Influence of school leadership style on effective teaching and teacher-student interaction

Xhomara, Nazmi

doi:10.15823/p.2018.132.3

Cited by 6 publications

(7 citation statements)

References 48 publications

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“…Likewise, leadership goes beyond the narrow vision of the principal regarding administrative management (González-Falcón et al, 2020). The involvement of middle leaders and the community, driven shared clear vision in the school, promotion of trust within the school, inspiring teachers, and focus on teaching and learning allied to the use of information and school knowledge is conducive to effective leadership and quality of education (Andrews & Conway, 2020;Ezzani, 2015;González-Falcón et al, 2020;Rechsteiner et al, 2022;Tayag & Ayuyao, 2020;Xhomara, 2018). A new leadership arises from providing the whole community with opportunities to be more active in applying innovation and brokering strategies to build competencies for continuous improvement.…”

Section: A 'New' Leadership To Play In An Accountable Systemmentioning

confidence: 99%

Pseudomorphosis of schools system and the fiction of its regulatory processes: A study of educational narratives

Serra,

Alves,

Soares

2023

JPR

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The inconsistencies between agents of the educational system, where it reigns tensions and disjointed mechanisms that express failures of multidisciplinary action, make schools behave like pseudomorphic systems. This article examines interactions between autonomy and control, resorting to a qualitative study with a quantitative approach to schools' strategic documents and inspectorate reports using NVivo. It provides a multiperspective cross-analysis of school narratives regarding (i) principals' vision, (ii) school strategic orientation, and (iii) internal and external evaluation reports. This article exposes how schools demand an organised, intentional, and planned way of using self-knowledge to enhance teaching and learning. It uncovers that innovation is an undervalued facet in the school organisation and a marginal element of the school evaluation. Additionally, it reveals system inconsistencies regarding external evaluation and school organisation. The difficulty of school change asserts that educational systems need to deepen interconnections to prevent schools from keeping a traditional functional structure masked by modern educational discourses, meaning pseudomorphic guidance.

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Section: A 'New' Leadership To Play In An Accountable Systemmentioning

confidence: 99%

Pseudomorphosis of schools system and the fiction of its regulatory processes: A study of educational narratives

Serra,

Alves,

Soares

2023

JPR

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“…"The transformational and transactional leadership scales, as well as amount of students' study time, correlated significantly with innovation climate, affiliation, principal positions in schools, and collaborative activity at both the teacher and the school levels and academic achievements of students" (Oterkiil & Ertesvåg, 2014;Gipson, Pfaff, Mendelsohn, Catenacci & Burke, 2017;Xhomara & Hasani, 2018); meanwhile, Bogler (2001) revealed that "principals' transformational leadership affected teachers' satisfaction both directly and indirectly through their occupation perceptions". "There is a moderate, positive and significant relationship between transformational leadership, lectures attendance, and overall teachers' job satisfaction and academic achievements" (Tadele, 2014;Xhomara, 2017); and "teachers' perceptions of supportive leadership are closely linked with transformational and distributed leadership" (Mancuso, Roberts & White, 2011). So, there is a little gap in the literature examination about the relationship connecting school leadership models and the educational performance of teachers.…”

Section: Figure 1 the Conceptual Foundation Of Contingent And Postmod...mentioning

confidence: 99%

How Teachers’ Performance Predicted by Contingent and Postmodern Leadership at School

Xhomara

2023

Proceedings of the 6th International Academic Conference on Education, Teaching and Learning

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Leadership style is assumed to be one of the significant variables that impact the performance of teachers, as well as other aspects at school. The study aimed to inquire into the association connecting the school contingent and postmodern leadership models and teachers' performance, as well as the indication of those school leadership approaches on teachers' performance. The quantitative approach was the method used in the empirical study. A structured survey based on the Questionnaire of the leadership model (Atsebeha, 2016), and a systematic nonrandom sample of teachers (N = 279) and headmasters (N = 87) were selected to gather the quantitative data. The relationship linking contingent and postmodern leadership style with teachers' performance was inquired using Pearson correlation, and linear bivariate regression. It is revealed that as per teachers 0.7% of the variation in teachers' performance is explained by contingent leadership; meanwhile, in compliance with principals, 3.7% of the variance in teachers' performance is disclosed by contingent leadership. It is also indicated that as per teachers 7.4% of the variation in teachers' performance is described by postmodern leadership; meanwhile, in compliance with principals, 29.8% of the variation in teachers' performance is described by postmodern leadership. Therefore, the schools needed to promote contingent and postmodern leadership approaches as important variables that indicate partly teachers' performance. The results of the research study amplified the understanding that contingent and postmodern leadership models are important variables that affect partly teachers' performance.

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“…According to Mombourquette (2017), vision is the vital element in effective leadership. Xhomara (2018), drawing on the work of Bennis and Nanus (1985), ten emerging generalizations about leadership, four of which are directly related to vision. a) Outstanding leaders have a vision for their organization b) The vision must be communicated in a way that secures commitment among members of the organization.…”

Section: Vision In Leadershipmentioning

confidence: 99%

The Role of the Interpersonal Skills of the School Principals in Optimizing Positive School Climate: A Concept Paper

Mehmood,

Taresh,

Hafizah

et al. 2023

IJEISSAH

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Fostering a positive school climate is an essential aspect of school improvement. Research has shown that the interpersonal skills of school principals play a crucial role in optimizing school climate. This concept paper aims to develop a conceptual framework that utilizes the current literature on the role of the principal's interpersonal skills in optimizing positive school climate. The literature review focuses on specific interpersonal skills such as communication, trustworthiness, empathy, and problem-solving, which are essential for promoting a positive school climate. The research methodology used in this paper was a comprehensive literature review to develop a conceptual framework on the role of the interpersonal skills of school principals in optimizing a positive school climate. The paper also examined the perspectives of teachers and how their perceptions of the principal's interpersonal skills impact the school climate. Additionally, the paper integrated Bronfenbrenner's ecological systems theory to provide a more holistic view of the school climate and identify how different systems within and outside the school can be influenced to optimize it. This paper contributes to the literature by providing a more in-depth understanding of the specific interpersonal skills that are required for school climate optimization and their influence on the overall learning and work environment

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Influence of school leadership style on effective teaching and teacher-student interaction

Cited by 6 publications

References 48 publications

Pseudomorphosis of schools system and the fiction of its regulatory processes: A study of educational narratives

Pseudomorphosis of schools system and the fiction of its regulatory processes: A study of educational narratives

How Teachers’ Performance Predicted by Contingent and Postmodern Leadership at School

The Role of the Interpersonal Skills of the School Principals in Optimizing Positive School Climate: A Concept Paper

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