scholarly journals The Investigation of the Relations Between Paternalistic Leadership, Organizational Creativity and Organizational Dissent

2021 ◽  
Vol 6 (4) ◽  
pp. 748-794
Author(s):  
Bünyamin Ağalday ◽  
◽  
Abidin Dağlı ◽  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Leadership Behaviors ◽  
School Administrators ◽  
Survey Method ◽  
Paternalistic Leadership ◽  
Teachers Perceptions ◽  
Organizational Creativity ◽  
Benevolent Leadership ◽  
Primary School Principals

The aim of the research is to find out the relationship between the paternalistic leadership behaviours of public primary school principals and teachers’ organizational creativity and organizational dissent perception levels according to the perceptions of primary school teachers. Correlational survey method was utilized in the research. The sample of the research consists of 1059 teachers working in public primary schools selected by methods of stratified sampling method in Mardin city center and 8 districts of Mardin during 2016-2017 academic year. The data of the research were obtained by using the “Headmasters’ Paternalistic Leadership Behaviours Scale”, “Organizational Creativity Scale” and “Organizational Dissent Scale”. The data analysis revealed the following findings: There was a positive and significant correlation between the paternalistic leadership behaviours of primary school administrators and teachers’ perceptions toward organizational creativity and organizational dissent and paternalistic leadership behaviors of primary school administrators were found to be a significant predictor of teachers’ perceptions toward organizational creativity and organizational dissent. The headmasters should exhibit benevolent leadership behaviours that enchance the teachers organizational creativity perceptions, such as endeavouring to create a family milieu in school, being tolerant of teachers and supporting teachers to take the initiative.

scholarly journals THE EFFECT OF LEADERSHIP, ORGANIZATION CULTURE, AND WORK MOTIVATION ON JOB PERFORMANCE OF PRINCIPAL OF STATE PRIMARY SCHOOL IN SOUTH TANGERANG BANTEN

2018 ◽  
Author(s):  
ADE MUJHIYAT ◽  
THAMRIN ABDULLAH ◽  
MARUF AKBAR
Keyword(s):  
Job Performance ◽  
Primary School ◽  
Path Analysis ◽  
Direct Effect ◽  
Primary Schools ◽  
Work Motivation ◽  
School Principals ◽  
Organization Culture ◽  
Survey Method ◽  
Primary School Principals

The objective of the research is to obtain information about the influence of leadership, organization culture and motivation on the job performance of the principals of the state primary schools in South Tangerang, Banten. The research was conducted to all state primary school principals in South Tangerang, Banten province, a survey method with path analysis applied in testing hypothesis. Seventy out of one hundred fifty nine principals was selected randomly as sample by using Slovin formula. The result of the study reveals that: (1) there is direct effect of leadership on job performance. (2) there is direct effect of organization culture on job performance. (3) there is direct effect of motivation on job performance. (4) there is direct effect of leadership on motivation. (5) there is direct effect of organization culture on motivation. Therefore, the principals’ job performance can be enhanced by leadership, organization culture and motivation.

scholarly journals Women’s Leadership Experiences: A Study of Ivorian Women Primary School Principals

2018 ◽  
Vol 4 (1) ◽  
pp. 148
Author(s):  
Rassidy Oyeniran ◽  
Ishmael Bonjah Anchomese
Keyword(s):  
School Improvement ◽  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
School Principals ◽  
Policy Makers ◽  
Female Principals ◽  
Home Based ◽  
Primary School Principals ◽  
Leadership Experiences

Concerns about women educational leaders, their performance within primary schools, their approaches to leadership, including the hindrances experienced in the school headship have received few if any attention in Côte d’Ivoire. This paper analyses how women principals lead their schools and contributed to schools’ advancement in challenging situations that stand in their ways. The authors used a qualitative approach to collect data through in-depth semi-structural interviews with five female principals in Ivorian elementary schools. Findings showed that women influence directly teachers’ commitment and indirectly students’ learning process as well, particularly those who have learning difficulties. Data also revealed that these female used to create an environment and academic support that gives attention to children, as these learning conditions are similar to that of their actual life at home. Based on the findings, we assumed that women leadership could be a significant contribution to students’ learning course, which in turn positively influence the school improvement. That is even consistent with the literature, which remains constant in the assertion that women leaders own some abilities, such as being caring, attentive, patient. In this regard, educational practitioners, policy makers and stakeholders should pay more attention to women primary school principals for empowering them to display their know-how, expertise and talent useful for the students’ learning process. That seems a possible backup for Ivorian education system to reduce the low academic achievement and enhance schools’ performance.

scholarly journals Unlocking the Potential of School Libraries: What Actions are New Zealand Primary School Principals Taking to Integrate the School Library in Information Literacy Initiatives? Final Report

2021 ◽  
Author(s):  
◽  
Elisabeth Mei-Xing Ngan
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Information Literacy ◽  
Primary Schools ◽  
School Principals ◽  
School Library ◽  
External Support ◽  
Final Report ◽  
Primary School Principals ◽  
Literacy Initiatives

<p>Information literacy is implicit in the national education curriculum’s key competencies for students, yet primary schools lack an explicit path to develop students’ information skills. The literature shows that school library programs can foster information literacy and improve student achievement, with the principal’s support identified as a significant factor. This study investigates the actions of New Zealand primary school principals to integrate the school library in information literacy initiatives. An online survey collected quantitative and qualitative data from a random sample of primary school principals, stratified by decile rating to reflect the school population in microcosm. Sixty-nine responses were collected and the low response rate meant it was not possible to generalise the results of the survey. Key findings of the research were that a majority of principals supported information literacy initiatives through advocacy; professional development; use of external support; student assessment; separate library budgets; and reasonable library opening hours. A minority maintained a separate information literacy policy; adequately resourced the library with trained staff; or promoted collaborative planning between teaching and library staff through flexible scheduling of class library time. Actions were not affected by decile rating but differences by school size and locale were identified, particularly for small and rural schools. Principals’ perceptions of information literacy did not appear to affect their actions. Suggestions for further research are made to expand upon the findings.</p>

Assessing and strengthening instructional leadership among primary school principals in Vietnam

2018 ◽  
Vol 32 (3) ◽  
pp. 396-415 ◽  
Author(s):  
Hảo Thi Nguyễn ◽  
Philip Hallinger ◽  
Chia Wen Chen
Keyword(s):  
Educational Leadership ◽  
Instructional Leadership ◽  
Primary School ◽  
Primary Schools ◽  
Leadership Practices ◽  
School Principals ◽  
Leadership And Management ◽  
Content Type ◽  
Primary School Principals ◽  
Principal Instructional Leadership

Purpose The purpose of this paper is to add to an emerging literature on educational leadership and management in Vietnam by addressing several goals. First, the study sought to translate, adapt, and validate an existing measurement instrument, the Principal Instructional Management Rating Scale (PIMRS) Teacher Form, for use in Vietnam. Next, it aimed to describe patterns of instructional leadership evidenced among a sample of urban and rural primary school principals. Then, the researchers examined if these patterns of principal instructional leadership could be linked to one or more “antecedent variables”: school size, school location (urban/rural), principal’s gender and prior teaching experience. Finally, the paper sought insights from principals and teachers on how instructional leadership could be strengthened in the Vietnamese education context. Design/methodology/approach Both quantitative survey and qualitative methods were used in this study. The sample consisted of 569 teachers and 117 principals working in 117 primary schools located in Ho Chi Minh province of Vietnam. Data collection employed a translated and adapted Vietnamese language form of the PIMRS Teacher Form. An open-ended question posed to both teachers and principals was included in the survey instrument to gather recommendations for strengthening instructional leadership in Vietnam. The research used Rasch analysis, Cronbach’s test of internal consistency, confirmatory factor analysis, t-tests, and analysis of variance in data analysis. Findings The research achieved a preliminary validation of a Vietnamese language Teacher Form of the PIMRS. The analysis of PIMRS data gathered from teachers found that the primary school principals were perceived to be exercising instructional leadership at a surprisingly high level. Consistent with international research findings, selected evidence indicated stronger instructional leadership from the female principals, though the pattern was not strong. None of the other antecedents evidenced a significant relationship with patterns of principal instructional leadership. A number of overlapping recommendations were made by teachers and principals for strengthening instructional leadership in Vietnam. Research limitations/implications Although a Teacher Form of the PIMRS Vietnam was successfully validated, follow-up studies should be conducted with both the Teacher Form and Principal Form of this instrument. More broadly, the high scores on the PIMRS accorded to the principals in this study were deemed “surprising” in light of the lack of prior policy focus and training on this role of the principal in Vietnam. Thus, the authors recommend that this research be extended to a larger cross-level study of schools from different parts of Vietnam in order to provide additional confirmation of these preliminary findings. Practical implications Feedback from principals and teachers indicated a need for system leaders to articulate instructional leadership more explicitly as part of the principal’s role set in Vietnam. Only then will it become part of the formal expectations that shape principals’ practice and the preparation and professional development programs in which they participate. The principals also suggested that instructional leadership could be strengthened by enabling model principals to share instructional leadership practices with colleagues. Finally, teachers and principals highlighted the need to broaden, legitimate, and strengthen sources of instructional leadership within the school beyond the principal. These suggestions are not only consistent with policy actions taken in other societies, but are also grounded in the context of education in Vietnam. Originality/value The first internationally published study of educational leadership and management in Vietnam only appeared in 2012. In the succeeding years, several qualitative studies have emerged describing principal leadership practices in a handful of schools. The current study represents the first published quantitative study of school leadership from Vietnam. Although the results are preliminary in nature, the study provides both baseline data on principal instructional leadership and a validated instrument that can be used in future research.

scholarly journals Australian Primary School Principals’, Teachers’, and Parents’ Attitudes and Barriers to Changing School Uniform Policies From Traditional Uniforms to Sports Uniforms

2020 ◽  
Vol 17 (10) ◽  
pp. 1019-1024
Author(s):  
Nicole McCarthy ◽  
Kirsty Hope ◽  
Rachel Sutherland ◽  
Elizabeth Campbell ◽  
Rebecca Hodder ◽  
...  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Principals ◽  
Perceived Barriers ◽  
Principal Support ◽  
Cross Sectional ◽  
Primary School Principals ◽  
School Uniform ◽  
Participant Characteristics ◽  
Teachers And Parents

Background: To determine Australian primary school principals’, teachers’, and parents’ attitudes to changing school uniform policies to allow students to wear sports uniforms every day and to assess associations between participant characteristics and their attitudes. A secondary aim was to identify principals’ and teachers’ perceived barriers to uniform changes. Methods: Cross-sectional surveys of principals, teachers, and parents of children in grades 2 to 3 (age 7–10 y) from 62 Australian primary schools (Oct 2017–Mar 2018) were undertaken. Mixed logistic regression analyses assessed the associations between participant characteristics and attitudes toward uniform changes. Results: In total, 73% of the principals (38/52) who responded reported that their school only allowed children to wear a sports uniform on sports days. Overall, 38% of the principals (18/47), 63% of the teachers (334/579), and 78% of the parents (965/1231) reported they would support a policy that allowed children to wear daily sports uniforms. The most commonly reported barrier was the perception that sports uniforms were not appropriate for formal occasions. Conclusions: Although the majority of the principals were not supportive of a change to a daily sports uniform, the majority of the teachers and parents were. Strategies to improve principal support may be required if broader adoption of physical activity–supporting uniforms is to be achieved.

scholarly journals PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF AND PRACTICES IN THE SELECTION AND DEVELOPMENT OF ENGLISH LEARNING MATERIALS

LITERA ◽  
2016 ◽  
Vol 15 (2) ◽  
pp. 227-238
Author(s):  
Nurdin Noni
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Teachers ◽  
English Learning ◽  
School Teachers ◽  
Learning Materials ◽  
Primary School Teachers ◽  
Teachers Perceptions

PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF AND PRACTICESIN THE SELECTION AND DEVELOPMENTOF ENGLISH LEARNING MATERIALSNurdin NoniFBS Universitas Negeri Makassaremail: [email protected] study aims to describe: (a) teachers’ profiles, (b) teachers’ perceptions of the use oflearning materials, and (c) practices in the selection and development of English learningmaterials by primary school teachers in Makassar City. The study used the descriptivemethod by involving primary school teachers of English. The sample consisted of 15primary school teachers of English, randomly selected from two clusters, namely thecity center and the suburb. The data were collected using a questionnaire. The resultsand discussion include the English teachers’ profiles, perceptions of, and practices in theselection and development of English learning materials for primary schools. In general,it can be concluded that the perceptions of primary school teachers of English are in linewith their practices in the selection and development of learning materials.Keywords: perception and practices, selection and development of English learningmaterialsPERSEPSI DAN PRAKTIK GURU SEKOLAH DASARDALAM PEMILIHAN DAN PENGEMBANGAN MATERI PEMBELAJARANBAHASA INGGRISAbstrakPenelitian ini bertujuan mendeskripsikan: (a) profil guru, (b) persepsi guru terhadappenggunaan materi pembelajaran, dan (c) praktik pemilihan dan pengembangan materipembelajaranbahasa Inggris oleh guru sekolah dasar di Kota Makassar. Metode yangdigunakan adalah metode deskriptif dengan melibatkan 15 guru bahasa Inggris sekolahdasar yang dipilih secara acak dari dua klaster, yakni pusat kota dan daerah pinggirankota. Data dikumpulkan dengan menggunakan angket. Hasil dan pembahasan meliputiprofil guru bahasa Inggris, persepsi, dan praktik pemilihan dan pengembangan bahanajar bahasa Inggris untuk sekolah dasar. Secara umum dapat disimpulkan bahwa persepsiguru bahasa Inggris sekolah dasar memiliki kesesuaian dengan praktik yang merekalakukan dalam pemilihan dan pengembangan bahan ajar.Kata kunci: persepsi dan praktik pembelajaran, pemilihan dan pengembangan materipembelajaranand setting

scholarly journals The Organizational Slack of Primary Schools Principals in Minia Governorate and its Relation to Teachers' Job Satisfaction

2019 ◽  
Vol 7 (12) ◽  
pp. 440-461
Author(s):  
Dalia Taha Mahmoud Yousef
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Primary Schools ◽  
School Principals ◽  
Organizational Slack ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Principals ◽  
Points Of View ◽  
The Relationship

       The current study aimed to identify the reality of organizational slack among primary school principals and job satisfaction among primary school teachers, Minia Governorate, Egypt; and to monitor the relationship between organizational slack among primary school principals and teachers' job satisfaction. The study utilized the descriptive research methodology relying on a questionnaire as a study tool prepared by the researcher, which was applied to a sample consisted of 531 teachers in the primary schools in Minia Governorate centers. Results of the study revealed that the level of organizational slack among primary school principals from teachers' points of view were moderate in all dimensions of this axis which were as follows: laws and regulations, administrative and technical tasks, the relationship with colleagues and the relationship with students and that the level of job satisfaction among primary school teachers in Minia Governorate centers from teachers' points of view were high in the dimension of the nature of work inside the school; while it was moderate in the dimensions of laws and regulations regulating work and the relationship with principals, in addition it was law in the dimension of salaries, rewards and promotions. Results also indicated that there was a statistically significant relationship at the level of (α ≥0.001) between the organizational slack and job satisfaction dimensions in primary schools in Minia Governorate centers at a moderate level from teachers' points of view.

scholarly journals RECORD KEEPING IN NIGERIAN PRIMARY SCHOOLS

2014 ◽  
Vol 15 (2) ◽  
pp. 104-118
Author(s):  
Aisha Zaid Ibrahim
Keyword(s):  
Decision Making ◽  
Life Cycle ◽  
Primary School ◽  
Primary Schools ◽  
School Administrators ◽  
Record Keeping ◽  
Storage And Retrieval ◽  
Effective Decision ◽  
Effective Decision Making

Record keeping is a vital responsibility of the school administrators because of the indispensable roles it plays in the effective day-to-day running of the schools. Keeping of records in primary schools is often organized around the life cycle of creation, storage, retrieval, retention and disposition which is concerned with protecting them. The paper attempts to examine various records kept in primary schools. Importance of record keeping, maintenance, storage and retrieval for effective decision making in the administration of primary schools policies have been discussed. The paper recommends that there is a need for training and re-training of primary school administrators like headmasters and teachers on the importance of record keeping.

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