Leading with humour and its effect on resilience in the workplace: The perspectives of principals in Kuwaiti secondary schools

2022 ◽  
pp. 089202062110722
Author(s):  
Meznah Saad Alazmi ◽  
Salem Saad Alhajeri
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Leadership Training ◽  
School Principals ◽  
Secondary School Principals ◽  
School Principal ◽  
It Impacts ◽  
The State Of Kuwait ◽  
Training Programmes ◽  
Perceptions Of School

This study aimed to explore the extent to which the principals of secondary schools in the State of Kuwait said they practiced leadership with humour and if it impacts on their level of resilience in the workplace. The study sample consisted of 121 male and female secondary school principals from six educational districts in Kuwait who were selected using the random stratified method. The study findings showed that the perceptions of school principals regarding the extent to which they practice leadership with a sense of humour were moderate in all fields. The study also found that school principals enjoy high resilience in their workplace, especially when solving a problem. Finally, the results showed that the more a school principal used humour the more resilient he/she would be in the workplace. The study concluded that humour should be considered as one factor in effective leadership and that leadership training programmes should include this dimension. The level of resilience can be clearly predicted by identifying the extent to which school principals claim to practice leading with humour.

scholarly journals Duties and Responsibilities of Secondary School Principal and Teachers: Policy Implications

2018 ◽  
Vol 8 (4) ◽  
pp. 134
Author(s):  
Amos Oyetunde Alabi ◽  
Jesujoba Oluwadara Alabi
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Principals ◽  
Secondary School Principals ◽  
State Level ◽  
Chief Executive ◽  
School Principal ◽  
Policy Implications ◽  
Chief Executives ◽  
School Communities

This paper discusses the duties and responsibilities of secondary school principals and teachers.  The paper adopts the template of Gulick and Urwick (1937) on the functions of the chief executive of an establishment/institution to highlight the duties and responsibilities of secondary school principals and teachers.  The acronym of the template is POSDCORB which means: Planning, Organising, Staffing, Directing, Coordinating, Reporting and Budgeting.  Principals are the chief executives of secondary schools while the teachers are potential administrators of secondary schools as well hence the application of the template to both of them and more even at their present state/level the template is very relevant to them.  If the principals and teachers understand very well their duties and responsibilities as presented in this paper and do them accordingly, there will be peaceful, harmonious relationship and coexistence within the school and outside the school communities. The schools will be conducive for academic progress of the students and for the professional development of the teachers.  The schools will become ideal, perfect and desired community for everyone to live and contribute to the development of the larger community. The paper highlights some policy issues to be considered and put in place in support of the teachers and principals.

scholarly journals PRINCIPALS’ STRATEGIES FOR THE IMPROVEMENT OF STAFF PERSONNEL ADMINISTRATION OF SECONDARY SCHOOLS IN ENUGU NORTH EDUCATION ZONE, ENUGU STATE, NIGERIA

2020 ◽  
Vol 8 (5) ◽  
pp. 322-328
Author(s):  
O. Gladys ◽  
Ifeanyichukwu Ugwu ◽  
Israel Chijiuka Oparaji
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Teachers ◽  
School Principals ◽  
Secondary School Principals ◽  
Simple Random Sampling ◽  
School Principal ◽  
School Teachers ◽  
Enugu State ◽  
Personnel Administration

This study investigated the principals’ strategies for the improvement of staff personnel administration of secondary schools in Enugu North Education Zone, Enugu state. The study has two purposes, and was guided by 2 research questions and two hypothesis. It adopted a descriptive research design. The population of the study consist 108 secondary school principals and 1,423 secondary school teachers in Enugu North Education Zone, Enugu state. Through multistage and simple random sampling, the sample size of 16 secondary school principals and 170 secondary school teachers were drawn. The instrument for data collection was a 20-item structured questionnaire. The questionnaire has two sections: section A for secondary school principals while section B is for secondary school teachers. The instrument were validated by three experts: two from Educational Management and Policy while the other one from Department of Measurement and Evaluation, all from faculty of education, Nnamdi Azikiwe University, after which they were subjected to test-retest on 15 secondary school principal and 15 secondary school teachers in Enugu West Education zone. Their scores were computed with Cronbach Alpha technique which yielded a reliability value of 0.75 which indicates that the instruments were valid. Data collected in this study were analyzed using arithmetic mean and standard deviation while the hypotheses were tested at 0.05 level of significance. Findings reveal that strategies adopted by secondary school principals in for the improvement of staff personnel administration include: involving teachers in decision making, teacher motivation, good leadership, assigning teachers with official responsibilities among others. It was also revealed that teachers were enhanced with s good leadership strategies from principals, motivation and engaging staff in re-training exercise.

scholarly journals The relevance of Sathya Sai Baba's philosophy to the educational leadership of secondary school principals in the central Stanger area

2004 ◽  
Author(s):  
◽  
Teddy Kommal
Keyword(s):  
Educational Leadership ◽  
Secondary School ◽  
Secondary Schools ◽  
School Principals ◽  
Secondary School Principals ◽  
School Management ◽  
Research Focus ◽  
Educational Management ◽  
The Voice ◽  
Positive Effect

The ultimate goal of this research is to demonstrate the positive effect that can be achieved in the educational management arena by following the teachings of Sathya Sai Baba. This work attempts to add the voice of Sathya Sai Baba in classroom and school management and to demonstrate how his teachings could be used to the benefit of school principals, fellow educators and learners. In this research, focus is placed on secondary schools in the central Stanger area as the researcher is a principal in this area

scholarly journals Level of Applying the Transformational Leadership by Principals of Secondary Schools and its Impact on Teachers’ Empowerment: an Empirical Study on Public Secondary Schools at Muaqqar & Al-Jeeza Educational Region in Jordan

2019 ◽  
Vol 13 (9) ◽  
pp. 87
Author(s):  
Saud Al-Khreisha
Keyword(s):  
Social Sciences ◽  
Transformational Leadership ◽  
Secondary School ◽  
Secondary Schools ◽  
High School Principals ◽  
School Principals ◽  
Secondary School Principals ◽  
Simple Random Sample ◽  
Empowering Teachers ◽  
Leadership Pattern

The study aimed at investigating the level of applying transformational leadership pattern by Secondary School principals at Muaqqar & Al-Jeeza educational region and the effect of this on empowering teachers and enabling them to perform their educational message. A questionnaire was designed and distributed on a simple random sample consisted of (340) of the Secondary school principals or teachers at Al-Muaqqar & Al-Jeeza educational regions. A number of 315 questionnaires have been returned back at a response rate of 92%.64. Statistical analysis was carried out using the program of statistical package for social sciences SPSS. After conducting analysis and testing of hypothesis, the study an accepted level of applying transformational leadership among high school principals in the studied region. The study also revealed a statistically significant effect of this leadership pattern on the empowerment of teachers at these schools.

scholarly journals The degree of practicing servant leadership among the principals of governmental secondary schools in Amman governorate and its relation  to teachers' motivation towards work: درجة ممارسة القيادة الخادمة لدى مديري المدارس الثانوية الحكومية في محافظة عمّان وعلاقتها بدافعية المعلمين نحو العمل

2021 ◽  
Vol 5 (51) ◽  
pp. 141-124
Author(s):  
Sana Abdullah Hussain Abu Roman Sana Abdullah Hussain Abu Roman
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Servant Leadership ◽  
School Principals ◽  
Secondary School Principals ◽  
Evaluation Process ◽  
Point Of View ◽  
Ministry Of Education ◽  
Validity And Reliability ◽  
Training Courses

    This study aimed to identify the degree of practicing servant leadership by the principals of governmental secondary school in Amman governorate and its relation to teachers' motivation towards work, from teachers’ point of view, Descriptive correlative research method as the most suitable method for this study and adopted the questionnaire as a means of collecting data both for the servant leadership or motivation. The sample of the study consisted of (347) teachers. They were chosen intentionally from governmental secondary schools in Amman. The descriptive correlational methodology was used. Two questionnaires were used as a tool of the study to collect data, after finding their validity and reliability; the findings showed that the degree of practicing servant leadership by governmental secondary school principals in Amman governorate from teachers’ point of view was low. The level of teachers' motivation towards work was low too. There was a positive significant correlational relationship at (α≤0.05) between the degree of practicing servant leadership by governmental secondary school principals in Amman governorate and teachers' motivation towards work. The Pearson value was (0.61). The main recommendations of the study: organizing training courses on servant leadership for principals of public secondary schools in Jordan., and the adoption of servant leadership in the evaluation process and the selection of school principals by the Ministry of Education.    

scholarly journals Public relations training for secondary school principals : recommendations for selected secondary schools in Phoenix

2004 ◽  
Author(s):  
◽  
Ajith Hariparsad
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Secondary Schools ◽  
Public Relations ◽  
School Principals ◽  
Secondary School Principals ◽  
Significant Part ◽  
Public Relation ◽  
Social Settings ◽  
Service Training

This study focuses on public relations training for secondary school principals and offers recommendations for selected secondary schools in Phoenix. Principals in most schools in South Africa have had little or no training in public relations. Since a number of tasks performed by school principals require public relation skills, it is imperative that a significant part of their in-service training should focus on aspects of the practice of public relations. This research aims to highlight the need for such training as principals interact continually with a wide variety of people, circumstances and social settings. Interaction between principals and educators, principals and learners and principals and parents may be pleasant and rewarding or frustrating and lead to conflict.

Predictive Leadership Style of Private Secondary School Principals in Nigeria

2019 ◽  
pp. 286-307
Author(s):  
Talatu Salihu Ahmadu ◽  
Hafsat Lawal Kontagora
Keyword(s):  
Transformational Leadership ◽  
Qualitative Study ◽  
Secondary School ◽  
Secondary Schools ◽  
Leadership Style ◽  
School Principals ◽  
Secondary School Principals ◽  
Depth Interview

This research is a qualitative study of two private secondary schools in Nigeria. Data was collected from eight (8) participants through in-depth interview (IDI). Observation was employed to triangulate and validate the leadership style claims of both principals and teachers as few researches have dwelled on such. Findings revealed that a situated involvement of teachers in responsibilities motivate them to do their most excellence to achieve result through initiating change in schools' organizations as well as others referred to as transformational leadership.

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