scholarly journals The Impact of Principal Leadership Style on Teachers’ Happiness and Consequently Their Self Efficacy

2020 ◽  
Vol 4 (4) ◽  
pp. p10
Author(s):  
Loureen D. Haddad ◽  
Rawia Ashqar
Keyword(s):  
Job Satisfaction ◽  
Leadership Styles ◽  
Leadership Style ◽  
Principal Leadership ◽  
Self Efficacy ◽  
Positive Impact ◽  
School Principal ◽  
School Staff ◽  
Principal Leadership Style ◽  
The Impact

This article assumes that a school principal is the most important figure in every school. It also assumes that principal style of leadership is significant factor affecting teachers’ happiness at school and their job satisfaction. Based on these assumptions, the article examines the impact of principal leadership style on teachers’ happiness and through this variable on their self-efficacy. The study examines the influence of each the three major leadership styles: transformational, rewarding and avoiding on teachers’ happiness. Teachers’ happiness is measured through the commitment of a teacher to the school objectives, where commitment is measured through his/her compliance with the school goals, identification with the school staff and internalization of the school values. Finally, self efficacy is measured through the degree of success in realizing the school goals and missions. The findings of the study point to a positive impact of the transformational and to a less extent rewarding leadership styles on teachers’ happiness and self efficacy.

scholarly journals Pengaruh gaya kepemimpinan, budaya sekolah dan motivasi terhadap kinerja guru SMP swasta

2019 ◽  
Vol 6 (1) ◽  
pp. 49-60
Author(s):  
Vivi Candra ◽  
Acai Sudirman ◽  
Pasaman Silaban
Keyword(s):  
Middle School ◽  
School Culture ◽  
Leadership Style ◽  
Principal Leadership ◽  
Teacher Performance ◽  
Principal Leadership Style ◽  
Quantitative Descriptive ◽  
The Impact ◽  
The Relationship ◽  
Descriptive Method

Tujuan dari penelitian ini untuk menguji dampak gaya kepemimpinan kepala sekolah, budaya sekolah, dan motivasi terhadap kinerja guru di SMP Swasta Sultan Agung Pematangsiantar. Jumlah anggota populasi adalah 31 orang. Oleh karena itu, penelitian ini menggunakan metode deskriptif kuantitatif dengan menggunakan kuesioner atau sensus. Instrumen penelitian dalam penelitian ini adalah kuesioner yang dibagikan secara langsung kepada responden untuk mencari data yang berhubungan dengan penelitian ini. Metode analisis data yang digunakan adalah analisis kuantitatif dan analisis kualitatif. Hasil penelitian dan hasil pengumpulan data menunjukkan bahwa secara parsial, variabel gaya kepemimpinan kepala sekolah berpengaruh signifikan terhadap kinerja guru, variabel budaya sekolah berpengaruh signifikan terhadap kinerja guru, dan variabel motivasi berpengaruh signifikan terhadap kinerja guru. Temuan empiris tersebut mengindikasikan bahwa untuk meningkatkan kinerja guru, maka SMP Swasta Sultan Agung Pematangsiantar perlu memperhatikan faktor-faktor yang mempengaruhi kinerja guru, seperti kepemimpinan kepala sekolah, budaya sekolah, dan motivasi.  Dengan mengetahui pengaruh hubungan tersebut dapat dijadikan sebagai parameter untuk merancang strategi dimasa yang akan datang guna meningkatkan kinerja guru. AbstractThis study aims to examine the impact of principals' leadership style, school culture, and motivation on teacher performance at Sultan Agung Pematangsiantar Middle School. The number of members of the population is 31 people. Therefore, this study uses a quantitative descriptive method using a questionnaire or census. The research instrument in this study is a questionnaire that was distributed directly to respondents to look for data related to this study. The data analysis method used is the quantitative analysis and qualitative analysis. The results of the study and the results of data collection showed that partially, the principal leadership style variable had a significant effect on teacher performance, the school culture variable had a significant effect on teacher performance, and the motivation variable had a significant effect on teacher performance. The empirical findings indicate that to improve teacher performance, Sultan Agung Pematangsiantar Middle School needs to pay attention to the factors that influence teacher performance, such as principals' leadership, school culture, and motivation. Because by knowing the effect of the relationship can be used as a parameter to design a strategy in the future to improve teacher performance.

scholarly journals The Impact of Leadership Styles on the Job Satisfaction of Employees in a Garment Factory of Sri Lanka

2021 ◽  
Vol 3 (1) ◽  
pp. 62-69
Author(s):  
M. A. Shantha Wijesinghe
Keyword(s):  
Job Satisfaction ◽  
Pilot Study ◽  
Sri Lanka ◽  
Leadership Styles ◽  
Leadership Style ◽  
Organizational Level ◽  
Main Concern ◽  
Theory Approach ◽  
Garment Factory ◽  
The Impact

Job satisfaction is a common but important theme discussed at organizational level. It refers to the attitude and feelings that the people have about their work. Main concern of every organization is to maintain the satisfaction of the employees so that the organizational goals can be achieved successfully. Job satisfaction of the employees can be determined by many factors. Among them, leadership style followed by the leaders is also one of the important factors. Leadership style is the manner and approach of providing direction, implementing plans and motivating people.Many scholars have addressed the impact of leadership styles on the job satisfaction of employees in different manner. But, literature on this topic in the context of Sri Lanka has not sufficiently developed. There are only few studies covered the subject of leadership in Sri Lanka particularly limiting to few sectors. Therefore, this study attempts to fill that gap of the knowledge by addressing how leadership styles affect job satisfaction of the employees, particularly in a garment factory in Sri Lanka. Methodologically, deductive testing theory approach was followed by this study. Theory was developed by the literature based on the pilot study.  As the pilot study confirmed that three major leadership styles such as democratic, autocratic and transactional style are followed by the leaders, the impact of these three styles on the job satisfaction of employees were examined by giving a questionnaire to a stratified random sample of 60 employees. Basic hypothesis of the study was that the transactional leadership style should be the most significant in determining the job satisfaction according to human nature. But the outcome of this study confirmed that the impact of democratic style was statistically more significant than autocratic and transactional styles by rejecting the initial hypothesis.  

scholarly journals Perception of School Climate as a Mediating Factor in Relation between Teacher Motivation and the Perceived School Principal Leadership Style

2021 ◽  
Vol 6 (3(16)) ◽  
pp. 411-434
Author(s):  
Gabriel Pinkas
Keyword(s):  
School Climate ◽  
Leadership Style ◽  
Principal Leadership ◽  
Teacher Motivation ◽  
Work Motivation ◽  
School Principal ◽  
School Level ◽  
Multifactor Leadership ◽  
Work Tasks ◽  
Principal Leadership Style

This paper presents the results obtained on a sample of 467 teachers from 25 elementary schools in the wider city area of Tuzla. The subject of the research was the relationship between the principal leadership styles, as perceived by teachers, and the work motivation of teachers, through the perception of the school climate as a potential determinant of this relationship. The Multifactor Leadership Questionnaire (MLQ), the Work Tasks Motivation Scale for Teachers (WTMST), and the School Level Environment Questionnaire (SLEQ) were used to collect data. The obtained results indicate that the principal leadership style, perceived by teachers, affects teacher motivation directly, and indirectly, through the teachers’ perception of the school climate. This, however, explains a small part of the total variance of motivation, which suggests that motivation is mostly determined by the sum of other factors.

Principal Leadership Style and Teacher Job Performance: Evidence from Pakistan

2019 ◽  
Author(s):  
Atif Saleem ◽  
Sarfraz Aslam ◽  
Junaid Rafiq ◽  
Prof. Congman Rao
Keyword(s):  
Secondary School ◽  
Job Performance ◽  
Private Sector ◽  
Leadership Styles ◽  
Leadership Style ◽  
Principal Leadership ◽  
Democratic Leadership ◽  
Principal Leadership Style ◽  
Autocratic Leadership ◽  
Laissez Faire

<p>The study intentions were to examine the correlation and impact of the style of leadership of the principals on job performance of the teachers of secondary school in private sector in Lahore district, Pakistan. It is correlational study in terms of research design. The data was collected from 106 principals and 543 teachers of secondary schools in private sector in Lahore district through adapted instrument. The first tool of the instrument “Principal Leadership Style Questioner (PLSQ) had cronbach alphas of 0.834 for autocratic leadership sub-scale, 0.764 for democratic leadership sub-scale and 0.861 for laissez-faire leadership sub-scale. The Second tool of the instrument “Teacher Job Performance Questioner” (TJPQ) had Cronbach alpha of 0.816. The research question and hypotheses were tested by using percentage, multiple regression, Pearson correlation at the level of p<0.05 significance. The statistics attesting 57.3% variation in teachers’ job performance was due to mutual contribution of principals’ autocratic leadership, democratic leadership and laissez-faire leadership styles. The most commonly employed principals’ leadership style was autocratic leadership in secondary school in private sector in the district. It had statistically significant and strong positive impact on teachers’ performance in the studied area. Whereas reciprocal impact in case of laissez-faire. The principal suggestion was that the school principals should be trained to learn the mixture usage of autocratic and democratic leadership styles wisely in diverse situations and work settings in secondary schools in private sector in the district Lahore, Pakistan.</p>

Principal Leadership Style and Teacher Job Performance: Evidence from Pakistan

2019 ◽  
Author(s):  
Atif Saleem ◽  
Sarfraz Aslam ◽  
Prof. Congman Rao ◽  
Junaid Rafiq
Keyword(s):  
Secondary School ◽  
Job Performance ◽  
Private Sector ◽  
Leadership Styles ◽  
Leadership Style ◽  
Principal Leadership ◽  
Democratic Leadership ◽  
Principal Leadership Style ◽  
Autocratic Leadership ◽  
Laissez Faire

<p>The study intentions were to examine the correlation and impact of the style of leadership of the principals on job performance of the teachers of secondary school in private sector in Lahore district, Pakistan. It is correlational study in terms of research design. The data was collected from 106 principals and 543 teachers of secondary schools in private sector in Lahore district through adapted instrument. The first tool of the instrument “Principal Leadership Style Questioner (PLSQ) had cronbach alphas of 0.834 for autocratic leadership sub-scale, 0.764 for democratic leadership sub-scale and 0.861 for laissez-faire leadership sub-scale. The Second tool of the instrument “Teacher Job Performance Questioner” (TJPQ) had Cronbach alpha of 0.816. The research question and hypotheses were tested by using percentage, multiple regression, Pearson correlation at the level of p<0.05 significance. The statistics attesting 57.3% variation in teachers’ job performance was due to mutual contribution of principals’ autocratic leadership, democratic leadership and laissez-faire leadership styles. The most commonly employed principals’ leadership style was autocratic leadership in secondary school in private sector in the district. It had statistically significant and strong positive impact on teachers’ performance in the studied area. Whereas reciprocal impact in case of laissez-faire. The principal suggestion was that the school principals should be trained to learn the mixture usage of autocratic and democratic leadership styles wisely in diverse situations and work settings in secondary schools in private sector in the district Lahore, Pakistan.</p>

Principal Leadership Style and Teacher Job Performance: Evidence from Pakistan

2019 ◽  
Author(s):  
Atif Saleem ◽  
Sarfraz Aslam ◽  
Prof. Congman Rao ◽  
Muhammad Junaid
Keyword(s):  
Secondary School ◽  
Job Performance ◽  
Private Sector ◽  
Leadership Styles ◽  
Leadership Style ◽  
Principal Leadership ◽  
Democratic Leadership ◽  
Principal Leadership Style ◽  
Autocratic Leadership ◽  
Laissez Faire

<p>The study intentions were to examine the correlation and impact of the style of leadership of the principals on job performance of the teachers of secondary school in private sector in Lahore district, Pakistan. It is correlational study in terms of research design. The data was collected from 106 principals and 543 teachers of secondary schools in private sector in Lahore district through adapted instrument. The first tool of the instrument “Principal Leadership Style Questioner (PLSQ) had cronbach alphas of 0.834 for autocratic leadership sub-scale, 0.764 for democratic leadership sub-scale and 0.861 for laissez-faire leadership sub-scale. The Second tool of the instrument “Teacher Job Performance Questioner” (TJPQ) had Cronbach alpha of 0.816. The research question and hypotheses were tested by using percentage, multiple regression, Pearson correlation at the level of p<0.05 significance. The statistics attesting 57.3% variation in teachers’ job performance was due to mutual contribution of principals’ autocratic leadership, democratic leadership and laissez-faire leadership styles. The most commonly employed principals’ leadership style was autocratic leadership in secondary school in private sector in the district. It had statistically significant and strong positive impact on teachers’ performance in the studied area. Whereas reciprocal impact in case of laissez-faire. The principal suggestion was that the school principals should be trained to learn the mixture usage of autocratic and democratic leadership styles wisely in diverse situations and work settings in secondary schools in private sector in the district Lahore, Pakistan.</p>

Leadership style and job satisfaction in higher education institutions

2016 ◽  
Vol 30 (1) ◽  
pp. 140-164 ◽  
Author(s):  
Raimonda Alonderiene ◽  
Modesta Majauskaite
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Leadership Styles ◽  
Leadership Style ◽  
Faculty Members ◽  
Leadership Studies ◽  
Content Type ◽  
Faculty Job Satisfaction ◽  
The Impact ◽  
Practical Implications

Purpose – Although leadership is found to have impact on the followers’ attitudes and performance there is a gap in leadership studies in HEIs, especially having Lithuania in mind. The purpose of this paper is to study the impact of leadership style on job satisfaction of faculty in higher education institutions (HEI). Design/methodology/approach – In order to investigate before mentioned problem, the representative quantitative empirical research was conducted in 2013. It includes 72 faculty members and ten supervisors from Lithuanian public and private universities. The survey was conducted to check how leadership styles of supervisors influence faculty job satisfaction and compare the opinion of supervisors and subordinates. Findings – The empirical research revealed significant positive impact of leadership style on job satisfaction of faculty where servant leadership style has been found to have the highest positive significant impact on job satisfaction of faculty while controlling autocrat leadership style has the lowest impact. Research limitations/implications – There are several implications for further research. It can be expanded whether geographically (e.g. comparative analysis in different countries) or institutionally (e.g. in other educational institutions, such as schools or pre-schools). Practical implications – Practical implications reveal that supervisors have the power to increase the levels of job satisfaction of their faculty members, by defining their role as a leader, demonstrating certain leadership behaviors. Originality/value – This survey covers the area which lacks academic research, namely, the impact of leadership on HEI faculty. Previous leadership studies in HEI focus on particular leadership style demonstrated (van Ameijde, 2009), the impact of leadership on culture (Asmawi et al., 2013), organizational effectiveness (Siddique et al., 2011) and other factors. However, very few of them (one of the examples is the study of Webb, 2009 in USA) investigate the direct managers’ leadership style and faculty job satisfaction. Besides, the previous surveys have not covered as many leadership styles as this one does.

scholarly journals The Impact of the Principal Leadership Style on Teacher Job Satisfaction among Arab Teachers in Israel: A Qualitative Analysis

2021 ◽  
Vol 14 (23) ◽  
pp. 50-61
Author(s):  
Tahreer Bsoul ◽  
Marius Vasiluţă-Ștefănescu
Keyword(s):  
Leadership Style ◽  
Qualitative Methodology ◽  
Well Being ◽  
Teacher Job Satisfaction ◽  
School Principal ◽  
Principal Leadership Style ◽  
Arab Schools ◽  
Arab Sector ◽  
The Impact ◽  
Management And Leadership

Abstract This study examines the impact of the management and leadership style of a school principal on teachers’ satisfaction in the Arab sector in Israel. The article presents central concepts of the research and the influence of each of the leadership and management styles of principals on teachers’ satisfaction within an Arab school in Israel. Teachers’ satisfaction (the dependent variable) refers to various variables related to teachers’ well-being at school, such as organizational commitment and motivation in the workplace, that are also linked to the teacher satisfaction (Arar & Masri-Herzallah, 2016). Accordingly, these variables are presented with reference to their definition, their impact, and the way they are affected by the management and leadership styles. The research is based on the qualitative methodology, in which we conducted observations in these Arab schools in Israel in and around the Arab city of Nazareth. In these observations, we visited the schools and observed how teachers and principals communicate and whether teachers were satisfied from their interaction with the principal.

scholarly journals Impact of Head Teacher’s Leadership Style on Teacher’s Job Satisfaction and Work Motivation

2019 ◽  
Vol 13 (1) ◽  
pp. 1-18
Author(s):  
Sara Sehar ◽  
Khurram Khan Alwi
Keyword(s):  
Job Satisfaction ◽  
Data Collection ◽  
Leadership Styles ◽  
Leadership Style ◽  
Work Motivation ◽  
Head Teachers ◽  
Positive Leadership ◽  
Democratic Leadership ◽  
School Heads ◽  
The Impact

The study aims to investigate the impact of the head teacher`s leadership styles on the teacher`s job satisfaction and work motivation. A sample of total one hundred thirty-five were included in the study total of 122 teachers and 13 head teachers were randomly selected from different schools of Karachi for the data collection. The questionnaire was developed for the data collection which consisted of different sections comprised of demographic variables, leadership styles of head teachers, and job satisfaction and work motivation of teachers. The data was collected from different schools of Karachi by visiting in person and with the permission of head teachers and teachers. One sample t-test was implied to examine the data and results indicated that positive leadership style influences the teacher`s job satisfaction and work motivation. The results of the study also revealed that most head teachers apply the democratic leadership style as they liked to take recommendations and ideas from their teachers to make decisions and to maintain a positive relationship among the group. The study recommends that school heads must improve and encourage the staff to participate in the decisions making which leads to motivating them for better performance for themselves and for the institution.

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