scholarly journals The effect of paternalist leadership style of principals on the professional burnout of special education teachers

2021 ◽  
Vol 14 (33) ◽  
pp. e16089
Author(s):  
Mehmet Küçükgöz
Keyword(s):  
Special Education ◽  
Leadership Style ◽  
Special Education Teachers ◽  
School Principals ◽  
Negative Relationship ◽  
Professional Burnout ◽  
Leadership Perceptions ◽  
Leadership Perception ◽  
Significant Difference ◽  
Qualitative Dimension

This study was applied to determine whether the paternalist leadership of school principals affected the burnout levels of special education teachers. The research was carried out with mixed method. 192 teachers participated in the quantitative dimension and 25 teachers and 25 principals participated in the qualitative dimension. Paternalist Leadership Scale, Maslach Burnout Scale and Semi-Structured Question Set were used. In the research, it was determined that teachers' perception of paternalist leadership is high and their burnout levels are low.  It was determined that variables of gender, age and working year did not make a significant difference on teachers' paternalist leadership perception. However, these variables cause a significant difference on teachers' professional burnout. It was determined that there was a moderately negative relationship between teachers' paternalist leadership perceptions and their burnout. As the paternalist leadership levels of the principals’ increase, the burnout of the teachers decreases. It was revealed in qualitative findings that teachers define their principals just like a paternalist leader using father and boss metaphors, and the benevolent attitudes of the principals reduce teachers' burnout. A supportive result in qualitative findings is this; it was determined that the paternalist leadership style of principals prevented insensitivity from burnout dimensions in teachers.

scholarly journals Self-confidence as an intermediary variable between psychological empowerment and job burnout among special education teachers in Gaza governorates

2021 ◽  
Vol 3 (1) ◽  
pp. 1-19
Author(s):  
Najah Awad El-Smairy
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Psychological Empowerment ◽  
Negative Relationship ◽  
Job Burnout ◽  
Self Confidence ◽  
Proposed Model ◽  
Relationship Of ◽  
The Relationship ◽  
Mediator Variable

The present study aimed to establish a theoretical model for the causal relationship between the three variables of study: self-confidence, psychological empowerment and job burnout; and then verify the validity of the proposed model by examining the direct and indirect impact of self-confidence on both psychological empowerment and job burnout; and determine the nature of the course of their relationship; and to see if self-confidence is mediator variable in the relationship of psychological empowerment and job burnout. The study sample consisted of (140) teachers from special needs teachers and used the following questionnaires: self-confidence, psychological empowerment and job burnout that prepared by the researcher. Results of the study indicate that there is a positive relationship between self-confidence and psychological empowerment, and a negative relation between self-confidence and job burnout, and a negative relationship between psychological empowerment and job burnout. Results of the regression analysis showed that self-confidence and psychological empowerment contribute to the prediction of job burnout, and the results of the study showed that self-confidence plays the role of the partial mediator variable in the relationship between psychological empowerment and job burnout among teachers of special education in Gaza governorates.

scholarly journals Determination of Self-efficacy and Burnout State of Teachers Working in the Special Education Field in Terms of Different Variables

2017 ◽  
Vol 5 (3) ◽  
pp. 160 ◽  
Author(s):  
Cahit Nuri ◽  
Mukaddes Sakalli Demirok ◽  
Cemaliye Direktör
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Primary Schools ◽  
Working Hours ◽  
Ministry Of Education ◽  
Turkish Republic ◽  
Education Management ◽  
Significant Difference ◽  
Burn Out

The aim of the study is to analyse the self-efficacy and burnout of special education teachers in terms of different variables such as gender, teachers’ educational levels, teachers’ daily working hours, and teachers’ daily student numbers.7 special education schools, affiliated to Turkish Republic of Northern Cyprus (TRNC) Ministry of Education Primary Education Management Office, and 21 schools, which have a special education mainstreaming room, constituted the population of the research. 46 special education teachers working at special education institutions and 24 special education teachers working at a mainstreaming room in primary schools (a total number of 70 teachers) constituted the sample of the research.The Maslach Burn-out Scale and Teacher Self-Efficacy Scale were administered to the sample group. The collected data was entered into the SPSS and analysed using a t-test, Mann Whitney U and Kruskal Wallis.The working hours of teachers were found to be statistically significant for sufficiency in engagement of student sub-dimension. It was revealed that teachers with fewer working hours had lower self-efficacy scores than the teachers with more working hours. Statistically significant difference was also found in depersonalization of burnout sub-dimension of teachers according to their professional seniority.

scholarly journals The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research

2019 ◽  
Author(s):  
Mehmet Küçükgöz ◽  
Gokmen Dagli ◽  
Fahriye Altınay Aksay ◽  
Yusuf Budak
Keyword(s):  
Special Education ◽  
Action Research ◽  
Research Design ◽  
Special Education Teachers ◽  
Working Group ◽  
School Principals ◽  
Job Burnout ◽  
Paternalistic Leadership ◽  
The Relationship ◽  
State Schools

<p><b>The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research</b></p><pre>The aim of this study is to identify the extent of relationship between teachers’ evaluations concerning school principals’ paternalistic leadership level and teachers’ job burnout level and also to identify the underlying reasons and sources for this relationship. 192 school principals and 192 teachers, who work in state schools incorporating special education classes in two counties of a city of Turkey, have joined in quantitative dimension of this study carried through the action research paradigm and a research design like convergent parallel design. T-test, anova and inductive content analyses have been carried through collected data by favor of two likert scale for quantitative dimension and a semi-structured questions set for qualitative dimension. As a result of analyses, it is revealed that the more administrators’ paternalistic leadership level increases the less teachers’ job burnout level decreases reasonably and qualitative findings are explicit confirmations of quantitative findings. </pre><pre>This study has been carried out by a research design like the mixed method consisting of quantitative and qualitative data collection along with analysis processes. The working group of this study is totally consisted of 217 participants of whom are 25 school principals’ s </pre><pre>and 192 special education teachers, who work in state schools under the Ministry of National Education (MEB) incorporating special education classes in two counties of a city of Turkey. Whereas the research’s quantitative size constitutes all the special education teachers in the working group, its qualitative size constitutes 25 special education teachers and 25 school principals. Because of the fact that there are 12 counties in the city the research made and consequently the process of selecting just two counties in quantitative size has been made by simple random sampling method.</pre>

scholarly journals MAINSTREAM AND SPECIAL EDUCATION TEACHERS’ IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION

2019 ◽  
pp. 260-268
Author(s):  
Mariyam Shareefa ◽  
Rohani Hj Awg Mat Zin ◽  
Nor Zaiham Midawati Abdullah ◽  
Rosmawijah Jawawi
Keyword(s):  
Special Education ◽  
Differentiated Instruction ◽  
Special Education Teachers ◽  
Rating Scale ◽  
Classroom Observation ◽  
Mainstream Teachers ◽  
Significant Difference ◽  
Special Education Needs ◽  
Education Needs ◽  
The Difference

This study examines the difference between mainstream teachers and Special Education Needs (SEN) teachers’ implementation of Differentiated Instruction (DI) in Maldivian schools. A total of 64 teachers (32 mainstream teachers and 32 SEN teachers) were randomly selected, and data were collected using survey (N=64) and classroom observation (N=8). Independent sample t-test was adopted to analyze survey data, while mean scores of the rating scale were used to analyze observation checklist. Findings revealed that there is no significant difference between the two groups of teachers’ implementations. Both mainstream teachers and SEN teachers adopt DI at a very low level. Hence, findings suggest that despite the special training, and the importance of DI to SEN students, SEN teachers did not implement DI at any higher level than mainstream teachers. Therefore, a review of training programs conducted for both mainstream teachers and SEN teachers are found necessary.

scholarly journals The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research

2019 ◽  
Author(s):  
Mehmet Küçükgöz ◽  
Gokmen Dagli ◽  
Fahriye Altınay Aksay ◽  
Yusuf Budak
Keyword(s):  
Special Education ◽  
Action Research ◽  
Research Design ◽  
Special Education Teachers ◽  
Working Group ◽  
School Principals ◽  
Job Burnout ◽  
Paternalistic Leadership ◽  
The Relationship ◽  
State Schools

<p><b>The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research</b></p><pre>The aim of this study is to identify the extent of relationship between teachers’ evaluations concerning school principals’ paternalistic leadership level and teachers’ job burnout level and also to identify the underlying reasons and sources for this relationship. 192 school principals and 192 teachers, who work in state schools incorporating special education classes in two counties of a city of Turkey, have joined in quantitative dimension of this study carried through the action research paradigm and a research design like convergent parallel design. T-test, anova and inductive content analyses have been carried through collected data by favor of two likert scale for quantitative dimension and a semi-structured questions set for qualitative dimension. As a result of analyses, it is revealed that the more administrators’ paternalistic leadership level increases the less teachers’ job burnout level decreases reasonably and qualitative findings are explicit confirmations of quantitative findings. </pre><pre>This study has been carried out by a research design like the mixed method consisting of quantitative and qualitative data collection along with analysis processes. The working group of this study is totally consisted of 217 participants of whom are 25 school principals’ s </pre><pre>and 192 special education teachers, who work in state schools under the Ministry of National Education (MEB) incorporating special education classes in two counties of a city of Turkey. Whereas the research’s quantitative size constitutes all the special education teachers in the working group, its qualitative size constitutes 25 special education teachers and 25 school principals. Because of the fact that there are 12 counties in the city the research made and consequently the process of selecting just two counties in quantitative size has been made by simple random sampling method.</pre>

scholarly journals The Role of Sustainable Development in Supporting the Education of Students with Disabilities from Teachers’ and Special Education Department Pre-Service Teachers’ Viewpoints

2021 ◽  
Vol 45 (3) ◽  
pp. 192-227
Keyword(s):  
Special Education ◽  
Sustainable Development ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Teaching Experience ◽  
Academic Degree ◽  
Significant Difference ◽  
Education Of Students ◽  
Pre Service Teacher

The study aimed to identify the role of sustainable development in supporting the education of students with disabilities from the viewpoint of special education teachers and pre-service teachers. The sample consisted of 42 teachers and 35 pre-service teachers. The researchers used a survey about the role of sustainable development in supporting learning of students with learning disabilities, which consisted of 40 items divided into four domains. The results showed that sustainable development plays a big role in supporting education of students with disabilities from the point of view of both their teachers and pre-service teachers. There were no statistically significant differences in the special education teachers’ responses regarding teaching experience, age, and academic degree. There was a statistically significant difference due to the academic specialization for pre-service teacher teachers in favor of intellectual disabilities. Also, there was a statistically significant difference in the responses of teachers for the benefit of the pre-service teacher. Keywords: Sustainable development, students with disabilities, special education teachers, pre-service teachers

Leadership Perceptions of Principals with and without Special Education Backgrounds

2018 ◽  
Vol 28 (1) ◽  
pp. 4-30 ◽  
Author(s):  
Rob Schulze ◽  
Mary Lynn Boscardin
Keyword(s):  
Special Education ◽  
School Principals ◽  
Collaborative Leadership ◽  
Ethnically Diverse ◽  
Leadership Perceptions ◽  
Public School Principals ◽  
Education Experience ◽  
Two Factors ◽  
Perceptions Of Leadership ◽  
Q Sort

This study investigated the perceptions of leadership by public school principals with and without special education backgrounds. Utilizing Q-sort methodology, principals sorted 47 leadership statements. Findings indicated prior special education experience was not a predictor of subsequent leadership perceptions. Instead, two factors emerged where one was composed of younger, less educated, less experienced principals in lower-performing schools who valued instructional and transactional leadership and the other was composed of older, more educated, more experienced, and more ethnically diverse principals who worked in higher-performing schools who valued transformational-collaborative leadership. The results suggest principals with and without special education backgrounds follow a developmental path.

Sign in / Sign up

Export Citation Format

Share Document