School Culture and Its Relationship with Teacher Leadership

Yusof, Hamidah; Osman, Muhamad Nursalam Al-Hafiz; Noor, Mohd Asri Mohd

doi:10.6007/ijarbss/v6-i11/2396

Cited by 13 publications

(13 citation statements)

References 10 publications

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“…Similar findings are also reported in other studies (Kabler, 2013;Öztürk, 2015;Yusof, Osman, & Noor, 2016). Accordingly, it can be said that teacher leadership behaviors in high schools increase in parallel with task-oriented, success-oriented, bureaucratic, and support-oriented culture.…”

Section: Discussion Results and Suggestionssupporting

confidence: 89%

“…In this way, the findings obtained in the present study can provide important insights to practitioners and policymakers regarding the characteristics of school culture that enable teachers to perform leadership behaviors at a higher level. On the other hand, previous studies examining the relationship between school culture and teacher leadership are limited in number (Kabler, 2013;Öztürk, 2015;Yusof, Osman, & Noor, 2016). Furthermore, in his analysis that examined 52 papers, Poekert (2012) reported that studies mostly focused on the characteristics of teacher leadership, and those related to the development of teacher leadership were still limited.…”

Section: Introductionmentioning

confidence: 99%

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Examining the Relationship between School Culture and Teacher Leadership

Cansoy¹,

Parlar²

2017

IOJES

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The aim of this study is to examine the relationship between school culture and teacher leadership. A total of 366 teachers working in high schools in the Şişli district of Istanbul participated in this study. The data were gathered through the "Organizational Culture Scale" and the "Teacher Leadership Scale." The results of the study showed that the teachers' perceptions of school culture were focused on task-oriented culture, while their perceptions of teacher leadership were concentrated on organizational development. Positive and significant relationships were revealed between all subdimensions of school culture and those of teacher leadership. Support-oriented culture and task-oriented culture were found to be positive and significant predictors of the teacher leadership dimension of "organizational development." In addition, success-oriented culture and bureaucratic culture were positive and significant predictors of the teacher leadership dimension of "professional development." Furthermore, another teacher leadership dimension, "collaboration with colleagues," was positively and significantly predicted by support-oriented culture, task-oriented culture, and success-oriented culture.

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Section: Discussion Results and Suggestionssupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Examining the Relationship between School Culture and Teacher Leadership

Cansoy¹,

Parlar²

2017

IOJES

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“…Budaya sekolah dan motivasi kerja baik secara parsial maupun simultan berpengaruh terhadap kinerja guru. Keterampilan memimpinan juga merupakan salah satu kinerja guru yang dapat dipengaruhi oleh budaya sekolah (Yusof et al, 2016).…”

Section: 37unclassified

Kontribusi Budaya Sekolah dan Motivasi Kerja terhadap Kinerja Guru

Utami¹,

Negara²

2021

JP2

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Perubahan pembelajaran dari tatap muka ke daring telah menyebabkan menurunnya kinerja guru. Penelitian ini bermaksud untuk mengetahui besaran kontribusi budaya sekolah dan motivasi kerja terhadap kinerja guru. Penelitian ini merupakan penelitian ex post facto. Populasi pada penelitian ini adalah guru SD yang berjumlah 32 orang sekaligus sebagai sampel. Teknik pengambilan sampel dengan menggunakan sampling total. Metode pengumpulan data yang digunakan pada penelitian ini yaitu metode kuesioner dan untuk variabel bebas dan pencatatan dokumen untuk variabel terikat. Uji hipotesis menggunakan teknik analisis regresi linier sederhana dan teknik analisis regresi linier ganda setelah uji prasyarat terpenuhi. Hasil penelitian menunjukkan bahwa terdapat kontribusi yang signifikan budaya sekolah terhadap kinerja guru dengan nilai rhitung= 0,735 > rtabel= 0,361 dan kontribusinya sebesar 54%. Terdapat kontribusi yang signifikan motivasi kerja terhadap kinerja guru dengan nilai rhitung = 0,738 > rtabel = 0,361 dan kontribusinya sebesar 54%. Secara bersama-sama terdapat kontribusi yang signifikan budaya sekolah dan motivasi kerja terhadap kinerja guru dengan nilai rhitung= 30,988 > rtabel = 0,361 dan kontribusinya sebesar 68%. Hasil penelitian ini disimpulkan bahwa budaya sekolah dan motivasi kerja berkontribusi secara signifikan berkorelasi terhadap kinerja guru. Implikasi dari penelitian ini adalah lingkungan sekolah memegang peranan penting dalam pembentukan budaya sekolah yang positif dan peningkatan motivasi kerja guru, karena untuk mencapai pendidikan yang berkualitas dan bermutu harus didukung oleh budaya sekolah yang baik.

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“…When teacher leadership is developed, it not only fosters improved teaching efficiency, but it promotes educational practice outside the classroom (Katzenmeyer & Moller, 2009;York-Barr & Duke, 2004), which is an important factor in advancing school education and teaching reform. A school's organizational culture is one of the many factors that affect the leadership of university teachers (Lesinger et al, 2016;Mangin, 2005;Öztürk & Şahin, 2020;Theingi & Ye, 2022;Yusof et al, 2016). Cansoy and Parlar (2017) and Kara (2022) explored the relationship between different organizational cultures in schools and teacher leadership, finding that support-oriented culture, success-oriented culture, task-oriented culture, and bureaucratic culture all have significant impacts on teacher leadership.…”

Section: Introductionmentioning

confidence: 99%

Effect of School Organizational Culture on Teacher Leadership

Song,

Chen,

Cao

2023

IJHE

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This study used distributed leadership theory to investigate the relationship between a school’s perceived organizational culture and teacher leadership in higher education institutions in eastern China. In total, 509 teachers at universities in eastern China participated in a questionnaire survey through the correlation analysis, regression analysis and other data analysis methods for the result analysis. The results indicated that clan and adhocracy cultures had a significant and positive impact on teacher leadership, while a hierarchical and market cultures had a significant and negative impact.The results revealed the influence of clan culture, adhocracy culture, hierarchical culture and market culture on teacher leadership, and provide suggestions for school administrators on how to improve university teacher leadership through school organizational culture. In addition, the contributions and limitations are discussed at the end of this study.

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School Culture and Its Relationship with Teacher Leadership

Cited by 13 publications

References 10 publications

Examining the Relationship between School Culture and Teacher Leadership

Examining the Relationship between School Culture and Teacher Leadership

Kontribusi Budaya Sekolah dan Motivasi Kerja terhadap Kinerja Guru

Effect of School Organizational Culture on Teacher Leadership

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