SCHOOL PRINCIPALS’ LEADERSHIP STYLE AND TEACHERS’ SUBJECTIVE WELL-BEING AT SCHOOL

There is a widely recognized concern over the poor reputation of the teaching profession and lack of attractiveness of the school as a workplace. The aim of this study is to ascertain to what extent the leadership style of the school principal is related to the set of variables describing different aspects of teachers’ wellbeing at the school - teachers’ burnout, job insecurity, teachers’ emotional and cognitive identification with the school and turnover intentions. 305 teachers working in 12 public schools in Estonia were surveyed. Results indicate that the more transformational leadership style prevails over transactional leadership style, the stronger affective and cognitive identification with their school teachers perceive, while the level of teachers’ job insecurity and burnout is lower and they consider the likelihood of leaving their school smaller. Thus, the school principals’ leadership style can be considered as a factor shaping the teachers’ wellbeing at school as well as their emotional attachment to the school as a workplace. Key words: burnout, job insecurity, organizational identification, transformational and transactional leadership, turnover intentions.

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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

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.m060321 ◽

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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The effect of a total rewards strategy on school teachers’ retention

SA Journal of Human Resource Management ◽

10.4102/sajhrm.v13i1.699 ◽

2015 ◽

Vol 13 (1) ◽

Cited By ~ 1

Author(s):

Boitomelo Makhuzeni ◽

E. Nicolene Barkhuizen

Keyword(s):

Performance Management ◽

Turnover Intentions ◽

Teaching Profession ◽

Research Approach ◽

Negative Consequences ◽

Structured Interviews ◽

School Teachers ◽

North West ◽

The North ◽

Total Rewards

Orientation: South African schools are facing significant challenges to retain a talented pool of school teachers. A total rewards strategy could assist schools to reduce teacher turnover.Research purpose: The aim of this study was to determine the effect of a total rewards strategy on the turnover intentions of school teachers in the North-West province.Motivation: The under supply of quality teachers has negative consequences for both school pupils and the larger community.Research approach, design and method: A qualitative research approach was followed using semi-structured interviews to gather data from teachers in the North-West province (N = 6).Main findings: The findings showed that performance management, career development and compensations of teachers were poorly applied in schools. Teachers strongly considered leaving the teaching profession as a result of poor rewards. The participants were fairly satisfied with their work benefits and work-life balance.Practical/managerial implications: School management should implement reward practices and policies that will attract and enhance retention of school teachers.Contribution: This research highlighted the problematic areas in the reward systems for school teachers and the subsequent impact thereof on their turnover intentions.

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Relationship of Leadership Style of School Principal with Teachers Job Satisfaction: As Perceived by Secondary School Teachers

Global Social Sciences Review ◽

10.31703/gssr.2019(iv-i).45 ◽

2019 ◽

Vol IV (IV) ◽

pp. 344-353

Keyword(s):

Job Satisfaction ◽

Secondary School ◽

Leadership Style ◽

Secondary School Teachers ◽

School Principal ◽

School Teachers ◽

Relationship Of

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

10.26716/redlands/doctor/2020.11 ◽

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.

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A comparison between the performance of teachers; who graduated from Al-Quds Open University and the teachers who graduated from regular studies in universities from the viewpoint of the supervisor and the school principal: مقارنة بين أداء المعلمين؛ خريجي جامعة القدس المفتوحة وخريجي الدراسة المنتظمة في الجامعات من وجهة نظر المشرف التربوي ومدير المدرسة وفقا لمعايير هيئة تطوير مهنة التعليم الفلسطينية

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.r130321 ◽

2021 ◽

Vol 5 (32) ◽

pp. 145-123

Author(s):

Reema Wajeh Daraghma Reema Wajeh Daraghma

Keyword(s):

Formal Education ◽

School Principals ◽

Teaching Profession ◽

School Principal ◽

Point Of View ◽

Open University ◽

University Graduates ◽

Professional Skills ◽

University Courses ◽

Educational Supervisor

The research aims to identify the performance of teachers, graduates of Al-Quds Open University, and the performance of teachers who are graduates of formal education, according to the standards in Palestinian Commission for Developing the Teaching Profession in the fields of "knowledge and understanding", "professional skills" and "professional trends and values." The researcher used the descriptive and analytical method for its suitability for the objectives of the research. A questionnaire was distributed to the sample of (268) distributed among (182) school principals and (86) educational supervisors. The study found that there are statistically significant differences at (α≤0.05) between the point of view of the educational supervisor and the school principal in favor of the school principal in terms of the availability of professional standards for the teacher and for all these skills. The study also found that teachers who graduated from regular universities possess more knowledge, understanding and professional skills than al-Quds Open University graduates do, while the standards related to professional trends and values were difficult to differentiate between them. The study recommended the need on creating a compulsory educational qualification program in regular and open universities for everyone who wants to work in the teaching profession and to coordinate between universities and the Palestinian Commission for Developing the Teaching Profession on the skills that should be trained and focus on them in university courses related to the teaching profession.

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Schools’ Leadership and Employees’ Work-engagement: Evidences from Secondary Schools

Pakistan Journal of Education ◽

10.30971/pje.v31i2.69 ◽

2014 ◽

Vol 31 (2) ◽

Author(s):

Iram Parveen

Keyword(s):

Transformational Leadership ◽

Leadership Styles ◽

Transactional Leadership ◽

Work Engagement ◽

Positive Impact ◽

Sampling Technique ◽

Well Being ◽

School Teachers ◽

Contingent Reward ◽

Statistical Correlations

heads as perceived by secondary school teachers with teachers’ work engagement. Leadership styles of school heads had been explored using The Multifactor Leadership Questionnaire, The MLQ (FORM5X) in terms of transformational, transactional and avoidant leadership whereas teachers’ work engagement had been explored by administering UWES-17. The universe of the study were school teachers comprising sample of 272 using convenience sampling technique. Data had been collected from 30 schools, 19 from urban and 11 from rural places where number of respondents from each school did not exceed than 10. Results of descriptive statistics reveal that out of 30 heads being rated by teachers, approximately 10% were found as transformational, within transactional leaders, 87% utilize Contingent Reward Management, 80% use Management by Exception- Active and 34% leaders exploit Management by Exception- Passive whereas 55 % of them were avoidant leaders. Results of statistical correlations using PPMC declared that leadership is related to work engagement (r=.233) where transformational leadership positively relates (r= .280) and within transactional leadership, contingent reward management (r= .288) and management by exception-Active (r= .150) positively relates to teachers’ work engagement. However, management by exception-Passive (of transactional leadership) (r= -.126) and avoidant leadership (r= -.210) negatively relates to teachers’ work engagement. The study confirms that leadership styles are correlated to teachers’ work engagement indicating that transformational leadership as the most effective form of leadership and also the active side of transactional leadership which is characterized by rewarding the right work, being proactive in accounting for mistakes is linked to increasing work engaged behaviours in teachers. Whereas punitive culture, dealing with mistakes after happenings and avoidant leadership is seen to decrease work engaged behaviours in teachers. Work engagement being positive work behaviour and having lasting positive impact on employees’ general well being, must be promoted.

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Including migrant students in the primary school: perspectives of Italian principals

International Journal of Educational Management ◽

10.1108/ijem-01-2021-0028 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Michele Biasutti ◽

Eleonora Concina

Keyword(s):

Primary School ◽

School Principals ◽

Well Being ◽

Structured Interview ◽

School Principal ◽

Migrant Children ◽

Future Research ◽

Migrant Students ◽

Content Type ◽

Primary School Principals

PurposeThe aim of this article is to examine the perspectives, experiences, roles and values of Italian primary school principals regarding the inclusion of migrant children.Design/methodology/approachThe method of the study is qualitative and consists of a semi-structured interview, which was carried out with 17 primary school principals and examined using content analysis.FindingsThe following six categories emerged: (1) school organisation and services, (2) projects and activities for inclusion, (3) teaching methods and strategies, (4) assessment, (5) networking and (6) challenges. The findings highlighted the complexity of the principals' role; they have to take on several tasks to foster a positive school experience for migrant students. A student-centred approach was considered relevant for intercultural education to promote inclusion and well-being. Curriculum activities were designed according to student needs.Research limitations/implicationsThe number of participants was limited, and they all worked in a small area of northeast Italy. Future research should examine the perspective of other school stakeholders such as teacher coordinators, the Commission for School Inclusion, teachers and tutors.Practical implicationsThe findings could be used as a framework for defining a model of the organisation of the school useful for discussing the relevance of the activities and for comparing schools in different contexts. The development of reflective practice to analyse the activities inside the schools could be considered.Social implicationsStakeholders could consider the findings before making decisions and developing policy actions countrywide.Originality/valueThe key factors included the awareness of the school principal role in managing the school and of the importance of connecting their school with the local community and external agencies.

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Job insecurity fluctuations and support towards Italian precarious schoolteachers

Career Development International ◽

10.1108/cdi-12-2019-0283 ◽

2020 ◽

Vol 25 (6) ◽

pp. 631-647

Author(s):

Marianna Giunchi ◽

Pedro Marques-Quinteiro ◽

Chiara Ghislieri ◽

Anne-Marie Vonthron

Keyword(s):

Social Support ◽

Job Insecurity ◽

Small Sample Size ◽

Well Being ◽

School Principal ◽

Small Sample ◽

Limited Attention ◽

Negative Consequences ◽

Content Type ◽

Over Time

PurposeThe negative consequences of job insecurity on the well-being of individuals are well known. However, the perceptions of job insecurity over time and how some factors such as social support may affect them have received limited attention. This study follows precarious schoolteachers for three weeks before the end of their contract to explore how their perceptions of job insecurity evolve over time.Design/methodology/approachThe participants were 47 precarious schoolteachers who first completed a general questionnaire, then a diary survey on nine occasions over the course of the three weeks. Data was analysed with MPLUS 7.3.FindingsThe results suggest intra-individual differences regarding the way job insecurity was perceived over time. An additional discovery was that support provided by the school principal was negatively related to changes in job insecurity over time.Research limitations/implicationsThe relatively small sample size, which includes only precarious schoolteachers, and the methodology complexity of the diary are limitations of this study.Practical implicationsThis study highlights the subjective nature of the perceptions of job insecurity. It also shows the importance of the school principal's social support towards precarious schoolteachers; therefore, practitioners should propose interventions to enhance the quality of principal–teachers relationships.Originality/valueThis study contributes to the literature by investigating how perceptions of job insecurity evolve over time and the role of social support.

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