Okul müdürlerinin göstermiş oldukları liderlik stilleri ile değişimi yönetme yeterlikleri arasındaki ilişki

İnandı, Yusuf; Uzun, Ayşe; Yeşil, Hayriye

doi:10.12973/jesr.2016.61.10

Cited by 11 publications

(5 citation statements)

References 14 publications

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“…Adoption of this perspective is important since in countries where for years the autocratic leadership was the only option, it is observed that leaders and employees differ in evaluation of leadership style in an organization. The research from Turkey (İnandi, Uzun, Yeşil 2016) evidenced that managers describing their leadership style as democratic where often seen as authoritative by subordinates. Thirdly, our examination reflects specific business culture of Central and Eastern European countries, where democratic leadership style was not an obvious choice, where control evoked negative associations, and where employees were neither used to nor willing to take responsibility and to be evaluated or rewarded based on their performance.…”

Section: Discussionmentioning

confidence: 99%

Democratic or Autocratic Leadership Style? Participative Management and its Links to rewarding Strategies and Job Satisfaction in SMEs

Dyczkowska¹,

Dyczkowski²

2018

AJBE

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The paper aims at detecting relations between participative management and rewarding strategies as well as employees' job satisfaction in SMEs. Unlike many studies which examine effectiveness of rewarding policies from a managerial perspective, the article takes employees' point of view. The empirical part of the paper presents conclusions resulting from analyses of: employee strategic awareness, involvement in goal-setting processes and integration in discussion on company performance, linked to diverse rewarding systems applied in Polish enterprises. Results presented in the paper refer to data from 93 SMEs and 86 large companies, collected at the turn of 2013 and 2014. The authors' research contributes to the discussion on rewarding strategies, demonstrating that involvement of employees in managerial activities is a precondition for developing performance-based rewarding strategies, and that such involvement makes employees more satisfied with their work. Thus the paper fills in the research gap on linking leadership styles with forms of and satisfaction with remuneration systems.

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Section: Discussionmentioning

confidence: 99%

Democratic or Autocratic Leadership Style? Participative Management and its Links to rewarding Strategies and Job Satisfaction in SMEs

Dyczkowska¹,

Dyczkowski²

2018

AJBE

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“…In the case of Vocational Senior High School 1 Mataram, it can also be seen the ability of school principals to express, explain, implement, and clarify the reach of a school's vision so that it becomes an integral part of school life. The principal's self-image of the school's vision impacts the formation of a quality culture (İnandi, Uzun, & Yeşil, 2016).…”

Section: Finding and Discussionmentioning

confidence: 99%

Principals’ leadership strategy to improve “link and match” quality for vocational education

Asrin

Ramdhani

Muhaimi

et al. 2022

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This study aimed to identify, analyze, and reflect on vocational school leadership strategies for improving the quality of vocational education. The result achieved is forming the principal’s leadership strategy in improving the quality of education. This study used a qualitative approach so that the data collection was carried out through observation, document analysis, interviews, and questionnaires. This study can be developed to improve the quality of learning at the vocational school level in line with the implementation process. Academically, the results of this study can be used as a guideline for the development of vocational education management. The development of the school into an educational service organization with high-quality sustainability. The results show that the principal’s leadership strategy in improving the quality of education at SMK Negeri 1 Mataram includes articulation of the vision and mission of the school, leadership values of the leaders, awards in the school, social-emotional relationships of principals, and the quality of the “Link and Match” education in schools.

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“…The style and quality of their leadership are considered the most essential (Dorczak, 2013) to impact the school cultural transformation (NEP, 2020; Section 6.19) that IE demands. Thus, the role of the school principal as a change agent is crucial for the success of IE (Inandi et al, 2016;Oskarsd ottir et al, 2020). Notwithstanding the complexity and practical challenges associated with IE, the authors acknowledge that school leadership is pivotal in envisioning inclusion characterized by local strengths and needs in Indian classrooms.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Principals in Indian inclusive schools: bridge over troubled waters

Srinivasavarathan,

Rajendran

2023

AEDS

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PurposeThe international academic literature agrees that principals act as change agents and are vital in creating and promoting an inclusive school culture. In this article, the authors proclaim that Indian schools lack school leadership to accomplish inclusive education (IE) characterized by local needs. The article emphasizes the importance of school principals and discusses how principal vacancies, insufficient training and lack of autonomy jeopardize inclusive and equitable quality education in Indian schools. Contextualized policies, professional standards for principals, research that highlights principals' perspectives and autonomy for principals are required to strengthen principals, who are the primary advocates for IE, to create a more democratic, equitable and just society.Design/methodology/approachThe authors base their arguments and opinions on the latest National Education Policy (NEP, 2020), data/statistics from various educational organizations in India, and research findings of global scholars.FindingsThe data and statistics show that principals in Indian schools do not receive the essential assistance to implement IE successfully. A lack of adequate data regarding the subject of debate is another point made by the authors.Social implicationsUnderstanding the hardships faced by Indian school principals would help readers recognize the leadership challenges for IE in India. Addressing these challenges is one of the best ways to fulfill the equity and inclusion goals emphasized in UN Sustainable Development Goal #4.Originality/valueThis article is the first to emphasize the importance of prioritizing principals in Indian schools, among other agents when trying to achieve inclusion.

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Okul müdürlerinin göstermiş oldukları liderlik stilleri ile değişimi yönetme yeterlikleri arasındaki ilişki

Cited by 11 publications

References 14 publications

Democratic or Autocratic Leadership Style? Participative Management and its Links to rewarding Strategies and Job Satisfaction in SMEs

Democratic or Autocratic Leadership Style? Participative Management and its Links to rewarding Strategies and Job Satisfaction in SMEs

Principals’ leadership strategy to improve “link and match” quality for vocational education

Principals in Indian inclusive schools: bridge over troubled waters

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