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 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.

Positive and proactive leadership: disentangling the relationships between stress, resilience, leadership style and leader satisfaction/well-being

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Charlotte D. Shelton ◽  
Sascha D. Hein ◽  
Kelly A. Phipps
Keyword(s):  
Leadership Style ◽  
Time Management ◽  
Leadership Behaviors ◽  
Well Being ◽  
Process Skills ◽  
Work Process ◽  
Theoretical Understanding ◽  
Content Type ◽  
Positive Leadership ◽  
The Impact

Purpose This study aims to analyze the relationships between leader resilience, leadership style, stress and life satisfaction. It reflects an emerging theoretical framework that positions resilience as a capacity that can be developed vs a response mechanism driven by innate traits. Design/methodology/approach To test three research hypotheses, online survey data were collected from 101 E.M.B.A. alumni of a US-based university using a cross-sectional, correlational research design. The results were analyzed using multiple linear regression. The authors assessed resilience, leadership style, stress and satisfaction/well-being using standardized inventories. Findings The results support previous research that has identified a significant relationship between resilience and positive leadership. Unique to this study, however, is the finding that work process behaviors (e.g. time management, cooperation, receptiveness) rather than traits (e.g. optimism, self-esteem, locus of control) are the resilience factors most associated with a positive leadership style. Work process skills significantly interacted with stress level to moderate leadership style. Additionally, a positive leadership style moderated the impact of stressful life events on leader satisfaction/well-being. Research limitations/implications Key limitations are sample size and the risk of common method variance. Though numerous procedural steps were taken to control for these issues, future research with a larger and more diverse sample is needed. Practical implications Organizational stress is pervasive, and resilience is increasingly recognized as a foundational leadership skill. This study provides empirical data documenting positive relationships between resilience, constructive leadership and leader satisfaction/well-being. This research also identifies work process behaviors (e.g. time management, cooperation and receptiveness) as the primary resiliency factors associated with sustaining positive leadership behaviors in times of stress. These results support previous research findings that have positioned resiliency as a capacity that can be developed, providing further support for investing in resiliency training for leaders. Originality/value This research contributes to the literature by analyzing resilience more comprehensively than previous studies. It extends the theoretical understanding of resilience beyond traits using an 160-item inventory that assesses four discrete domains of resilience. The results provide support for the importance of developing process skills in leaders to increase resiliency; thus, increasing the probability, they will model constructive leadership behaviors in times of significant stress.

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 Retired men and Men’s Sheds in Australia

2015 ◽  
Vol 36 (8) ◽  
pp. 972-989 ◽  
Author(s):  
Amie Southcombe ◽  
Jillian Cavanagh ◽  
Timothy Bartram
Keyword(s):  
Leadership Style ◽  
Family Relationships ◽  
Social Connectedness ◽  
Value Congruence ◽  
Well Being ◽  
Charismatic Leadership ◽  
Structured Interviews ◽  
Content Type ◽  
The Social ◽  
The Impact

Purpose – The purpose of this paper is to investigate the influence of charismatic leadership style and value congruence on the social connectedness of retired men in Australian Men’s Sheds. This study also explores the impact of social connectedness on well-being outcomes, such as employment and training, improved family relationships and access to health and welfare services. Design/methodology/approach – The methodology is a qualitative approach using focus groups (yarning circles) and semi-structured interviews with Shed leaders, men members and healthcare workers. Findings – The findings suggest that a charismatic leader enhances the value congruence between leaders and their members through empowering, envisioning and empathy, which also contributes to the social connectedness of members and enhances well-being of retired men. Originality/value – The study provides insights into the factors that contribute to successful leadership, participatory and leadership practices in the Groups/Sheds, and addresses a gap in the literature in the area of leadership and Men’s Sheds.

scholarly journals Principal Leadership Style And Job Satisfaction Of High School Teachers

2018 ◽  
Vol 1 (3) ◽  
pp. 109
Author(s):  
Erida Elmazi
Keyword(s):  
Job Satisfaction ◽  
School Leadership ◽  
Leadership Style ◽  
Secondary Data ◽  
Teacher Job Satisfaction ◽  
Two Dimensions ◽  
University Education ◽  
Primary Data ◽  
Beneficial Effects ◽  
Principal Leadership Style

This paper deals with the issue of school leadership as one of the main priorities of education policy and focuses on the role, importance it has mainly on teacher’s job satisfaction. It tends to highlight the influence of the school leaders’ style in the pre-university education context. Two dimensions of leadership conceptualization are underlined in this study: the transformational and transactional leader. Teacher job satisfaction is often considered as an important aspect in their performance and productivity. In addition leadership style is considered one of the major influences affecting the job satisfaction of the teachers. The scope was to study the relationship and correlation between the style of the principals and job satisfaction of teachers. Various research techniques, primary and secondary data sources have been used to carry out this study, which are intertwined with one another. As a source of primary data were used two surveys, one for evaluating the principals’ style of leadership and the other one for measuring job satisfaction of the teachers. The sample consisted in 5 teachers from 25 high schools in Albania and Kosovo. There is evidence from the findings that transformational leadership has significant relationship and it has beneficial effects on teacher job satisfaction. These leaders transform, inspire, and empower followers by creating changes in their goals, values, needs, beliefs and aspirations.

scholarly journals Leadership, Mental Toughness, and Attachment Relationship in the World Beach Volleyball Context

2021 ◽  
Vol 13 (19) ◽  
pp. 10748
Author(s):  
Nayara Malheiros Caruzzo ◽  
João Ricardo Nickenig Vissoci ◽  
Andressa Ribeiro Contreira ◽  
Aryelle Malheiros Caruzzo ◽  
Lenamar Fiorese
Keyword(s):  
Path Analysis ◽  
Attachment Style ◽  
Leadership Style ◽  
Well Being ◽  
Mental Toughness ◽  
Secure Attachment ◽  
Attachment Relationship ◽  
Toughness Index ◽  
The World ◽  
The Impact

For a long time, competitive sport has focused only on aspects related to performance. However, studies in social psychology have indicated the importance of focusing on the human development of athletes, which can occur through training environments that promote psychological well-being. Thus, this study aimed to analyze the impact of the coach-athlete attachment style, mediated by the coach’s leadership style, on the mental toughness of athletes in the world beach volleyball context. Elite beach volleyball athletes (n = 65), participants of the World Tour 2018, were part of the study. The Coach-Athlete Attachment Scale (CAAS), Mental Toughness Index (MTI) and Leadership Scale for Sport (LSS) were used as instruments. For data analyses we used polychoric correlation and a bias-corrected factor score path analysis. Path analysis showed that perceived secure attachment was positively associated with athletes’ mental toughness (0.24; 0.31; 0.25), but leadership styles did not mediate this relationship. For athletes with anxious attachment profiles, the perception of autocratic leadership style was associated with athletes’ mental toughness (1.01; p = 0.03), when their interaction style is focused on coaching-instruction. It concludes that the secure attachment relationship can bring increases in levels of athletic mental toughness, whereas for athletes with insecure attachment, the autocratic style was shown to be associated with the highest levels of mental toughness.

The Relationship between Teacher Job Satisfaction and Principal Leadership Style

1993 ◽  
Vol 3 (1) ◽  
pp. 74-86 ◽  
Author(s):  
H. William Heller ◽  
Rex Clay ◽  
Cline Perkins
Keyword(s):  
Job Satisfaction ◽  
Staff Development ◽  
Leadership Style ◽  
Faculty Evaluation ◽  
Teacher Job Satisfaction ◽  
Policy Implications ◽  
School Type ◽  
Principal Leadership Style ◽  
Evaluation Staff ◽  
The Relationship

This study made use of Hersey and Blanchard's concept of situational leadership to investigate the relationship between teacher job satisfaction and the leadership behaviors of “telling,” “selling,” “participating,” and “delegating.” Questionnaires were mailed to a sample of 520 teachers, stratified by gender and school type. Three hundred and thirty-nine usable responses were returned (65 percent) and analyzed by correlation and analysis of variance procedures. About 42 percent of the respondents were either “very dissatisfied” or “dissatisfied.” Teachers were least satisfied with the financial aspects of teaching and most satisfied with their co-workers. There were no differences in satisfaction by teacher gender, principal gender, experience, or school type. Additionally, job satisfaction was not significantly related to leadership style. Suggestions for further research speak to the need to take into account the “consideration” aspect of leadership style and to measure job satisfaction in specific task areas such as curriculum development, faculty evaluation, staff development, and instructional organization. Policy implications of the findings were discussed.

scholarly journals PENGARUH GAYA KEPEMIMPINAN KEPALA SEKOLAH DAN KECERDASAN EMOSIONAL GURU TERHADAP KINERJA GURU SMK NEGERI DI KOTA METRO LAMPUNG

2021 ◽  
Vol 5 (02) ◽  
pp. 203
Author(s):  
Farid Pathurrahman ◽  
Juhri AM ◽  
Muhammad Ihsan Dacholfany
Keyword(s):  
Emotional Intelligence ◽  
Leadership Style ◽  
Significant Contribution ◽  
Teacher Performance ◽  
School Principal ◽  
The State ◽  
Vocational Teachers ◽  
School Employees ◽  
Theoretical Assumption ◽  
Principal Leadership Style

School Principal as the leader in particular school is influential to the teacher performance, in the effort of raising the performance in order to achieve the educational goal of the school. The leader has responsibility both physically and non-physically for the successful performance of the school. The principal's leadership must be able to influence all the school employees so that they are willing to work hard to improve performance voluntarily and passionately in achieving the vision, mission and goals of the school. Emotional Intelligence of the teacher will be able to send out warmth, awareness of one's own feelings, having sensitivity to the feelings of others and will be able to overcome emotional problems openly.This present study aims to: (1). know the contribution of principal’s leadership style toward the state vocational teachers’ performances in Metro City, Lampung, (2) know the contribution of the emotional intelligence of teachers to the performance of vocational state school teachers in Metro City, Lampung and (3) both the contribution of principal’s leadership style and emotional intelligence of the teachers toward the state vocational teachers’ in Metro City, Lampung.This research was descriptive study design used quantitative approach through regression analysis. This research aimed to know the influence between independent variable and dependent variable. The correlative study aimed to know whether there is any influence or not between two variables or more. The researcher decided 336 teachers as the population of the research and 77 teachers of 336 teachers as the sample of the research. The try out was 30 teachers of the rest of the research population which the sample has been previously determined.Due to theoretical assumption and the conclusions of data analysis, it can be concluded that: both the principal's leadership style (X1) and emotional intelligence (X2) have positive and significant contribution to the performance of teacher (Y) of State Vocational Schools in Metro City. This conclusion was supported by the analysis findings. There was positive and significant contribution of the principal's leadership style toward the teacher’s performance. The number of the contribution of the principal's leadership style to performance in this study was based on the results of calculations at the sufficient category. There was positive and significant contribution between emotional intelligence on teacher performance. The number of emotional intelligence contribution to teacher performance in this study was based on the results of calculations at the sufficient category and simultaneously there was a positive and significant contribution between the principal's leadership style and emotional intelligence on teacher performance.The dimension of leadership style influenced the teacher’s performance were administrator, class manager, mediator, facilitator and evaluator. The contribution number of principal leadership style and the emotional intelligence toward the performance of the teacher.

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