Effect of Leadership Styles of Secondary School Heads on School Improvement

Noureen, Maria; Shah, Nazir Haider; Zamir, Shazia

doi:10.31703/gssr.2020(v-i).53

Cited by 4 publications

(4 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The issue of planning and organization is programmed by the leader without taking into account the opinions of the group, and this IJHER International Journal of Humanities and Educational Research www.ijherjournal.com leads to serious negative results such as decreased morale, motivation, resentment, and increased feelings of discontent. (Noureen, Shah & Zamir, 2020).…”

Section: Autocratic Stylementioning

confidence: 99%

The Prevailing Leadership Styles in Secondary Schools in Haifa District in Palestine Interior and Their Relationship to the Level of Achievement Motivation Among Teachers

ZAID

2024

IJHER

View full text Add to dashboard Cite

This study aimed to demonstrate the prevailing leadership styles among secondary school principals in Haifa District in the Palestinian interior and their relationship to the level of achievement motivation among teachers. The descriptive, correlational approach was used, as it is considered more appropriate for this type of study. The study relied on two questionnaires to collect data, the first related to the leadership styles of secondary school principals, and the second related to teachers’ achievement motivation. The study population consisted of all secondary school teachers in Haifa District in the Palestinian Interior, numbering (3193) male and female teachers. The study sample consisted of (398) male and female teachers, the results showed that the prevailing level of leadership style among secondary school principals in the Haifa District in the Palestinian interior is the democratic leadership style, followed by the autocratic style, while the transmission style came in last. The results showed that there are no statistically significant differences in leadership styles due to the variables of gender and experience. The results also showed that the level of achievement motivation among teachers was high, and that there were statistically significant differences attributed to the gender variable, there are no statistically significant differences for the experience variable, and the results showed that there is a positive correlation between the democratic style and achievement motivation among teachers. The greater the democratic style, the greater their achievement motivation, and the absence of a correlation between the autocratic style and achievement motivation among teachers. The results also showed the existence of a relationship, there is a negative correlation between the improvisational style and teachers’ achievement motivation. the greater the transmission style, the lower the teachers’ achievement motivation

show abstract

Section: Autocratic Stylementioning

confidence: 99%

The Prevailing Leadership Styles in Secondary Schools in Haifa District in Palestine Interior and Their Relationship to the Level of Achievement Motivation Among Teachers

ZAID

2024

IJHER

View full text Add to dashboard Cite

show abstract

“…The school leadership plays a crucial role in achieving intended education goals. It refers to a process whereby the head of school influences both the educational curricular and extracurricular activities that seek to improve student learning outcomes [8]. School leaders feel a considerable pressure to demonstrate the contribution of their work to school improvement, which has resulted in the creation of a wide range of literature that addresses leadership in the context of school improvement [9].…”

Section: School Leadershipmentioning

confidence: 99%

The Influence of School Heads on Teachers’ Commitment in Public Secondary Schools in Kagera Region, Tanzania

Kashamba,

Ngirwa,

Maulid

2023

ARJASS

View full text Add to dashboard Cite

Teachers’ commitment plays a pivotal role in the success of any education system and the leadership provided by heads of schools is instrumental in shaping this commitment. Empirical research has consistently demonstrated a strong connection between instructional leadership and teachers’ commitment. In the context of Kagera Region, Tanzania, which has witnessed a decline in various aspects of education and human development, this study built upon transformational leadership theory and employed quantitative research approach, with a cross-sectional design to investigate the relationship between supervisory practices of heads of schools and teachers’ commitment in public secondary schools. The study collected quantitative data from a sample of 240 teachers in the Kagera Region. The quantitative data were collected using two instruments: The Leadership Scale adapted from Carless, Wearing, and Mann (2000) and the Employee Commitment Scale adapted from Mwamatandala and Muneja (2020). The primary hypothesis posited that supervisory practices of heads of schools significantly impact teachers’ commitment. The results revealed a substantial significant relationship between heads of schools and teachers’ commitment, demonstrating the importance of instructional leadership in shaping teaching commitment in schools. The study also revealed an avarage level of teachers’ commitment in performing their duties in schools. This finding raises important questions regarding teacher efficacy and leadership efficacy within Kagera Region's public secondary schools. The results underline the need for targeted interventions aimed at improving instructional leadership practices to boost teachers’ commitment. Pedagogically, the results implicate that qualitative data can provide a deeper understanding about which and how leadership practices influence teachers’ commitment.

show abstract

“…This is in support of Pihie, Sadeghi, and Elias [39] assertion that to be successful, school leaders should learn as much as possible of leadership effectiveness by engaging in professional development to regularly demonstrate their transformational leadership to handle organizational change. Besides, school leaders must determine the school's progression and promote a positive learning environment to foster and strengthen the motivation and commitment of teachers to enable change in stressful conditions [13].…”

Section: Comparison In the Level Of School Heads' Leadership Practice...mentioning

confidence: 99%

“…To perform efficiently and effectively, school heads must perform five functions [13], [14]. These include planning (delineating priorities, determining goals, and implementing action-coordinated plans); staffing (scouting the right teacher with the necessary skills and expertise that are required for the success of the organization); organizing (assembling and successfully implementing to achieve the organizational objectives, to decide which tasks are to be carried out, how duties are to be divided, who communicates to whom and when actions are to be taken); controlling (tracking and reviewing performance and ensure that expectations are met and achieved); and, directing (responding positively after outcomes have been linked to future potential, the justification for difference, and trying to make teachers reasonably strengthen their productivity) [12], [15].…”

Section: Introductionmentioning

confidence: 99%

Managing educational institutions: School heads’ leadership practices and teachers’ performance

Aquino¹,

Afalla

Fabelico

2021

IJERE

View full text Add to dashboard Cite

School heads are agents of change who contribute a major impression on the educational milieu through their information-sharing methods, creating supportive social connections, participating in mentoring programs, and fostering progress. Hence, this study ascertained the interrelation between the public school head’s leadership practices and teachers’ performance. As correlation research, simple random sampling was used to calculate the sample size for teachers, while total enumeration was used for school heads. A structured questionnaire was developed to gather the necessary information that reinforced the theme of this analysis. Weighted mean was used to ascertain the level of leadership practices of school heads and the level of teacher performance. T-test, F-test, post-hoc test, and Pearson <em>r</em> were employed to establish the degree of association between and among variables. This study concluded that the variation in leadership practices experienced by school heads and teachers is absolutely vital, confirming that their reactions are fundamentally better. Teachers' performance is consistent irrespective of age, educational achievement, or significant contributions. In terms of teaching status and number of years of experience, head teachers have improved teaching efficiency than teachers and master teachers. Teachers with shorter relevant experience showed poorer educational quality relative to those who spent more time in the school system. School heads who have obtained their doctorate degrees get a greater level of leadership practices than the holders of master's degrees. The very productive performance of teachers stays the same, regardless of whether the school heads exhibit a very high degree of authentic leadership.

show abstract

Effect of Leadership Styles of Secondary School Heads on School Improvement

Cited by 4 publications

References 7 publications

The Prevailing Leadership Styles in Secondary Schools in Haifa District in Palestine Interior and Their Relationship to the Level of Achievement Motivation Among Teachers

The Prevailing Leadership Styles in Secondary Schools in Haifa District in Palestine Interior and Their Relationship to the Level of Achievement Motivation Among Teachers

The Influence of School Heads on Teachers’ Commitment in Public Secondary Schools in Kagera Region, Tanzania

Managing educational institutions: School heads’ leadership practices and teachers’ performance

Contact Info

Product

Resources

About