بعض الاساليب القيادية وعلاقاتها بدرجة تحمل الغموض لدى الجنسين من مديرى المدارس الاعدادية : دراسة نفسية استكشافية Some Leadership Methods and their Relationships to the Degree of Tolerance of Ambiguity for Both Sexes from Principals of Middle Schools: An Exploratory Psychological study

2020 ◽  
Vol 1 (first) ◽  
pp. 186-213
Keyword(s):  
Middle School ◽  
Middle Schools ◽  
Leadership Style ◽  
Middle School Principals ◽  
Experimental Approach ◽  
School Principals ◽  
Goal Theory ◽  
Psychological Study ◽  
Tolerance Of Ambiguity

هدفت الدراسة الى بناء مقياس الاساليب القيادية لمديرى المدارس الاعدادية فى نطاق نظرية الهدف، والكشف عن الاساليب القيادية المختلفة لهم ومعرفة درجة تحمل الغموض ايضا لهم مستخدمة فى ذلك المنهج شبة التجريبى على عينة من المديرين تبلغ 60 مدير ومديرة واستخدمت الدراسة مقياس الاساليب القيادية فى ضوء نظرية الهدف (اعداد الباحثة ),ومقياس تحمل الغموض لنورتون وكشفت الدراسة عن ان الاسلوب التشاركى والاسلوب القيادى المدعم هم اساليب مديرى المدارس ، ودرجة تحمل الغموض منخفضة لديهم. The goal of this study is building a scale of leadership methods for middle school principals within the scope of the goal theory and identifying their different leadership methods as well as the degree of tolerance of ambiguity through the use of the semi-experimental approach on a sample of 60 managers and principals. The study utilized the measure of leadership methods in light of the goal theory (Prepared by the researcher), and a measure of endurance ambiguity for Norton. The study revealed that the participatory and supported leadership style are the methods of school principals, and the degree of tolerance of ambiguity is low for them.

Leadership practices of successful middle school principals

2011 ◽  
Vol 49 (1) ◽  
pp. 31-45 ◽  
Author(s):  
Karen Leigh Sanzo ◽  
Whitney H. Sherman ◽  
Jennifer Clayton
Keyword(s):  
Middle School ◽  
Middle School Principals ◽  
Leadership Practices ◽  
School Principals

scholarly journals The relationship between primary and middle school principals’ change leadership behaviors and teachers’ organizational commitmentİlkokul ve ortaokul müdürlerinin değişim liderliği davranışları ile öğretmenlerin örgütsel bağlılıkları arasındaki ilişki

2016 ◽  
Vol 13 (1) ◽  
pp. 621
Author(s):  
Demet Çetin Çağrıcı ◽  
Ahmet Cezmi Savaş
Keyword(s):  
Middle School ◽  
Regression Analysis ◽  
Organizational Commitment ◽  
Middle School Principals ◽  
School Principals ◽  
Leadership Behaviors ◽  
Change Leadership ◽  
Moderate Level ◽  
Teachers Perceptions ◽  
Change Leadership Behaviors

<p>The purpose of the current study is to determine whether primary and middle school teachers’ perceptions of school principals’ change leadership behaviors are correlated with their organizational commitment. The sample of the study was comprised of 252 teachers working at 56 primary and middle schools in Birecik district of Şanlıurfa province. To collect data, “Change Leadership Scale” and “Organizational Commitment Scale” were used. Research data were analyzed using means, standard deviations, correlation analysis and regression analysis. It was concluded that school principals exhibited change leadership behaviors at moderate level (partly agree), and teachers’ organizational commitment perceptions were at moderate level (partly agree) as well. Regression analysis indicated that school principals’ change leadership behaviors were significant and positive predictors of teachers’ organizational commitment. Based on the findings of the research, it can be recommended that school principals must display democratic management, involve teachers in the decisions made regarding change and provide them with required environment and conditions for their professional development in order to enhance teachers’ organizational commitment.</p><p> </p><p><strong>Özet</strong></p><p>Bu araştırmanın amacı ilkokul ve ortaokullarda görev yapan öğretmenlerin, okul müdürlerinin değişim liderliği davranışlarına ilişkin algılarının, örgütsel bağlılıklarıyla ilişkisi olup olmadığını belirlemektir. Bu araştırmanın örneklemini, Şanlıurfa İli Birecik İlçesi’ ndeki 56 ilköğretim okulunda görev yapan 252 öğretmen oluşturmuştur. Araştırmada veri toplamak amacıyla “Değişim Liderliği Ölçeği” ve “Örgütsel Bağlılık Ölçeği” kullanılmıştır. Araştırma verileri ortalama, standart sapma, korelasyon analizi, regresyon analizi ile çözümlenmiştir. Sonuç olarak; okul müdürlerinin değişim liderliği davranışlarını orta (kısmen katılıyorum düzeyinde) düzeyde sergiledikleri, öğretmenlerin örgütsel bağlılıkları ise orta (katılıyorum düzeyinde) düzeyde olduğu tespit edilmiştir. Regresyon analizleri sonucunda okul müdürlerinin değişim liderliği davranışlarının öğretmenlerin örgütsel bağlılığını anlamlı ve pozitif olarak yordadığı görülmüştür. Araştırma bulgularına dayalı olarak öğretmenlerin örgütsel bağlılıklarını arttırmak için okul yöneticilerinin demokratik bir yönetim sergilemeleri, değişim ile ilgili alınan kararlarda öğretmenlerin katılımlarının sağlanması ve mesleki gelişmelerini sağlamak ve sürdürmek için öğretmenlere gerekli ortam ve olanakların sağlanması önerilebilir.</p>

scholarly journals Evaluation, Supervision, and Staff Development under Mandated Reform

2018 ◽  
Vol 28 (2) ◽  
Author(s):  
Charlotte King Eady ◽  
Sally J. Zepeda
Keyword(s):  
Middle School ◽  
Staff Development ◽  
Education Reform ◽  
Standardized Tests ◽  
Middle School Principals ◽  
School Principals ◽  
Mandated Reform ◽  
Study Approach ◽  
School Schedule

The perspectives of three rural middle school principals as they implement Georgia’s A Plus Education Reform Act of 2000 were investigated in this study. A case study approach was used, employing both within case and cross case analyses. Three interviews were conducted with each of the three participants, resulting in a total of nine interviews. Five perspectives emerged from the data: (1) Evaluation of teacher effectiveness can be indicated only by the results of standardized tests, (2) Supervision consists of classroom visits and observations, (3) Ruralness affects how staff development is delivered, (4) Lack of funding limits the effectiveness of the staff development component of teacher evaluation, and (5) Implementation of A Plus adversely affects the traditional middle school schedule.  

How Middle School Principals of Small Rural Schools Address Cyberbullying

2016 ◽  
Vol 6 (1) ◽  
pp. 27-41
Author(s):  
Christina M. Force
Keyword(s):  
Middle School ◽  
Rural Schools ◽  
School Environment ◽  
Middle School Principals ◽  
School Principals ◽  
Rural Setting ◽  
School Activities ◽  
Study Approach ◽  
Multiple Case ◽  
Small Rural Schools

Cyberbullying affects almost half of the teenagers in America (National Crime Prevention Council [NCPC], 2010). The effects of cyberbullying can be detrimental to teens and may include withdrawal from school activities, illness, depression, eating disorders, or suicidal ideations (Dehue, Bolman, & Vollink, 2008; Mason, 2008). In order to effectively deal with this issue, it is imperative that front-line middle school principals are prepared to address this growing problem. The purpose of this study was to examine how middle school principals of small rural schools address cyberbullying and their beliefs on its effect on the school climate and students. This study examined what middle school principals have experienced with regard to cyberbullying and the ways in which principals have responded to incidences of cyberbullying. A qualitative design using an exploratory multiple case study approach was utilized for this study. The results of this study describe how middle school principals in a small rural setting address cyberbullying and its impact on the school environment.

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