Relationship between Teacher Motivation and Transformational Leadership Characteristics of School Principals

Ereş, Figen

doi:10.5296/ije.v3i2.798

Cited by 17 publications

(16 citation statements)

References 46 publications

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“…The results also agree with Chaudhry et al's (2012) findings that the transformational leadership has a positive, strong, and significant association with the commitment; the results of this study are also consistent with Howashli's (2009) findings showing that "The trust the principal has for the teacher" is positively related to "organizational commitment," mediated by "Transformational Leadership." In addition, results of this study are not consistent with Eres's (2011) findings stating there is no meaningful relationship between the transformational leadership characteristics of school principals and the level of teacher's motivation.…”

Section: Management Styles and Intrinsic Motivationcontrasting

confidence: 56%

The Leadership Styles of Principals in Bedouin Secondary School and Teachers Motivation

Alasad¹

2017

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The aim of this paper is to investigate the relationship between principal's leadership styles in Bedouin secondary schools in south Israel and teacher's intrinsic and extrinsic motivation. The research relies on the theory of full range leadership model and intrinsic and extrinsic motivation. Design/methodology/approach-questionnaires assessing the variables of interest were completed by 306 teachers in 22 Bedouin secondary schools in Negev in south of Israel. As results of our study, hypothesis which expects a positive relationship between transformational leadership and intrinsic motivation, and hypothesis that expects a negative relationship between laissez-faire leadership and intrinsic motivation have been accepted. On the other hand, hypothesis that expects a positive relationship between transactional leadership and intrinsic motivation has been rejected also the hypothesis that expects a positive relationship between transformational leadership and extrinsic motivation, and the hypothesis that expects a negative relationship between laissez-faire leadership and extrinsic motivation have been accepted, while hypothesis that expects a positive relationship between transactional leadership and extrinsic motivation has been rejected.

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Section: Management Styles and Intrinsic Motivationcontrasting

confidence: 56%

The Leadership Styles of Principals in Bedouin Secondary School and Teachers Motivation

Alasad¹

2017

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“…These results differ from the results of the study by Eres F (2011) which states that there is no relationship between teacher motivation and the characteristics of the principal's transformational leadership [8]. Based on the analysis, teacher motivation that arises is less strong due to the lack of strong culture (Cheng, 1993) [6] and the school climate (Ladyong, 2014) [16].…”

Section: Resultsmentioning

confidence: 66%

Biological Teachers’ Motivation Based on School Leadership and Self-Efficacy

Gea

Putrawan

2020

Int. J. Eng. Tech. Mgmt. Res.

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Biology teacher needs to have motivation in delivering learning material related to school leadership and self-efficacy. That is why the objective of this research is to analyze the relationship between school leadership, self-efficacy, and motivation of Biology teachers. A survey used by selecting 91 Biology teachers at Jakarta City by using Simple Random Sampling (SRS). There were three instruments developed to measure school leadership (79 items) with reliability of 0.880, self-efficacy (15 items) with reliability 0.984, and motivation (22 items) with reliability 0.885. Data were analyzed by regression-correlation analysis. The result showed that school leadership and self-efficacy has a positive and significant correlation with motivation. These findings mean when motivation would be improved, factors such as school leadership and self-efficacy could be taken into account.

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“…On the contrary, an older survey of Pashiardis, Orphanou (1999) indicated that teachers, regardless of their gender, were not satisfied with the factor "human resource management". There are several surveys which sustain that there are no statistically significant differences between the two genders regarding job satisfaction of teachers under the influence of school leadership (Papapanagiotou & Theofilidis, 2008;Eres, 2011). On the other hand, a comparative test between 1480 male and female PE teachers who participated in a research in Finland, regarding DELIGIANNIDOU TZENI; ATHANAILIDIS IOANNIS; LAIOS ATHANASIOS; STAFYLA AMALIA…”

Section: Discussionmentioning

confidence: 99%

Untitled

2019

JPES

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Problem statement: There is an extensive amount of evidence regarding the role of school principals through the perceptions of teachers as its positive relationship with school efficiency factors has been highlighted. However, there are no studies to explore the perceptions of physical education teachers on the personality and leadership style of their principal. Purpose: The purpose of this study was to examine how age, gender, years of service in the same school and stage of service differentiate the perceptions of Physical Education (PE) teachers on the efficient performance of their school principal through the factors that express the main leadership functions. Approach: A total of 223 PE teachers (127 male, 96 female) who served during the school year 2017-2018 in the school units of primary and secondary education of the prefectures of Pieria and Imathia of the Regional Directorate of Central Macedonia of Greece, participated in the survey. The perceptions of PE teachers about the efficiency of their principal were measured through the questionnaire of Paschiardis and Orphanou (1999). Results: All factors demonstrated acceptable internal consistency. Α one-way analysis of variance and post hoc test revealed that that the age of PE teachers differentiates the factor "cooperation with the ministry's officials", the stage in which PE teachers serve differentiates the factors "problem solving and decision making", "relationships with parents and the local community", "organization and administration", "cooperation with the ministry's officials" and "professional development of the principal" and the years of service in the same school differentiate the factors "problem solving and decision making" and "organization and administration", while t test revealed that the gender differentiates the factor "human resources management". Conclusions: PE teachers' perceptions about effective school leadership are different depending on their demographic characteristics.

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Relationship between Teacher Motivation and Transformational Leadership Characteristics of School Principals

Cited by 17 publications

References 46 publications

The Leadership Styles of Principals in Bedouin Secondary School and Teachers Motivation

The Leadership Styles of Principals in Bedouin Secondary School and Teachers Motivation

Biological Teachers’ Motivation Based on School Leadership and Self-Efficacy

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