Effect of school principals’ favouritism behaviors and attitudes on teachers’ organizational commitment, based on the perceptions of primary and secondary school teachers

The purpose of this study is to determine whether there is relation between the favouritism attitudes and behaviours of the school administrators and the organizational commitment of the teachers, based on the perceptions of the teachers. This is a correlational study using survey model. The study is in relational screening model. Research population contains 1219 teachers working in schools (27 of which are primary schools and 25 are secondary schools) in Siirt city centre in the 2014 and 2015 school year. In this research, favouritism scale developed by Aydoğan (2009) and consisting of 15 items and a sub-dimension, as well as the organisational commitment scale developed by Balay (2000) and consisting of three sub-dimensions as compliance, internalization and identification were applied. As a result of the research carried out, it was determined that the primary and secondary school teachers’ perceptions regarding the favouritism attitudes and behaviours of the school administrators are at low level. Moreover, teachers stated that they rarely agree with the items in the compliance sub-dimension of the organizational commitment, while they moderately agree with the items in the identification and internalization sub-dimensions. It was determined that based on the perceptions of the primary and secondary school teachers, there is a negative and medium level relation between the favouritism attitudes and behaviours of the school administrators, and the internalization and identification sub-dimensions of the organizational commitment. Moreover, a positive and low level relation was determined between the favouritism attitudes and behaviours of the school administrators, and the compliance sub-dimensions of the organizational commitment. Furthermore, it was concluded that the favouritism attitudes and behaviours of the school administrators significantly predict all sub-dimensions of the organizational commitment.

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Primary and Secondary School Teachers' Perceptions and Actions Regarding Their Pupils' Emotional Lives

School Psychology International ◽

10.1177/0143034398192004 ◽

1998 ◽

Vol 19 (2) ◽

pp. 151-168 ◽

Cited By ~ 19

Author(s):

Moshe Tatar

Keyword(s):

Secondary School ◽

Secondary School Teachers ◽

School Teachers ◽

Teachers Perceptions ◽

Primary And Secondary School

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Examining the school administrators’ servant leadership behaviors according to teachers perceptionÖğretmen görüşlerine göre okul yöneticilerinin hizmetkâr liderlik davranışlarının incelenmesi

Journal of Human Sciences ◽

10.14687/jhs.v13i3.4290 ◽

2016 ◽

Vol 13 (3) ◽

pp. 5515 ◽

Cited By ~ 2

Author(s):

İbrahim Gül ◽

Fatma Türkmen

Keyword(s):

Secondary School ◽

Servant Leadership ◽

Secondary School Teachers ◽

Leadership Behaviors ◽

School Administrators ◽

Educational Organizations ◽

School Teachers ◽

Research Findings ◽

Teacher Opinions ◽

Primary And Secondary School

The concept of servant leadership, which was initiated by Greenleaf, has been developed by other people and reached to today. The concept of servant leadership, which emphasizes the mentality of service, seems to be applicable in educational organizations. In this study, it was examined whether the school administrators had the servant leadership behaviors and the teacher opinions had significant differences in terms of some variables according to the opinions of the teachers. The population of the study consists from primary and secondary school teachers in Sinop province center. There are 426 teachers in the research universe. Of these, 302 teachers participated in the survey by random sampling. In this research, likert type instrument which was developed by Van Dierendonck and Nuijten (2011) and consisted of 26 sub-items and 7 dimensions, which was translated and adapted by Duyan (2012), was used. According to research findings; Teachers view supervisor's servant leadership behaviors partially adequate in some dimensions (accountability and responsible management), while the majority of sub-dimensions (empowerment, restraint, forgiveness, courage and humility) were viewed as insufficient. According to the results of the research, teachers view school administrators as a responsible and accountable manager rather than a servant leader. These results alsoare compatible with some previous research results conducted in Turkey. Based on the results of the research, Based on the results of the study, It is recommended that the school administrators organize educational activities in order to gain servant leadership behaviors. ÖzetGreenleaf tarafından ortaya atılan hizmetkâr liderlik kavramı, başka kişiler tarafından da geliştirilerek günümüze kadar ulaşmıştır. Hizmet etme anlayışını öne çıkaran hizmetkâr liderlik kavramı, eğitim örgütleri içinde uygun düşmektedir. Bu çalışmada öğretmen görüşlerine göre, okul yöneticilerinin hangi düzeyde hizmetkâr liderlik davranışlarına sahip olduğu ve öğretmen görüşlerinin bazı değişkenler açısından farklılık gösterip göstermediği incelenmiştir. Çalışmanın evreni, Sinop il merkezinde görev yapan öğretmenlerdir. Araştırma evreninde 426 öğretmen bulunmaktadır. Bunlardan tesadüfi örnekleme yoluyla seçilen 302 öğretmen araştırmaya katılmışlardır. Araştırmada, Van Dierendonck ve Nuijten (2011) tarafından geliştirilen ve Duyan (2012) tarafından Türkçeye uyarlanan, 26 madde ve 7 alt boyuttan oluşan likert türü ölçme aracı kullanılmıştır. Araştırma bulgularına göre, öğretmenler yöneticilerinin hizmetkâr liderlik davranışlarını “güçlendirme, geri durma, affetme, cesaretlendirme ve tevazu” alt boyutlarda yeterli düzeyde görmezken; “hesap verebilirlik ve sorumlu yöneticilik” alt boyutlarında kısmen yeterli görmüşlerdir. Araştırmanın sonuçlarına göre; öğretmenler, okul yöneticilerini hesap verebilirlik ve sorumlu yöneticilik boyutlarında yeterli görmüşlerdir. Diğer boyutlarda kısmen yeterli görmektedirler. Bu sonuçlar, Türkiye’de yapılmış bazı araştırma sonuçlarıyla da örtüşmektedir. Araştırmanın sonuçlarına dayalı olarak, okul yöneticilerinin hizmetkâr liderlik davranışlarını kazanmaları yönünde eğitim etkinlikleri düzenlemesi önerilmektedir.

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An exploration of teachers’ perceptions of Syrian students in Turkey and implications for school social work

International Social Work ◽

10.1177/0020872820969782 ◽

2021 ◽

pp. 002087282096978

Author(s):

Tuba Yüceer Kardeş ◽

Ezgi Arslan Özdemir ◽

Münevver Eryalçin ◽

Burcu Özdemir Ocaklı

Keyword(s):

Social Work ◽

Secondary School ◽

Secondary School Teachers ◽

School Social Work ◽

Structured Interviews ◽

School Teachers ◽

Refugee Students ◽

Teachers Perceptions ◽

Social Work Interventions ◽

Primary And Secondary School

Low rates of school enrolment emerge as a significant problem among Syrian students in Turkey; however, enrolment in the school brings about new challenges not only for the Syrian refugee students but also for Turkish students and their teachers. In order to address this issue, this study aims to depict the perceived problems experienced by Syrian and Turkish students and their teachers. In the scope of the study, semi-structured interviews were conducted with 13 primary and secondary school teachers to gather their perceived opinion on the issue. The findings are discussed within the context of school social work interventions.

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SECONDARY SCHOOL TEACHERS’ PERCEPTIONS OF THE CHALLENGES AND SOLUTIONS TO ONLINE ASSESSMENT OF LEARNING

European Journal of Education Studies ◽

10.46827/ejes.v8i9.3915 ◽

2021 ◽

Vol 8 (9) ◽

Author(s):

Ezeugo Nneka Chinyere

Keyword(s):

Secondary School ◽

Digital Literacy ◽

Professional Training ◽

Secondary School Teachers ◽

School Administrators ◽

Online Assessment ◽

School Teachers ◽

Teachers Perceptions ◽

Anambra State ◽

Assessment Of Learning

The study determined secondary school teachers’ perceptions of the challenges and solutions to online assessment of learning. The study is a descriptive survey guided by two research questions and two null hypotheses tested at 0.05 level of significance. The instruments for data collection were Digital Literacy Test (DLT) and a structured questionnaire titled: Challenges and Solutions to Online Assessment of Learning (CASOAL). The reliability of DLT was determined using Kuder-Richardson formula 20 to be 0.81 and that of CASOAL was determined using Cronbach Alpha to be 0.72. The instrument was administered via telegram-x platform of secondary school teachers in Anambra state using Google forms. Data generated from the study were analysed using descriptive statistics and Anova. The findings revealed that secondary school teachers’ perceptions about the challenges and solutions to online assessment include among other things: poor internet connectivity in rural and remote areas, indication of poorer level of performance for students who struggle with technology; lack of certainty in terms of academic integrity and cheating; difficulty in scoring and correcting questions with open responses. It was recommended among others that school administrators should organise orientation for students and professional training for teachers on the use of online assessment. Article visualizations:<img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" />

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IMPLEMENTATION OF THE PRINCIPLE OF CONTINUATION OF PHYSICAL EDUCATION IN PRIMARY AND PRIMARY SCHOOLS

InterConf ◽

10.51582/interconf.19-20.09.2021.005 ◽

2021 ◽

pp. 37-43

Author(s):

Mikhail Kalenyk

Keyword(s):

Secondary Education ◽

Physical Education ◽

Secondary School ◽

Primary School ◽

Primary Schools ◽

Secondary School Teachers ◽

School Teachers ◽

Primary And Secondary Education ◽

Content Classification ◽

Primary And Secondary School

The curricula of the new Ukrainian school for grades 1-4, grades 5-6, physics programs for grades 7-11 and the content classification between subjects are analyzed. Appropriate methodological improvements are proposed to close the gap between primary and secondary education, in the context of studying certain physical concepts, by improving the adaptation of students in the transition from primary to primary school, in particular, in the transition from certain issues of mathematics, science and others to physics, where the implementation of subject competence. In view of this, it is suggested that primary and secondary school teachers, when studying the components of the content of the school course of physics, follow the generalized plans for their study, as in the school course of physics.

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The Discursive Construction of Teacher Identities: Flemish Teachers' Perceptions of Standard Dutch

Journal of Germanic Linguistics ◽

10.1017/s1470542716000064 ◽

2016 ◽

Vol 28 (3) ◽

pp. 219-265 ◽

Cited By ~ 3

Author(s):

Steven Delarue ◽

Chloé Lybaert

Keyword(s):

Secondary School ◽

Secondary School Teachers ◽

Discursive Construction ◽

Theoretical Discussion ◽

School Teachers ◽

Teachers Perceptions ◽

Teacher Identities ◽

Starting Point ◽

Standard Language Ideology ◽

Primary And Secondary School

As a starting point, this paper offers a theoretical discussion of a number of widely used yet diversely conceived concepts: (standard) language ideology, identity, agency, and indexicality. Using these concepts, we analyze a number of illustrative interview extracts from a corpus of sociolinguistic interviews with Flemish primary and secondary school teachers. Our goal is twofold. First, we discuss how Flemish teachers perceive (the importance of) Standard Dutch and other, nonstandard varieties of Dutch. Second, we show how these perceptions discursively shape teacher identities of authenticity, authority, and professionalism.

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Stress and work motivation of primary and secondary school teachers

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-04-2019-0088 ◽

2019 ◽

Vol 12 (4) ◽

pp. 709-723

Author(s):

Jinda Kongcharoen ◽

Nutthajit Onmek ◽

Panaya Jandang ◽

Sukanya Wangyisen

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Empirical Data ◽

Primary Schools ◽

Work Motivation ◽

Secondary School Teachers ◽

School Teachers ◽

Content Type ◽

Factors Affecting ◽

Primary And Secondary School

Purpose The purpose of this paper is to explore the levels of stress and work motivation of primary and secondary school teachers, investigate factors affecting stress of teachers and validate the consistency of the model and empirical data. Design/methodology/approach The sample consisted of 400 teachers of primary and secondary schools. Questionnaire was implemented as the instrument and the data were analyzed by t-test, ANOVA and confirmatory factor analysis. Findings The results indicated that teachers of secondary schools have higher overall stress than teachers of primary schools for many reasons, such as financial issues and work obligations. Stress was found to be significantly positively associated with work motivation in secondary school teachers. The study revealed that demographic and work motivation factors influence teacher stress. The validation of a goodness of fitted model demonstrated an acceptable model fit with empirical data (χ2 test/df = 1.913, GFI = 0.934, CFI = 0.965, NFI = 0.930, AGFI = 0.893). Originality/value Teachers under stress could negatively influence their students’ academic performance and might be more vulnerable to occupational diseases. Therefore, the teachers should find favorite activities that reduce stress and thereby contribute to effective teaching. This study would be beneficial for anyone who works to support teachers and wants to reduce turnover among teachers.

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