scholarly journals Perception is Reality: Teachers' Perceptions of the Presence of Servant Leadership Characteristics in Public School Principals and its Influence on Teachers

2020 ◽  
Author(s):  
◽  
Johnnie Simmons
Keyword(s):  
Public Schools ◽  
Public School ◽  
Servant Leadership ◽  
Phenomenological Study ◽  
School Principals ◽  
Leadership Characteristics ◽  
Structured Interviews ◽  
School Teachers ◽  
Public School Principals ◽  
Teachers Perceptions

This phenomenological study explored teachers’ perceptions of the presence of servant leadership characteristics in their school principals and how the principals’ use of servant leadership characteristics influenced teachers. The primary phenomenon was the teachers’ perceptions of their principals’ use of servant leadership characteristics based on their direct personal experiences with the principals and the intrinsic and extrinsic influence on their behavior. A nonrandom sample of 16 public school teachers from Grades 1 through 12 from three similar districts in a southern California county was recruited. The elementary, middle, and high school teachers participated in one-on-one semi structured interviews. The data from the 16 oral interviews indicated that principals’ use of servant leadership characteristics, as perceived by the teachers, intrinsically and extrinsically influenced the teachers. The interviews generated seven themes regarding perceptions held by the teachers regarding their principals’ use of servant leadership characteristics. When principals in public schools exhibit servant leadership characteristics, teacher satisfaction and retention are impacted. Therefore, consideration must be made for use of servant leadership as a framework and model for teachers’ perceptions of their principals’ use of servant leadership and how those perceptions influence teachers.

Does Charter Status Determine Preferences? Comparing the Hiring Preferences of Charter and Traditional Public School Principals

2012 ◽  
Vol 7 (4) ◽  
pp. 455-488 ◽  
Author(s):  
Marisa Cannata ◽  
Mimi Engel
Keyword(s):  
Public Schools ◽  
Public School ◽  
Charter School ◽  
School Principals ◽  
School Enrollment ◽  
Teacher Hiring ◽  
Public School Principals ◽  
Charter School Principals ◽  
Traditional Public Schools ◽  
Traditional Public School

The academic success of any school depends on its teachers. However, relatively little research exists on the qualities principals value in teacher hiring, and we know almost nothing about charter school principals’ preferences. This article addresses this gap in the literature using survey results for a matched sample of charter and traditional public school principals. We compare regression-adjusted survey responses of charter and traditional public school principals to examine whether charter school principals report placing more emphasis on teacher hiring than principals in traditional public schools and whether principals’ preferences for teacher qualifications and characteristics vary between charter and traditional public schools. While we find some mean differences in principals’ reported hiring focus and preferences across charter and traditional public schools, regression results indicate that these differences are driven not by charter status but by school characteristics, such as average teacher experience and school enrollment.

scholarly journals The degree of the practice of the principals of public schools in the governorate of Mafraq for electronic management:  درجة ممارسة مديري المدارس الحكومية في محافظة المفرق للإدارة الإلكترونية

2019 ◽  
Vol 3 (28) ◽  
Author(s):  
Atef Falih Manizel Al-Jassar
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Principals ◽  
Public School Principals ◽  
Descriptive Approach ◽  
Study Questionnaire

  The study aimed at revealing the degree of practice of public school principals in Al-Mafraq governorate for electronic management. The researcher used the descriptive approach. To achieve the objective of the study, the researcher built a tool for the study "questionnaire. " The questionnaire was distributed to 128 managers and managers. The degree of practicing public school principals in Mafraq governorate for electronic management is high and with an average of (3. 80). Also, there were statistically significant differences at the level of (α 0. 05 0. 05) in the degree of practice of the principals in Mafraq governorate for electronic management. In light of the results, a number of recommendations and proposals were presented.  

scholarly journals The Role of public school principals in developing students' awareness of environmental education in Ajloun Governorate: دور مديري المدارس الحكومية في تنمية وعي الطلبة بالتربية البيئية في لواء دير علا محافظة السلط بالأردن

2019 ◽  
Vol 3 (27) ◽  
Author(s):  
Raeda Hussein Mohammed Sous
Keyword(s):  
Public Schools ◽  
Public School ◽  
Environmental Education ◽  
Random Sample ◽  
School Principals ◽  
Role Of Government ◽  
Public School Principals ◽  
Descriptive Approach ◽  
Level Of Significance

    The study aimed at revealing the role of the principals of public schools in developing students' awareness of environmental education in Ajloun Governorate. The researcher used the descriptive approach. To achieve the goal of the study، the researcher constructed a questionnaire and distributed it to a random sample of 168 managers and directors. The role of public school principals in developing students' awareness of environmental education in Ajloun Governorate is estimated at (high)، with an average of 3.67 (5). In terms of the dimensions of the study، the following is the cognitive field، with an average of (3.79). (3.88)، and the affective area with an average of (4.14)، all of which are rated (high). The results also showed no significant differences at the level of significance between the role of government principals in developing students' Ajloun Governorate، due to gender variable. In the light of the results، a number of recommendations and proposals were presented to raise the role of managers in developing students' awareness of environmental education   ، ، 

scholarly journals The degree of practice transformational leadership of public school principals in Ma'an and its relation to the level of teachers' organizational trust

2019 ◽  
Vol 3 (9) ◽  
Author(s):  
Mohammed Falah Mohammed Shukirat - Raeda Abdul Karim Da'san
Keyword(s):  
Transformational Leadership ◽  
Public Schools ◽  
Public School ◽  
School Principals ◽  
Organizational Trust ◽  
Strong Relationship ◽  
Point Of View ◽  
Public School Principals ◽  
Significant Difference ◽  
The Individual

This study aimed to investigate the degree of practice transformational leadership of public school principals in Ma'an and its relation to the level of teachers' organizational trust from the teachers from their point of view. The study population consisted of all teachers in public schools in Ma'an directorate first, was selected a stratified random sample of it, consisted of (415) teachers, were used questionnaire, The degree of practice of transformational leadership of public school principals was high, and the order of dimensions ordered by means is as follows: ideal influence, the individual consideration, inspiration, and the stimulation intellectual. There are no statistically significant differences in the degree of practice transformational leadership of public school principals in Ma'an from the point of view of teachers attributed to gender. There is a strong relationship statistically significant difference between the degree of practice of transformational leadership of public school principals and the level of teachers' organizational trust.

scholarly journals Targets, threats and (dis)trust: The managerial troika for public school principals in Chile

2015 ◽  
Vol 23 ◽  
pp. 87 ◽  
Author(s):  
Carmen Montecinos ◽  
Luis Ahumada ◽  
Sergio Galdames ◽  
Fabián Campos ◽  
María Verónica Leiva
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Principals ◽  
School Principal ◽  
Market Model ◽  
Public School Principals ◽  
The Public ◽  
Declining Enrollment ◽  
Governance Models ◽  
Depth Interviews

Public education in Chile has been steadily losing students as a result of the implementation, for the last 35 years, of a market model. In this paper we exemplify how a structural problem (public schools’ declining enrollment) created by neoliberal educational policies is transformed into an individual problem to be managed by the public school principal. Principals must sign a performance-based contract that specifies sanctions and incentives for meeting enrollment targets. The current paper examines, through data produced by in-depth interviews and shadowing, how 19 principals worked toward that target. Findings show that to manage enrollment principals spent, on average, 24% of their time performing marketing tasks. Principals, thus, have developed an entrepreneurial self, which is promoted by quasi-market school governance models. Through this entrepreneurship they manage various threats that represent barriers to the possibilities for meeting enrollment targets.

scholarly journals Problems facing public school principals in Jordan in managing educational crises in light of the corona pandemic from their point of view: مشكلات المدارس الحكومية الأردنية بمديرية الزرقاء في مواجهة وإدارة الأزمات التربوية في ظل جائحة كورونا من وجهة نظر مديريها

2021 ◽  
Vol 5 (42) ◽  
pp. 55-41
Author(s):  
Nariman Mohammad Aljarab’ah Nariman Mohammad Aljarab’ah
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Principals ◽  
Point Of View ◽  
Government School ◽  
Public School Principals ◽  
Degree Of Severity

The study aimed at the problems facing public school principals in Jordan in managing educational crises in light of the Corona pandemic from their point of view. In public schools affiliated to the First Zarqa Directorate in Jordan, the results of the study showed a problem facing government school principals in Jordan in managing educational crises in light of the Corona pandemic, obtaining an overall average (3.78 out of 5), with a degree of severity (high).

scholarly journals The Relationship between Servant Leadership Characteristics of School Teachers and Students’ Academic Achievement

2021 ◽  
Vol 8 (2) ◽  
pp. 276
Author(s):  
Harun Gultekin ◽  
Margaret Dougherty
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Public Schools ◽  
Servant Leadership ◽  
Leadership Behavior ◽  
Leadership Characteristics ◽  
School Teachers ◽  
Teachers And Students ◽  
Strongly Agree ◽  
The Relationship

This study is a quantitative non-experimental design to explore the relationships between servant leadership characteristics of teachers and academic achievement of students in selected public schools. The purpose of this research was to explore the relationships between servant leadership characteristics of school teachers and students’ academic achievement in selected public schools. The hypothesis for this study was that, in the selected schools, the servant leadership of school teachers positively affects students’ academic achievement. The data collected in fifteen public schools located in Houston, Texas. As an instrument, the Organizational Leadership Assessment (OLA) was used in this study (Laub, 1999). This instrument has 66 questions with Likert-scale responses ranging from strongly disagree to strongly agree, and data was collected from 362 participants. The servant leadership data was gathered through the OLA survey and interpreted as distinguishable factors that contribute to the larger picture: servant leadership. As our hypothesis, servant leadership behavior and student achievement are expected to have correlation. To understand the relationship between student achievement and servant leadership, univariate and multivariate analysis were used. The data was screened for normality, linearity, and homoscedasticity. Data analysis was conducted by using SPSS Statistics version 22.0, as the tools for the analysis of this research. As a result of the OLA survey regarding the functions of servant leadership, the values people subscale became statistically significant. It is the only subscale that showed any extensive correlation with academic achievement. The scale may indicate how much a teacher values people.

Perceptions of Beginning Public School Principals

1993 ◽  
Vol 3 (2) ◽  
pp. 186-202
Author(s):  
James E. Lyons
Keyword(s):  
Public School ◽  
Time Management ◽  
School Principals ◽  
Beginning Principals ◽  
New Principals ◽  
Local School ◽  
Principal's Role ◽  
Public School Principals ◽  
School Operations

This study was designed to determine the level of competency that beginning principals perceived they had in their primary areas of responsibility when appointed to the position. Secondarily, the study determined what beginning principals perceived to be their greatest challenges and frustrations, most familiar and most unfamiliar areas of responsibility, and who was most and least helpful to them as new principals. The findings indicated that beginning principals are challenged by the following: delegating responsibilities and becoming familiar with the principal's role, the local school, and school operations. Their major frustrations were role adjustment, the (large) amount of responsibility, and time management.

Leadership Styles of Public Schools Principals in the City of Hail in the Kingdom of Saudi Arabia: أنماط القيادة لدى مدراء مدارس التعليم العام في مدينة حائل في المملكة العربية السعودية

2021 ◽  
Vol 5 (41) ◽  
pp. 161-138
Author(s):  
Fahad Husain Alshammari Fahad Husain Alshammari
Keyword(s):  
Public Schools ◽  
Leadership Style ◽  
School Principals ◽  
Statistical Significance ◽  
Point Of View ◽  
Years Of Experience ◽  
Public School Principals ◽  
Low Degree ◽  
Study Population ◽  
High Degree

    This study aimed to: Identify the leadership style prevailing among public school principals in Hail from the teachers ’point of view, and to reveal the statistical significance of the differences in the estimates of the study sample individuals of the leadership style prevailing among school principals, which may due to variables of (educational stage, number of years of experience, and specialization). The researcher used the descriptive method, and prepared a questionnaire consisting of (24) statements distributed to (3) dimensions, which are: Democratic style, authoritarian style and chaotic style. The current study population included all the teachers of public education schools in Hail, who numbered (9390) teachers. The questionnaire was applied to a random sample of (296) teachers. The study found a set of results, the most important of which are: The prevailing leadership style among school principals is the democratic style, followed by the authoritarian style, and then the chaotic style. Where the democratic style obtained a mean (4.18) and a high degree of approval from the study sample, while the domineering style obtained a mean (1.83) and a low degree of approval from the study sample, and the chaotic style obtained an average (1.73) and a low degree of approval. Very members of the study sample. The results also showed that there are statistically significant differences in the degree of the study sample’s estimates of the leadership style prevailing among school principals due to the variable of years of experience, while there are no statistically significant differences in the degree of the study sample’s estimates of the leadership style prevailing among school principals due to the variables of the educational stage or specialization. In light of these results, the researcher recommended organizing training courses for school principals to enlighten them about the modern trends in educational leadership, and urged school principals to follow the democratic style of administration.

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