scholarly journals Perceived Organizational Justice and Leadership styles as Predictors of Employee Engagement in the Organization

2017 ◽  
Vol 2 (4) ◽  
pp. 16
Author(s):  
E.E. NWOKOLO ◽  
N.C. IFEANACHO ◽  
N. N. ANAZODO
Keyword(s):  
Secondary School ◽  
Leadership Styles ◽  
Organizational Justice ◽  
Employee Engagement ◽  
Secondary School Teachers ◽  
Interpersonal Relationship ◽  
Secondary Data ◽  
Simple Random Sampling ◽  
Primary Data ◽  
School Teachers

<p>The paper investigated perceived organizational justice and leadership styles as predictors of employee engagement in the organization. The population comprised secondary school teachers from five secondary schools that were selected and a sample size of 130 respondents were drawn. Simple random sampling was used to select the respondents. The paper employed both primary and secondary data sources. The primary data was collected using self-administered questionnaire. The structured questionnaire was culled from three different instruments namely, Multi-factor Leadership Questionnaire, Organizational justice Scale and Utrecht work engagement scale. The data analysis methods used include descriptive statistics, ANOVA tests and regression analysis tests. The findings revealed that perceived organizational justice significantly predicts employee engagement and also perceived leadership styles predict employee engagement among secondary school teachers in Awka South local government area of Anambra state, Nigeria. The paper recommended that employers should ensure that; they reach out to every employee, thereby improving interpersonal relationship and fairness to note and attend to their organizational needs. This will make them feel at home with the organization, and at the same time the employee’s morale will be high enough to improve their engagement to the organization.</p>

The Effect of Organizational Justice on Job Satisfaction among Secondary School Teachers

2020 ◽  
pp. 1302-1310
Author(s):  
Laith Ali Zgair Ghran ◽  
Alaa S. Jameel ◽  
Abd Rahman Ahmad
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Organizational Justice ◽  
Secondary School Teachers ◽  
School Teachers

Predictive Model of the Influence of Leadership Styles on Attitudes Towards Organizational Change Among Secondary School Teachers in Selangor

2019 ◽  
pp. 219-240
Author(s):  
Yuen Fook Chan ◽  
Nusrah Ahmad Mukhtar ◽  
Norsidah Mohammed Noordin
Keyword(s):  
Transformational Leadership ◽  
Organizational Change ◽  
Secondary School ◽  
Leadership Styles ◽  
Leadership Style ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Transformational Leadership Style ◽  
Teachers Attitudes ◽  
High Level

The chapter aimed to examine the relationship of leadership styles and attitude towards organizational change among 360 secondary school teachers in Selangor. Statistical analysis techniques, namely, mean and standard deviation, Pearson product moment correlation, and multiple regression analysis, were used. Findings indicated that although teachers perceived the leadership styles of their principals were only at the moderate level, teachers showed a high level of positive attitude towards organizational change. There were positive relationships between principals' leadership styles and teachers' attitudes towards organizational change. The results also revealed that 11.8% of the variance of attitude towards organizational change is explained by transformational leadership style. Hence, transformational leadership style has an influence on the teachers' attitudes towards organizational change. The practical implications of these findings were discussed to provide insights for the improvement on leadership practices towards organizational change in the secondary schools in Malaysia.

Predictive Model of the Influence of Leadership Styles on Attitudes Towards Organizational Change Among Secondary School Teachers in Selangor

2021 ◽  
pp. 130-151
Author(s):  
Yuen Fook Chan ◽  
Nusrah Ahmad Mukhtar ◽  
Norsidah Mohammed Noordin
Keyword(s):  
Transformational Leadership ◽  
Organizational Change ◽  
Secondary School ◽  
Leadership Styles ◽  
Leadership Style ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Transformational Leadership Style ◽  
Teachers Attitudes ◽  
High Level

The chapter aimed to examine the relationship of leadership styles and attitude towards organizational change among 360 secondary school teachers in Selangor. Statistical analysis techniques, namely, mean and standard deviation, Pearson product moment correlation, and multiple regression analysis, were used. Findings indicated that although teachers perceived the leadership styles of their principals were only at the moderate level, teachers showed a high level of positive attitude towards organizational change. There were positive relationships between principals' leadership styles and teachers' attitudes towards organizational change. The results also revealed that 11.8% of the variance of attitude towards organizational change is explained by transformational leadership style. Hence, transformational leadership style has an influence on the teachers' attitudes towards organizational change. The practical implications of these findings were discussed to provide insights for the improvement on leadership practices towards organizational change in the secondary schools in Malaysia.

scholarly journals A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS

2017 ◽  
Vol 5 (6) ◽  
pp. 508-513
Author(s):  
Sijila Das ◽  
Nalinilatha M
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
School Teachers ◽  
Personal Variables ◽  
Significant Difference

The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant difference towards teaching competency among selected secondary school teachers with respect to personal variables like Gender, Marital Status, Educational Qualification, Type of Management and Teaching experience. The findings of the study help to discover the teaching competency of secondary school teachers in the society.

scholarly journals The Mediating Effect of Moral Sensitivity on the Relationship Between Quality Pedagogy and Social Trust of Public Secondary School Teachers

2018 ◽  
Vol 11 (1) ◽  
pp. 1456-1467
Author(s):  
Argel Catubigan Pingot
Keyword(s):  
Secondary School ◽  
Social Trust ◽  
Secondary School Teachers ◽  
Mediating Effect ◽  
Total Effect ◽  
Primary Data ◽  
Moral Sensitivity ◽  
School Teachers ◽  
Public Secondary School ◽  
The Relationship

The study examined the mediating effect of moral sensitivity on the relationship between quality pedagogy and social trust of public secondary school teachers. The mediating variable (MV) was moral sensitivity, the independent variable (IV) was quality pedagogy, and the dependent variable (DV) was social trust. Primary data were collected using an adapted survey questionnaire administered to 400 teachers in Davao Region, Philippines. The data were analyzed using regression and sobel test. The results revealed that quality pedagogy and moral sensitivity have significant and positive relationship with social trust; likewise, quality pedagogy with moral sensitivity. The findings also showed that moral sensitivity partially mediates the effect of quality pedagogy on social trust, indicating that about only one third of the total effect of quality pedagogy (IV) on the social trust (DV) went through the moral sensitivity (MV) mediation, and about two thirds of the total effect was either direct or mediated by other variables not indicated in the model. Keywords: educational management, moral sensitivity, quality pedagogy, social trust, mediating effect, Philippines.

Principals’ leadership styles and teachers’ job performance: Evidence from Edo State, Nigeria

2018 ◽  
Vol 47 (6) ◽  
pp. 909-924 ◽  
Author(s):  
OS Imhangbe ◽  
RE Okecha ◽  
J Obozuwa
Keyword(s):  
Secondary School ◽  
Job Performance ◽  
Leadership Styles ◽  
Leadership Style ◽  
Secondary School Teachers ◽  
Positive Influence ◽  
School Teachers ◽  
Democratic Leadership ◽  
Laissez Faire ◽  
Senior Secondary

This study investigated the relationship between principals’ leadership styles and secondary school teachers’ job performance in Edo Central Senatorial District, Nigeria. A correlational design was adopted for the study. Two adapted questionnaires titled “Principals’ Leadership Style Questionnaire” (PLESQUE) and “Teachers’ Job Performance Questionnaire” (TEJOPAQ) were administered to teachers and principals drawn from a population of 397 senior secondary school teachers and 69 principals in the Senatorial District respectively. The Cronbach alphas for the three sub-scales in PLESQUE were .710, .883 and .848 for democratic, autocratic and laissez-faire leadership styles respectively, while the Cronbach alpha for TEJOPAQ was .882 for teachers’ job performance. Percentages, multiple regression and Pearson product-moment correlation were used to test the hypotheses at the .05 level of significance. Results showed that democratic, autocratic and laissez-faire leadership styles jointly contributed about 68.3% variations in the job performance of teachers, while democratic and laissez-faire leadership styles had the most prominent positive influence on teachers’ job performance in the area of study. It was recommended, amongst other things, that the use of a democratic leadership style should be encouraged among the principals of senior secondary schools in the district.

scholarly journals Influence of Perceived Organisational Justice and Organisational Climate on Job Performance Among Secondary School Teachers in Makurdi Metropolis of Benue State

2018 ◽  
Vol 5 (2) ◽  
pp. 34
Author(s):  
Chinelo Helen Ogwuche ◽  
Mikailu Habiba Musa ◽  
Joe Nyam
Keyword(s):  
Secondary School ◽  
Job Performance ◽  
Organizational Climate ◽  
Organizational Justice ◽  
Secondary School Teachers ◽  
Working Environment ◽  
School Teachers ◽  
Organisational Climate ◽  
Organisational Justice ◽  
The Government

The study investigated influence of perceived organisational justice and organisational climate on job performanceamong secondary school teachers in Makurdi metropolis. A total of 188 secondary school teachers were drawn fromMakurdi metropolis. The findings revealed that 106 (56.4%) were males and 79(42.0%) were females. The studyused three standardized instruments which include (i) Organisational justice scale was developed by Nerinhoff andMoorman (1993), Organizational climate questionnaire developed by DeCottis and Koys (1991) and JobPerformance Scale developed by Goodman and Svyantek (1999). Results from the hypotheses tested showed thatperceived organizational justice significantly influence job performance. [F (3,182) = 64.222, P<.001]. The resultalso indicated that organizational climate did not significantly influence job performance among secondary schoolteachers [F (1,181) = .003, P>.05. The result finally showed that perceived organizational justice and organizationalclimate significantly and jointly influence job performance [F (4,181) = 50.131, P<.001. Based on the findings of thestudy, it was recommended among others that, the government through the ministry of education should organiseseminars to enlighten school management officials on the important roles played by perceived organisational justiceand job performance among teachers thus provide adequate working environment for proper leaning.

scholarly journals Organisational Justice and Organisational Commitment among Secondary School Teachers

2020 ◽  
Vol 4 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Alaa S. Jameel ◽  
Yazen N. Mahmood ◽  
Swran J. Jwmaa
Keyword(s):  
Developing Countries ◽  
Organizational Commitment ◽  
Secondary School ◽  
Organizational Justice ◽  
Secondary School Teachers ◽  
Interactional Justice ◽  
Three Dimensions ◽  
School Teachers ◽  
Organisational Justice ◽  
Highly Correlated

Given the importance of teachers ' understanding of organizational justice and its effect on their organizational commitment, the literature of teachers and schools lacks evidence about the relations between these factors in developing countries. This research seeks to investigate the direct influence of organizational justice on teachers committed to their schools. the study consists of three dimensions of Organizational justice namely: distributive, procedural, and interactional justice as a dependent variables and organizational commitment as an independent variable. The study conducted among eight official secondary schools. However, Stratified random sampling choice depending on the total of teachers at each school, Data Collection Method was using a structured questionnaire by self-administrative. SPSS has analysed the 92 valid surveys. The results indicated there is a positive and significant relationship between Organizational justice dimensions and organizational commitment, distributive justice  found highly correlated with organizational commitment. However, the three dimensions of Organizational justice positively and significantly predicted organizational commitment among secondary school teachers. The study could provide some significant literature contributions on the Organizational justice and organizational commitment of secondary school teachers in developing countries.

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