scholarly journals The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research

2019 ◽  
Author(s):  
Mehmet Küçükgöz ◽  
Gokmen Dagli ◽  
Fahriye Altınay Aksay ◽  
Yusuf Budak
Keyword(s):  
Special Education ◽  
Action Research ◽  
Research Design ◽  
Special Education Teachers ◽  
Working Group ◽  
School Principals ◽  
Job Burnout ◽  
Paternalistic Leadership ◽  
The Relationship ◽  
State Schools

<p><b>The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research</b></p><pre>The aim of this study is to identify the extent of relationship between teachers’ evaluations concerning school principals’ paternalistic leadership level and teachers’ job burnout level and also to identify the underlying reasons and sources for this relationship. 192 school principals and 192 teachers, who work in state schools incorporating special education classes in two counties of a city of Turkey, have joined in quantitative dimension of this study carried through the action research paradigm and a research design like convergent parallel design. T-test, anova and inductive content analyses have been carried through collected data by favor of two likert scale for quantitative dimension and a semi-structured questions set for qualitative dimension. As a result of analyses, it is revealed that the more administrators’ paternalistic leadership level increases the less teachers’ job burnout level decreases reasonably and qualitative findings are explicit confirmations of quantitative findings. </pre><pre>This study has been carried out by a research design like the mixed method consisting of quantitative and qualitative data collection along with analysis processes. The working group of this study is totally consisted of 217 participants of whom are 25 school principals’ s </pre><pre>and 192 special education teachers, who work in state schools under the Ministry of National Education (MEB) incorporating special education classes in two counties of a city of Turkey. Whereas the research’s quantitative size constitutes all the special education teachers in the working group, its qualitative size constitutes 25 special education teachers and 25 school principals. Because of the fact that there are 12 counties in the city the research made and consequently the process of selecting just two counties in quantitative size has been made by simple random sampling method.</pre>

scholarly journals The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research

2019 ◽  
Author(s):  
Mehmet Küçükgöz ◽  
Gokmen Dagli ◽  
Fahriye Altınay Aksay ◽  
Yusuf Budak
Keyword(s):  
Special Education ◽  
Action Research ◽  
Research Design ◽  
Special Education Teachers ◽  
Working Group ◽  
School Principals ◽  
Job Burnout ◽  
Paternalistic Leadership ◽  
The Relationship ◽  
State Schools

<p><b>The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research</b></p><pre>The aim of this study is to identify the extent of relationship between teachers’ evaluations concerning school principals’ paternalistic leadership level and teachers’ job burnout level and also to identify the underlying reasons and sources for this relationship. 192 school principals and 192 teachers, who work in state schools incorporating special education classes in two counties of a city of Turkey, have joined in quantitative dimension of this study carried through the action research paradigm and a research design like convergent parallel design. T-test, anova and inductive content analyses have been carried through collected data by favor of two likert scale for quantitative dimension and a semi-structured questions set for qualitative dimension. As a result of analyses, it is revealed that the more administrators’ paternalistic leadership level increases the less teachers’ job burnout level decreases reasonably and qualitative findings are explicit confirmations of quantitative findings. </pre><pre>This study has been carried out by a research design like the mixed method consisting of quantitative and qualitative data collection along with analysis processes. The working group of this study is totally consisted of 217 participants of whom are 25 school principals’ s </pre><pre>and 192 special education teachers, who work in state schools under the Ministry of National Education (MEB) incorporating special education classes in two counties of a city of Turkey. Whereas the research’s quantitative size constitutes all the special education teachers in the working group, its qualitative size constitutes 25 special education teachers and 25 school principals. Because of the fact that there are 12 counties in the city the research made and consequently the process of selecting just two counties in quantitative size has been made by simple random sampling method.</pre>

scholarly journals Self-confidence as an intermediary variable between psychological empowerment and job burnout among special education teachers in Gaza governorates

2021 ◽  
Vol 3 (1) ◽  
pp. 1-19
Author(s):  
Najah Awad El-Smairy
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Psychological Empowerment ◽  
Negative Relationship ◽  
Job Burnout ◽  
Self Confidence ◽  
Proposed Model ◽  
Relationship Of ◽  
The Relationship ◽  
Mediator Variable

The present study aimed to establish a theoretical model for the causal relationship between the three variables of study: self-confidence, psychological empowerment and job burnout; and then verify the validity of the proposed model by examining the direct and indirect impact of self-confidence on both psychological empowerment and job burnout; and determine the nature of the course of their relationship; and to see if self-confidence is mediator variable in the relationship of psychological empowerment and job burnout. The study sample consisted of (140) teachers from special needs teachers and used the following questionnaires: self-confidence, psychological empowerment and job burnout that prepared by the researcher. Results of the study indicate that there is a positive relationship between self-confidence and psychological empowerment, and a negative relation between self-confidence and job burnout, and a negative relationship between psychological empowerment and job burnout. Results of the regression analysis showed that self-confidence and psychological empowerment contribute to the prediction of job burnout, and the results of the study showed that self-confidence plays the role of the partial mediator variable in the relationship between psychological empowerment and job burnout among teachers of special education in Gaza governorates.

Visual Representation in Mathematics: Special Education Teachers’ Knowledge and Emphasis for Instruction

2016 ◽  
Vol 41 (1) ◽  
pp. 7-23 ◽  
Author(s):  
Delinda van Garderen ◽  
Amy Scheuermann ◽  
Apryl Poch ◽  
Mary M. Murray
Keyword(s):  
Special Education ◽  
Mixed Methods ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Research Design ◽  
Special Education Teachers ◽  
Online Survey ◽  
Special Educators ◽  
Visual Representations ◽  
K 12

The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators’ knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators’ own knowledge of and their instructional emphasis with VRs in mathematics for students with disabilities (SWDs) in Grades K-12. A total of 146 teachers (pre- and in-service) responded to an online survey. A mixed methods triangulation research design was utilized. Findings include the following: (a) teachers hold conceptions about VRs and the roles they serve in problem solving; their ideas, however, lack depth and are narrow in perspective; (b) what teachers emphasize about VRs to SWDs tends to match their own conceptions, but the explanations they provide for SWDs need expanding and refinement; and (c) given their narrow conceptions, VRs may be limited to a peripheral role in special educators’ instruction.

scholarly journals Charismatic Leadership and Special Education Teachers’ Empowerment

2021 ◽  
Vol 9 (3) ◽  
pp. 89
Author(s):  
Paraskevi Loukeri ◽  
Agathi Stathopoulou ◽  
Yolanda Salapata ◽  
Athanasios Drigas
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Charismatic Leadership ◽  
Determine Factor ◽  
Job Burnout ◽  
Working Environment ◽  
Burnout Syndrome ◽  
Strongly Correlated ◽  
Key Points ◽  
Successful Leadership

<p>In general, leadership is strongly correlated with the empowerment of the followers’ personal vision as well as with the effectiveness of their work. On the top of that, the admiration derived of a group of people towards a leader, is a determine factor to characterize the leader as “charismatic – emotionally intelligent”. Consequently, final target along with the adopted strategies are the key points for successful leadership. This is how a high-leveled Job Satisfaction environment for the employees, can be secured, protecting them against Job Burnout syndrome. In Special Education, the consequences of Job Burnout seem to be profoundly serious concerning not only the teacher him/herself but also his/her work efficiency. It has been found that teachers, who face the Job Burnout are usually physically and mentally tired, depressed, and continually anxious, keeping themselves isolated and not easily accessible. This research aims to investigate the correlation between the school leader’s emotionally intelligence and the existence of supportive working environment, where the teacher is motivated, inspired and protected by the danger of Job Burnout.</p>

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