School Effectiveness According to the Agreement Between Principal’s Self Rating and Teachers’Other Ratings on Principal’s Transformational Leadership

2021 ◽  
Vol 29 (2) ◽  
pp. 169-189
Author(s):  
Hyunjin Kim
Keyword(s):  
Transformational Leadership ◽  
School Effectiveness ◽  
Self Rating

scholarly journals THE RELATIONSHIP BETWEEN TRANSFORMATIONAL LEADERSHIP AND SCHOOL EFFECTIVENESS IN TS25 SCHOOLS IN GUA MUSANG KELANTAN

2021 ◽  
Vol 6 (42) ◽  
pp. 204-214
Author(s):  
Mohd Zainuddin Zakaria ◽  
Siti Noor Ismail ◽  
Yahya Don ◽  
Wan Rosni Wan Yakob
Keyword(s):  
Transformational Leadership ◽  
School Effectiveness ◽  
School Administrators ◽  
Survey Method ◽  
Ministry Of Education ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
High Performing ◽  
High Level ◽  
The Relationship

This study aims to identify the level of transformational leadership of principals and the level of school effectiveness in TS25 schools in Gua Musang District, Kelantan. In addition, this study also seeks to look at the relationship between the two variables involved, transformational leadership and school effectiveness. This quantitative study by cross-sectional survey method used two types of instruments, namely the Transformational leadership instrument by Leithwood and Jantzi (1999) and the school effectiveness instrument adapted from the study of Lazaridou and Iordanidis (2011. The sampling of the study involved four TS25 secondary schools with a total of 162 teachers. The findings of the study showed that the level of transformational leadership of principals and the level of school effectiveness was at a high level, with values (M = 4.17, SP = .604) and (M = 4.19, SP = .613) respectively. Further, correlation analysis showed that there was a very strong and significant relationship (r = .89, p <.01) between the two variables involved, namely transformational leadership and school effectiveness. It is hoped that the findings of this study can be used as a guide by the parties involved, especially the Ministry of Education Malaysia in strengthening the characteristics of high-performing leadership among school administrators towards improving school effectiveness through professionalism programs.

scholarly journals Transformational Leadership Practices in Community School

2019 ◽  
Vol 33 (1) ◽  
pp. 141-154
Author(s):  
Surya Prasad Adhikari
Keyword(s):  
Transformational Leadership ◽  
Leadership Practices ◽  
School Effectiveness ◽  
School Leader ◽  
Student Outcome ◽  
Community School ◽  
Legal Person ◽  
Head Teacher ◽  
Management Committee ◽  
Her Family

 This paper aimed to explore the practice of educational transformational leadership practice in community schools. To complete this study, I used qualitative research design. I selected one head teacher as a key informant applying purposive sampling procedure. In addition to the head teacher, I collected data from student, parent, chairperson, ex-chairperson, educationist, ward chairperson, and legal person from the local body from audit report for the triangulation of data. I collected the data through the audio recording. I tried to make different “themes” from the data which is related to my research objective. Transformational leadership practices as a follower and the leader in community school is found collaborative and empowering own self and other too. As follower, the respondent was responsible to her parents, parents of students, management committee and head teacher. She was influenced by elder brother in her family and by school leader at school. As a transformational leadership, the roles and responsibilities were completed in time given by the authority. The school leader has given different authority and responsibility to the followers by providing position. Those followers have actively participated to complete their roles and support to the school leader. Management committee support and agree to the school leader basically focusing on meeting visionary agendas. Likewise, students, parents and community people also supported to the school leader's vision and mission. Student outcome and school effectiveness were also satisfactory by the school concern people.

School principals’ leadership style and school outcomes

2014 ◽  
Vol 52 (2) ◽  
pp. 210-227 ◽  
Author(s):  
Adam E. Nir ◽  
Lior Hameiri
Keyword(s):  
Transformational Leadership ◽  
Organizational Behavior ◽  
Leadership Style ◽  
Educational Administration ◽  
School Effectiveness ◽  
School Leaders ◽  
Mediating Effect ◽  
School Outcomes ◽  
Content Type ◽  
Transformational Leadership Style

Purpose – While the significance of principals for the organizational behavior of schools is crucial, school leaders’ influence on school outcomes is indirect and mediated through various means that leaders employ in order to increase the productivity of their school. Although the exercise of power is viewed among the main factors explaining followers’ willingness to comply with leaders’ demands and means to promote school effectiveness, it is rather surprising that the educational administration literature lacks substantial evidence testifying to the mediating effect that principals’ use of various powerbases has on school effectiveness. The purpose of this paper is to make an attempt to fill this gap. Design/methodology/approach – Questionnaires were administered to 954 teachers coming from 191 randomly sampled public elementary schools. Findings – Evidence testifying to the relation between leadership styles and use of powerbases suggests that the transformational leadership style is positively related to the use of soft powerbases and negatively related to the use of harsh powerbases. Findings also show that leadership style and powerbase utilization differentiate effective and ineffective schools. Finally, it is evident that soft powerbases such as expertise, personal reward and referent powerbases partially mediate the relation between the transformational leadership style and school effectiveness, moderating the negative relation found between the passive leadership style and school effectiveness. Originality/value – These findings confirm that powerbases are in fact a mechanism through which school leaders influence school effectiveness. Implications are further discussed.

scholarly journals The Influence of Transformational Leadership, School Culture and Work Motivation on School Effectiveness in Junior High School in Medan

2020 ◽  
Vol 3 (1) ◽  
pp. 625-634
Author(s):  
Gunawan Gunawan
Keyword(s):  
High School ◽  
Transformational Leadership ◽  
High Schools ◽  
School Culture ◽  
Significant Influence ◽  
Junior High School ◽  
School Effectiveness ◽  
Junior High ◽  
Work Motivation ◽  
Junior High Schools

This research is a quantitative study that examines the participatory leadership model, school culture and motivation with school effectiveness with path analysis techniques. The respondents of this study were 343 teachers in Junior High Schools in Medan from 2,140 teachers in 44 State Junior High Schools. The findings of this study statistically show that simultaneously there is a positive and significant influence of transformational leadership and school culture on the work motivation of Junior High School in Medan teachers, where the effect is 5.9%. Likewise transformational leadership, school culture and work motivation have a significant and significant influence on the effectiveness of State Junior High Schools in Medan, which amounted to 13.7%.

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