim
Keyword(s):  
School Climate ◽  
Principal Leadership ◽  
Mixed Methods Research ◽  
Teacher Behaviors ◽  
Principal Behaviors ◽  
Teachers Perceptions ◽  
Transformational And Transactional Leadership ◽  
Directive Behavior ◽  
The Impact ◽  
The Relationship

This mixed methods research examines the relationship between principal leadership and school climate. A sample of 63 elementary teachers evaluated their school climate and leadership through the OCDQ-RE and the MLQ-5X and expressed their views on both by responding to open-ended questions. Quantitative analysis for both questionnaires, correlations between the dimensions of the two instruments and qualitative analysis of the open-ended questions were conducted to determine the leadership characteristics and behaviors that impact school climate the most. Both principals scored high on supportive and directive behavior and were “more transformational” and “more transactional than the norm”; teachers scored high on collegial and intimate behavior; school climates were determined to be open. Correlational analysis revealed significant positive relationships between the characteristics of transformational and transactional leadership and both supportive and directive principal behaviors; qualitative results showed that characteristics of transformational leadership and supportive principal behaviors have the most impact on school climate. The results of this study revealed that although the principals were perceived as highly directive, the climates were still open. This calls for further exploration of the impact of principal behaviors on school climate and whether teacher behaviors are more significant determinants of school climate than principal behaviors are.

KORELASI ANTARA KOMUNIKASI INTERPERSONAL DAN KECERDASAN EMOSI DENGAN MOTIVASI BERPRESTASI PADA SISWA KOMUNITAS HOME SCHOOLING BERKEMAS

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Wina Lova Riza
Keyword(s):  
Emotional Intelligence ◽  
Data Analysis ◽  
Correlation Coefficient ◽  
Interpersonal Communication ◽  
Achievement Motivation ◽  
Home Schooling ◽  
Sampling Technique ◽  
Positive Direction ◽  
Research Results ◽  
Multivariate Correlation

The purpose of this study was to determine the correlation between interpersonal communication and emotional intelligence with achievement motivation in packaged home schooling community students. The population in this study were 50 packaged home schooling community students, where the sampling technique was saturated sampling (census), because the population was the same as the sample. Based on the results of data analysis using multivariate correlation with the help of SPSS 15.0, research results obtained with a correlation coefficient of 0.657 with p <0.05, then H0 which states there is no correlation between interpersonal communication and emotional intelligence is rejected, while Ha which states there is a correlation between Interpersonal communication and emotional intelligence are accepted. Based on the description above it can be concluded that there is a significant correlation with the positive direction between interpersonal communication and emotional intelligence with achievement motivation in packaged home schooling community students. So, the better interpersonal communication and the higher the emotional intelligence will be followed by the higher achievement motivation Keywords: Interpersonal Communication, Emotional Inteligence, Achievemnet Motivation.   Tujuan penelitian ini adalah untuk mengetahui korelasi antara komunikasi interpersonal dan kecerdasan emosi dengan motivasi berprestasi pada siswa komunitas home schooling Berkemas. Populasi pada penelitian ini siswa komunitas home schooling berkemas yang berjumlah 50 orang, dimana tehnik pengambilan sampel adalah sampling jenuh (sensus), karena populasi sama dengan sampel. Berdasarkan hasil analisis data dengan menggunakan multivariate correlation dengan bantuan program SPSS 15.0 diperoleh hasil penelitian dengan koefisien korelasi sebesar 0,657 dengan p<0,05, maka H0 yang menyatakan tidak ada korelasi antara komunikasi interpersonal dan kecerdasan emosi ditolak, sedangkan Ha yang menyatakan ada korelasi antara komunikasi interpersonal dan kecerdasan emosi diterima. Berdasarkan uraian diatas dapat ditarik kesimpulan bahwa ada korelasi yang signifikan dengan arah positf antara komunikasi interpersonal dan kecerdasan emosi dengan motivasi berprestasi pada siswa komunitas home schooling Berkemas. Jadi, semakin baik komunikasi intepersonal dan semakin tinggi kecerdasan emosi akan diikuti dengan semakin tingginya motivasi berprestasi.   Kata Kunci: Komunikasi Interpersonal, Kecerdasan Emosional, Motivasi Berprestasi.

Examining Role Stress, Emotional Intelligence, Emotional Exhaustion, and Affective Commitment Among Secondary Physical Educators

2021 ◽  
pp. 1-11
Author(s):  
Nicholas S. Washburn ◽  
Kelly L. Simonton ◽  
K. Andrew R. Richards ◽  
Ye Hoon Lee
Keyword(s):  
Emotional Intelligence ◽  
Emotional Exhaustion ◽  
Role Ambiguity ◽  
Affective Commitment ◽  
The United States ◽  
Role Stress ◽  
National Database ◽  
Physical Educators ◽  
Negative Effects ◽  
Teachers Perceptions

Research on the psychological outcomes of physical education teachers’ perceptions of their work environments and variables that support adaptive coping processes is needed. Purpose: This study examined the relationships among role stress, emotional intelligence, emotional exhaustion (EE), and affective commitment among secondary physical educators in the United States (N = 246). Method: Using participants from a national database, variables were analyzed using multivariate analyses of covariances and structural modeling. Results: Urban teachers reported more role ambiguity than those working in other contexts. Role stress partially predicted emotional intelligence, whereas emotional intelligence predicted EE negatively and affective commitment positively. Role ambiguity influenced EE directly and indirectly through emotional intelligence. Role conflict and overload showed only direct relations. Conclusion: Emotional intelligence may buffer negative effects of role stress on EE while enhancing affective commitment by reappraising stress in manageable ways. Enhancing emotional intelligence may promote adaptive emotional responses.

scholarly journals Principal’s Practices and School’s Collective Efficacy to Preventing Bullying: The Mediating Role of School Climate

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110525
Author(s):  
Ana Carolina Reyes-Rodríguez ◽  
Angel Alberto Valdés-Cuervo ◽  
José Angel Vera-Noriega ◽  
Lizeth Guadalupe Parra-Pérez
Keyword(s):  
School Climate ◽  
Collective Efficacy ◽  
Latent Variable ◽  
Critical Role ◽  
Teaching Experience ◽  
Bullying Prevention ◽  
Self Report ◽  
Equation Modeling ◽  
Teachers Perceptions ◽  
Perceptions Of School

Differences in bullying rates between schools could be explained by school efficacy. This study examined the relationships among teachers’ perceptions of principals’ practices, school climate, and school collective efficacy to prevent bullying. The sample comprises 403 Mexican elementary-school teachers; 35% were male, and 65% were female. The teaching experience ranged from 2 to 35 years ( M = 13.2 years, SD = 9.1). Teachers answered self-report measures. A latent variable structural equation modeling (SEM) approach was used. SEM model indicated that principal’s bullying prevention was directly related to a positive school climate, but they did not influence teachers’ perceptions of school collective efficacy. Also, principals’ support for teachers’ antibullying practices positively affected school climate and school collective efficacy. Both principal involvement and support had an indirect relationship with school collective efficacy. Overall, findings suggest that the principal has a critical role in promoting teachers’ perceptions of school collective efficacy in bullying prevention.

Linking Principal Leadership to Organizational Growth and Student Achievement: A Moderation Mediation Analysis

2019 ◽  
Vol 121 (9) ◽  
pp. 1-32
Author(s):  
James Sebastian ◽  
Elaine Allensworth
Keyword(s):  
Student Achievement ◽  
School Climate ◽  
School Improvement ◽  
School Leadership ◽  
Principal Leadership ◽  
Mediation Analysis ◽  
School Safety ◽  
Organizational Processes ◽  
Organizational Growth ◽  
School Conditions

Background Although there is a substantial body of literature on school leadership and its relationship with student achievement, few studies have examined how change in leadership is related to organizational growth and school improvement. Also less well studied is the influence of contextual conditions on how leadership and organizational processes evolve to constrain/augment school outcomes. Focus of Study In this study, we use moderation mediation analysis to examine how change in principal leadership relates to achievement growth, mediated via change in multiple organizational processes—parent-teacher trust, school climate (measured by school safety), and professional capacity. We further examine how these mediational relationships are moderated by initial school conditions. Research Design We apply moderation mediation analysis to administrative and survey data of elementary schools from a large urban school district to examine if initial school conditions moderate mediational relationships between school leadership and student outcomes. Conclusions Our results show that improvements in school leadership are related to student learning gains only through improvements in school climate; this relationship is consistent regardless of whether schools initially had strong or weak leadership and regardless of whether schools initially had safe or unsafe school climates.

The predictive powers of organizational trust and justice on enabling school structure: A structural equation modelling approach

2021 ◽  
Vol 9 (2) ◽  
pp. 449-460
Author(s):  
Soner Arik ◽  
Keyword(s):  
School Climate ◽  
Organizational Justice ◽  
Structural Equation ◽  
School Effectiveness ◽  
Organizational Trust ◽  
Survey Method ◽  
School Structure ◽  
School Structures ◽  
Teachers Perceptions ◽  
Enabling School Structure

Organizational structures are an important organizational variable affecting organizational behaviours and individuals' relationships with each other. The structural dimension of schools in terms of educational management is evaluated under two groups in the literature, namely, enabling and hindering school structures. Enabling school structures provide a healthy school climate and help schools be more effective. Individuals' perceptions of organizational trust and justice are also effective in ensuring a healthy school climate and school effectiveness. The aim of this study is to examine the predictive power of teachers' perceptions of organizational trust and justice on their perceptions of the enabling school structure. The structural equation model was used in the study, which is designed in the descriptive survey method. The study group is composed of 1187 teachers working at primary, secondary and high schools. Data were collected through Enabling School Structure Scale (Form-ESS), Organizational Justice Scale, Organizational Trust Scale and a Personal Information Form. The findings revealed that teachers' perceptions of organizational justice and organizational trust predict their perceptions about enabling school structure.

Transformational Leadership and its Impact on School Climate and Teachers’ Self-Efficacy in Indonesian High Schools

2017 ◽  
Vol 27 (2) ◽  
pp. 269-296 ◽  
Author(s):  
Enceria Damanik ◽  
Jill Aldridge
Keyword(s):  
High Schools ◽  
School Climate ◽  
Principal Leadership ◽  
Self Efficacy ◽  
Structural Equation ◽  
Sense Of Self ◽  
Equation Modeling ◽  
Intellectual Stimulation ◽  
Individual Support ◽  
Teacher Self Efficacy

This study examined the relationships between principals’ leadership, school climate, and teachers’ sense of self-efficacy. Drawing on existing scales, this study examined six aspects of principal leadership (professional interaction, participatory decision-making, individual support, intellectual stimulation and moral perspective) and four school climate factors (staff collegiality, goal consensus, work pressure, resource adequacy, and staff freedom). The participants included 604 Indonesian teachers drawn from 27 high schools. The data were analysed using Structural Equation Modeling. The results indicated statistically significant and positive relationships between leadership style, school climate, and teacher self-efficacy. With the exception of individual support, the relationships between principal leadership and teacher self-efficacy were largely indirect, mediated through staff collegiality and goal consensus.

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