Headmasters’ Transformational Leadership and Their Relationship with Teachers’ Job Satisfaction and Teachers’ Commitments

Wahab, Jamalul Lail Abdul; Fuad, Che Fuzlina Mohd; Ismail, Hazita; Majid, Samsidah

doi:10.5539/ies.v7n13p40

Cited by 34 publications

(29 citation statements)

References 14 publications

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“…For example, attention may have been drawn to informing staff about changes, which has compensated for the negative effects of uncertainty. In previous studies, it was found that leadership for change correlates with teachers' work satisfaction (Aydin et al, 2013;Wahab et al, 2014). Accordingly, the working community intervention may have had a more noticeable positive effect on occupational well-being than indicated by the results reported here.…”

Section: Discussioncontrasting

confidence: 56%

Working Community-Related Interaction Factors Building Occupational Well-Being – Learning Based Intervention in Finnish and Estonian Schools (2010–2013)

Laine¹,

Saaranen²,

Pertel³

et al. 2018

IJHE

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This article examines whether a three-year learning-based work community intervention resulted in changes in working community-related interaction factors and occupational well-being among Finnish and Estonian school staff. It reports the types of changes in working community-related interaction factors and their associations to the subjective occupational well-being and general occupational well-being of the working community. The initial quantitative survey data were collected in Finland (n = 486) and Estonia (n = 1330) in 2010 using the "Well-being at your work index questionnaire." The same measurement tool was used in 2013 to collect final survey data from school staff members in Finland (n = 545) and Estonia (n = 974). The data were analyzed statistically with percent, mean, SD, Mann-Whitney test, sum variables, one-way analysis of variance and Spearman's correlation. Changes were detected in factors related to working community interaction; in particular, statistically significant changes in work management and time use were detected in Finnish schools. Working atmosphere and appreciation of others' work, cooperation and information, and work management and time use were associated to both the subjective occupational well-being and general occupational well-being of the working community. Schools should plan and implement development activities to promote the subjective occupational well-being and general working community occupational well-being. Development work should focus on working community-related interaction, such as trust between workers. Principals should draw particular attention to principal-subordinate relationships and to providing information about changes.

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Section: Discussioncontrasting

confidence: 56%

Working Community-Related Interaction Factors Building Occupational Well-Being – Learning Based Intervention in Finnish and Estonian Schools (2010–2013)

Laine¹,

Saaranen²,

Pertel³

et al. 2018

IJHE

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“…Teachers' organizational commitment was about moderate. Similar results were obtained from the studies of Uslu and Beycioglu (2013), which was conducted on primary school teachers; Sesen and Basim (2012) on high school teachers; Garipagaoglu (2013) on pre-school, primary, secondary and high school teachers; Devos et al (2014) on secondary school teachers; Wahab et al (2014) on primary school teachers. However, the organizational commitment of teachers is vital for the success of schools.…”

Section: Conclusion and Discussionsupporting

confidence: 80%

The Relationship between Teachers’ Teacher Leadership Roles and Organizational Commitment Levels

Yılmaz¹

2014

Edupij

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The purpose of this research is to determine the relationship between teacher leadership roles and organizational commitment levels of primary, secondary, and high school teachers. This study was designed in survey model. The sample of the study consisted of 280 teachers working in Mugla, Turkey. Participants were selected using disproportionate cluster sampling technique. Data was collected through the application of the Teacher Leadership Scale and Teacher Organizational Commitment Scale. Descriptive statistics, t-test, ANOVA, and Pearson correlation coefficients were used to analyse the data. Based on the findings, teachers' level of performing leadership roles was lower than they consider such roles to be necessary. Teachers consider that the professional improvement dimension of teacher leadership was the most necessary, and should be performed accordingly. This is followed by collaboration among colleagues, and institutional improvement. Teachers also consider that they demonstrate moderate level of commitment. There are significant relationships between teachers' teacher leadership roles and organizational commitment levels.

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“…It was observed in the stories by Agnes that her past experience of leadership changes gave her a positive experience at work. Her assertion resonates with the work of Abdul et al [44]. Abdul and others are of the view that leadership styles have impact on employees' commitment and attitude to work.…”

Section: Quotementioning

confidence: 53%

“…Moreover, a study on teachers' motivation and commitment in Turkey argues that leadership styles can have an impact on employees' commitment and attitude to work, disruptions to work schedules and emotional stability [43]. Effect of leadership styles on motivation and commitment of employees has also been demonstrated in other areas [44].…”

Section: Change Managementmentioning

confidence: 99%

Changes in Higher Education and Well-being of Academic Employees: Storylines from Higher Education Academic Employees in Ghana

Ofori

Antwi²

2020

JESBS

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Over the past two decades, the higher education sector in Ghana has undergone many reforms ranging from deregulation and financial sustainability to massive investments in infrastructure. These reforms are aimed at addressing diversity in schools, promoting inclusive learning and increasing access to quality tertiary education. The reforms required changes in job skills, job conversions, modes of teaching and learning, self-consciousness and staff re-locations with probable consequent effect on the well-being of employees. However, these reforms failed to adequately account for employee well-being issues. Hence personal changes and support schemes to help employees keep pace with the changes have received little attention. We investigated these phenomena in public universities to understand the well-being shifts during the reforms from the storylines of higher education academic employees. The study adopted a qualitative research design using laddering interview technique grounded in the personal change theory to solicit stories from 19 academic employees who have lived across the reforms. Interpretative Phenomenology Approach (IPA) of data analyses was used to analyse the experiences of academic employees. The study provides personal stories reflected in real-life experiences and hinged on the eudemonic theory within a developing country context. The study discovered that leadership, personal mindset shifts and political interference constitute a Change-Effect Model that shapes the well-being of academic employees during the period of organisational reforms. The findings provide a new dimension to organisational reforms and employee well-being and consider from a critical viewpoint how a change-effect model can be applied in change management process to support employee well-being in locally appropriate and effective ways.

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Headmasters’ Transformational Leadership and Their Relationship with Teachers’ Job Satisfaction and Teachers’ Commitments

Cited by 34 publications

References 14 publications

Working Community-Related Interaction Factors Building Occupational Well-Being – Learning Based Intervention in Finnish and Estonian Schools (2010–2013)

Working Community-Related Interaction Factors Building Occupational Well-Being – Learning Based Intervention in Finnish and Estonian Schools (2010–2013)

The Relationship between Teachers’ Teacher Leadership Roles and Organizational Commitment Levels

Changes in Higher Education and Well-being of Academic Employees: Storylines from Higher Education Academic Employees in Ghana

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