scholarly journals The Relationship Between Leadership Styles (Autocratic and Democratic) of School Administrators and the Mobbing Teachers Suffer

2018 ◽  
Vol 7 (1) ◽  
Keyword(s):  
Leadership Styles ◽  
School Administrators ◽  
The Relationship

scholarly journals The relationship between school administrators’ leadership styles and organisational cynicism from teachers’ perspectives

2021 ◽  
Vol 41 (1) ◽  
pp. 1-12
Author(s):  
Yusuf İnandı ◽  
Fahrettin Gılıç
Keyword(s):  
Leadership Styles ◽  
Leadership Style ◽  
School Administrators ◽  
Democratic Leadership ◽  
Female Teachers ◽  
Organizational Cynicism ◽  
Leadership Behaviour ◽  
Teachers Perspectives ◽  
The Relationship ◽  
Test Correlation

This study reported on here aimed to determine the relationship between leadership styles (democratic, autocratic and transformational) and organisational cynicism in addition to examining whether leadership styles predict organisational cynicism. The data were collected from 426 teachers (183 male and 243 female teachers) from primary and secondary schools in the central districts of Mersin. The sample was formed by availability sampling, which is one of the improbable sampling techniques. Data were collected using the Leadership Style Scale (Taş, Çelik & Tomul, 2007) and the Organizational Cynicism Scale (Kalağan, 2009). Descriptive statistics, t-test, correlation and multiple regression analysis results show that views of teachers on autocratic and democratic leadership differ significantly by gender and also that male and female teachers experience behavioural cynicism to different extents. The findings of the study also reveal that all leadership styles were associated with all sub-dimensions of organisational cynicism. Furthermore, the leadership styles were found to be significant predictors of all 3 types of organisational cynicism. As a result, leadership styles of school administrators are associated to a considerable extent with organisational cynicism experienced by teachers. Thus, it would be recommended that school administrators attend training or seminars on leadership behaviour and also be evaluated by their subordinates.

COMMUNICATION OF LEADERSHIP AND TEAM

2020 ◽  
Vol 19 (3) ◽  
pp. 202-208
Author(s):  
S. V. Petrov
Keyword(s):  
Leadership Styles ◽  
Mutual Influence ◽  
Team Building ◽  
Team Leadership ◽  
Daily Activities ◽  
The Relationship

This article is devoted to the study of the relationship, mutual influence of team building and team leadership established by the author of the article, the competencies of leaders in the field of team building, leadership styles, including with regard to the process of forming and maintaining teams, are established that the process of creating an effective team is an integral part of the leader’s daily activities.

scholarly journals I am smart, therefore I can: examining the relationship between IQ and self-efficacy across cultures

2011 ◽  
Vol 23 (3) ◽  
Author(s):  
Diomaris E.S. Jurecska ◽  
Chloe E. Lee ◽  
Kelly B.T. Chang ◽  
Elizabeth Sequeira
Keyword(s):  
United States ◽  
Central America ◽  
Self Efficacy ◽  
School Administrators ◽  
The United States ◽  
Female Students ◽  
Intellectual Abilities ◽  
The Us ◽  
Iq Scores ◽  
The Relationship

Abstract The purpose of this article is to examine the relationship between intelligence (IQ) and self-efficacy in children and adolescents living in the United States and Nicaragua. The sample consisted of 90 (46 male, 44 female) students (mean age=11.57 years, SD=3.0 years) referred by school administrators and faculty. United States (US) participants (n=27) resided in rural counties in the Northwest. The other group consisted of 63 students from Central America. A comparison between groups revealed that in the US, sample higher grades and IQ scores are typically associated with higher levels of self-efficacy. However in the Nicaraguan sample, both IQ scores and grades were not associated with self-efficacy, although age was correlated with self-efficacy. Results suggest that the construct of self-efficacy might change depending on whether one belongs to an individualistic or collectivistic society. Additionally, the effects of socioeconomic factors might influence perceived ability even more than intellectual abilities.

School Climate as a Link Between High School Black Males’ Math Identity and Outcomes

2020 ◽  
pp. 001312452093145
Author(s):  
Lawrence Jackson ◽  
Jesse Ford ◽  
Chélynn Randolph ◽  
Cydney Schleiden ◽  
DeAnna Harris-McKoy ◽  
...  
Keyword(s):  
High School ◽  
School Climate ◽  
Black Males ◽  
School Administrators ◽  
Academic Identity ◽  
Mediation Analyses ◽  
Math Scores ◽  
Study Results ◽  
Using Data ◽  
The Relationship

The association between students’ academic identity and their academic outcomes has been well-established. The importance of a positive school climate has also been widely documented. However, Black males experience factors that uniquely and collectively comprise their school climate. As such, the purpose of this study was to test the extent to which school climate mediated the relationships between math academic identity and math outcomes of Black males. Bootstrapping mediation analyses were conducted in a sample of students in the 11th grade ( n = 1,106) using data from the High School Longitudinal Study. Results indicated that students’ math identity was positively associated with math scores. Moreover, partial mediation was established, demonstrating that school climate partially explained the relationship between math identity and student outcomes. Implications of these findings for school administrators, teachers, and counselors are discussed.

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