Teachers' perceptions of the effect of leadership on school climate

2019 ◽  
Author(s):  
◽  
Zeina Amal Ibrahim
Keyword(s):  
School Climate ◽  
Principal Leadership ◽  
Mixed Methods Research ◽  
Teacher Behaviors ◽  
Principal Behaviors ◽  
Teachers Perceptions ◽  
Transformational And Transactional Leadership ◽  
Directive Behavior ◽  
The Impact ◽  
The Relationship

This mixed methods research examines the relationship between principal leadership and school climate. A sample of 63 elementary teachers evaluated their school climate and leadership through the OCDQ-RE and the MLQ-5X and expressed their views on both by responding to open-ended questions. Quantitative analysis for both questionnaires, correlations between the dimensions of the two instruments and qualitative analysis of the open-ended questions were conducted to determine the leadership characteristics and behaviors that impact school climate the most. Both principals scored high on supportive and directive behavior and were “more transformational” and “more transactional than the norm”; teachers scored high on collegial and intimate behavior; school climates were determined to be open. Correlational analysis revealed significant positive relationships between the characteristics of transformational and transactional leadership and both supportive and directive principal behaviors; qualitative results showed that characteristics of transformational leadership and supportive principal behaviors have the most impact on school climate. The results of this study revealed that although the principals were perceived as highly directive, the climates were still open. This calls for further exploration of the impact of principal behaviors on school climate and whether teacher behaviors are more significant determinants of school climate than principal behaviors are.

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.

A meta-analytic perspective on school climate studies in Turkey: The impact of some demographic variables

2017 ◽  
Vol 7 (3) ◽  
pp. 453-482
Author(s):  
Emre Sönmez ◽  
Ferudun Sezgin
Keyword(s):  
School Climate ◽  
Significant Influence ◽  
Meta Analysis ◽  
Demographic Variables ◽  
Teachers Perceptions ◽  
Study Results ◽  
Doctoral Dissertations ◽  
The Impact ◽  
Climate Studies ◽  
Perceptions Of School

The purpose of this study is to analyze teachers' perceptions of school climate by gender and branch and have an overall idea on this issue. Meta-analysis method was employed in this study. Master's theses and doctoral dissertations as well as academic articles published in peer-reviewed journals dwelling on teachers' views on school climate in Turkey were analysed through various databases. A total of 30 studies meeting the criteria for inclusion in the study were included. In the analysis of research data, a random effects model was used. Results indicate that gender has no significant influence on the dimensions of disengagement, directiveness, and supportiveness of school climate, but has a significant influence on the dimensions of restrictiveness and intimacy. Gender was seen to have a significant but low influence on restrictiveness in favour of male teachers and on intimacy on behalf of female teachers. According to the study results, branch does not have a significant influence on the dimensions of school climate except for disengagement. Branch was seen to have a significant but low impact on disengagement in favour of subject teachers. In this sense, it was concluded that superficial variables like gender and branch do not have any determining influence on teachers' perceptions of school climate. Therefore, it may be recommended for researchers to study more primary factors concerning school climate.

scholarly journals THE RELATIONSHIP BETWEEN PRINCIPAL LEADERSHIP AND SCHOOL CLIMATE AND TEACHERS’ JOB SATISFACTION OF THE SPK SECONDARY SCHOOL IN PAMULANG, TANGERANG SELATAN

2019 ◽  
Vol 8 (1) ◽  
pp. 35-56
Author(s):  
Sisilia Juni Arianti ◽  
Hotner Tampubolon ◽  
Tarsicius Sunaryo
Keyword(s):  
Job Satisfaction ◽  
School Climate ◽  
Secondary School ◽  
Principal Leadership ◽  
Correlation Study ◽  
Turn Over ◽  
The Relationship

Job satisfaction is an important issue when dealing with the teachers’ turn over in institution. Many factors influence teachers’ job satisfaction, among others are the principal leadership and the school climate. This research aimed to know the relationship between those factors. This research is a correlation study. The sample is the teachers in SPK Secondary School in Pamulang, Tangerang Selatan. Questionnaires were distributed to 32 respondents. It was found out that 1.) There was a very strong, positive and significant correlation between the teacher’s job satisfaction and the principal leadership, with the computed r = .890., 2.) There was a strong, positive and significant correlation between the teacher’s job satisfaction and the school climate, with the computed r = .795., and 3.) There was a very strong, positive and significant correlation between the principal leadership and the school climate to the teacher’s job satisfaction, with the computed r = .905. The findings showed that opportunity to develop, relationship between leaders and teachers, and sense of responsibility are the indicators that are very prominent in each variable. The conclusions are 1). The higher the principal leadership is, the higher the teachers’ job satisfaction will be., 2). The higher the school climate is, the higher the teachers’ job satisfaction will be., 3). The higher the principals leadership and the school climate are, the higher the teachers’ job satisfatiction will be. Providing adequate support facilities, training, and creating a more relax atmosphere are some recommendations for maintaining the teachers’ job satisfaction in that school

The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment

2016 ◽  
Vol 45 (6) ◽  
pp. 959-977 ◽  
Author(s):  
Diya Dou ◽  
Geert Devos ◽  
Martin Valcke
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
School Climate ◽  
Principal Leadership ◽  
Path Model ◽  
School Autonomy ◽  
Multiple Group ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
The Relationship

This study examines the relationship between school autonomy gap, principal leadership, school climate, teacher psychological factors, teachers’ job satisfaction and organizational commitment under the context of school autonomy reform. A path model has been developed to define the relationships between principal leadership and teachers’ outcomes via mediating variables. Multiple-group comparison was used to explore the effect of school autonomy gap in this process. We collected the data through a survey carried out in 26 senior secondary schools in China. In total 528 teachers and 59 principals and assistant principals participated. The results suggest a significant influence of instructional and transformational leadership on teachers’ job satisfaction and organizational commitment, mediated by the indirect impact of school climate and teachers’ self-efficacy. School autonomy gap, which is closely related to principal leadership, emerged as an important influence in the path model.

scholarly journals The Relationship Between Managerial Style, the School Climate, and Persistence in High Schools Among the Arab Community of Israel

2021 ◽  
Vol 8 (6) ◽  
pp. 311-329
Author(s):  
Nabil Assadi ◽  
Wafiq Hibi
Keyword(s):  
School Climate ◽  
Secondary Schools ◽  
Ethical Climate ◽  
Positive Relationship ◽  
Research Question ◽  
Management Style ◽  
Human Relations ◽  
Managerial Style ◽  
The Impact ◽  
The Relationship

The current study examines the relationship between the style of management and the school climate and the persistence in secondary schools in Arab society. Although studies have been carried out in Israel and abroad, few have focused on examining the subject in Arab society. The current study will focus on key issues concerning the impact of the ethical climate and managerial style on this phenomenon.      The main research question in the current study is whether there is a link between the school ethical climate and management style and the persistence of students in secondary schools in Arab society.      The findings of the study show that schools with a more caring ethical climate have a higher persistence rate and accordingly, the lower the caring ethical climate, the lower the percentage of persistence in school. It also indicates that the more focused the style on human relations, the more caringf the climate will be, and the more mission-focused the style, the more instrumental the ethical climate will be. The findings also indicate that there is a positive relationship between a management style focused on human relations and persistence.      The conclusion of the main study indicates a positive relationship between a management style focused on human relations and a caring climate and the persistence of secondary school students in Arab society. A management style based on positive, humanitarian relationships focused on cooperation between principals and teachers allows for similar relationships between teachers among themselves. patterns of cooperation and mutual support are developed instead of competition and striving against each other, allowing for the creation of a more caring ethical climate.

scholarly journals Relationship between teachers' philosophical beliefs about education and their perceptions of school climate

2020 ◽  
Vol 10 (3) ◽  
pp. 635-654
Author(s):  
Fatih Şahin
Keyword(s):  
School Climate ◽  
Educational Philosophy ◽  
Educational Beliefs ◽  
Teachers Perceptions ◽  
Philosophical Beliefs ◽  
Teachers Beliefs ◽  
Climate Scale ◽  
The Relationship ◽  
Academic Year ◽  
Perceptions Of School

This study investigated the relationship between teachers' educational beliefs and their perceptions about school climate. The study was designed as a correlational survey model. The sample included 357 teachers working in the central districts of Van province in 2019-2020 academic year. "Educational Beliefs Scale" and "School Climate Scale" were used as data collection tools. Correlational and regression analyses were carried out to explore the relationships among the study variables. According to the results, teachers' beliefs about contemporary philosophical approaches were strong. In terms of teachers' perceptions of school climate, all scores were close to each other, but higher scores were found in directive and supportive school climates. Results concerning the relationship between education beliefs and school climate showed that teachers having progressivist and existentialist education beliefs saw their schools as more supportive and directive while teachers having a reconstructionist educational philosophy perceived their schools as more directive and restrictive. Teachers adopting a perennialist educational belief interestingly described their schools as more supportive, directive and intimate. As expected, teachers who follow essentialist beliefs in education regarded their schools as more restrictive in terms of climate. The results of the study indicated that teachers' philosophical beliefs about education were, although at a low level, a significant predictor of their perception of school climate.

scholarly journals Relationship Between Retrospective Estimations of School Climate and Readiness for Aggression in Young People

2020 ◽  
Vol 25 (6) ◽  
pp. 126-143
Author(s):  
A.A. Rean ◽  
I.L. Shagalov ◽  
I.A. Konovalov
Keyword(s):  
School Climate ◽  
Young People ◽  
University Students ◽  
Mediating Effect ◽  
Educational Work ◽  
The Future ◽  
Teachers And Students ◽  
School Rules ◽  
The Impact ◽  
The Relationship

The article focuses on the relationship between aggression and retrospective estimations of school climate in young people. It reviews the main publications on the topic of aggression/school climate relationship (especially in the aspect concerning school rules).We analyse the correlation between school climate components and aggressiveness in young people basing on a survey of Russian university students. In particular, we assesses the mediating effect of fair and clear school rules on the relations between students, interaction between students and teachers, teacher relations and the impact of these relations on aggressiveness. The analysis shows that school rules are significantly related to school relationships and aggressiveness of young people. Also, it was revealed that respectful contacts between teachers and students and between students themselves play an important role. At the same time, positive/troubled relationships in school are significantly correlated with aggressiveness in the future. The outcomes of the study are addressed in the context of a discussion about the criteria of effectiveness of educational work in schools.

How Does Principals’ Transformational Leadership Impact Students’ Modernity? A Multiple Mediating Model

2020 ◽  
pp. 001312452093195
Author(s):  
Shutao Wang
Keyword(s):  
Transformational Leadership ◽  
School Climate ◽  
Effective Teaching ◽  
Teacher Quality ◽  
Structural Equation ◽  
Equation Model ◽  
Mediating Effects ◽  
Leadership Impact ◽  
The Impact ◽  
The Relationship

To explore the impact mechanism of principals’ transformational leadership on students’ modernity, this study adopted the structural equation model to test the multiple mediating effects of school climate, teacher quality, and effective teaching on the relationship between principals’ transformational leadership and students’ modernity. Results showed that there was a positive correlation between principals’ transformational leadership and students’ modernity; school climate, teacher quality, and effective teaching fully mediated the relationship between principals’ transformational leadership and students’ modernity, totally accounting for 64.37% of all the indirect effects; the mediating effects of school climate, teacher quality, and effective teaching, respectively, accounted for 30.20%, 52.29%, and 17.51%. According to these results, principal should adopt the approach of transformational leadership, promote the constructing of a fair, inclusive and innovative school climate, emphasize the improvement of teachers’ social, emotional, and innovative qualities, and encourage teachers to reflect their teaching and conduct rational practices to improve students’ modernity.

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