Teacher-perceived principal leadership styles, decision-making styles and job satisfaction: how congruent are data from Indonesia with the Anglophile and Western literature?

Hariri, Hasan; Monypenny, Richard; Prideaux, Murray

doi:10.1080/13632434.2016.1160210

Cited by 39 publications

(36 citation statements)

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“…In three of the studies that revealed such findings, transformational leadership was a strong predictor of job satisfaction (Griffith, 2004;Korkmaz, 2007;Nasra & Heilbrunn, 2016). In three other studies, transformational leadership was founud to have weaker predictive levels (Bogler, 2001;Hariri, Monypenny, & Prideaux, 2016;Nguni, Sleegers, & Denessen, 2006). Unlike these findings, transformational leadership and job satisfaction were not found to be related in one study (Dutta & Sahney, 2016).…”

Section: Resultsmentioning

confidence: 93%

“…Provide fifteen studies focused on the relationships between transformational leadership and job satisfaction. In fourteen of these studies, school principals' transformational leadership behaviours were found to be positively and significantly related to job satisfaction (Bogler, 2001;Eğriboyun, 2015;Griffith, 2004;Haj & Jubran, 2016;Hariri, Monypenny, & Prideaux 2016;Kadi, 2015;Karadağ, Başaran, & Korkmaz 2009;Korkmaz, 2007;Nasra & Heilbrunn, 2016;Nguni, Sleegers, & Denessen, 2006;Nyenyembe, Maslowski, Nimrod, & Peter, 2016;Sayadi, 2016;Teswaf, 2014;Tok & Bacak, 2013). Furthermore, there are findings that indicate the predictive strength of transformational leadership in explaining job satisfaction.…”

Section: Resultsmentioning

confidence: 99%

“…Kadi (2015) indicated that laissez-faire leadership had a negative and significant relationship with job satisfaction. Hariri, Monypenny and Prideaux (2016) discovered that laissez-faire leadership predicted job satisfaction at a weak and negative level. An opposite finding was revealed in another study (Karadağ, Başaran, & Korkmaz, 2009).…”

Section: Resultsmentioning

confidence: 99%

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The Relationship between School Principals’ Leadership Behaviours and Teachers’ Job Satisfaction: A Systematic Review

Cansoy¹

2018

IES

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This systematic review aims to investigate the relationship between school principals’ leadership behaviours and teachers’ job satisfaction. With this purpose, studies that focused on this relationship in the literature were examined. Twenty-seven studies found in different databases (i.e. ERIC, WOS, SCOPUS and ULAKBİM) were included in the analysis. These studies mostly focused on the relationships between school principals’ transformational and interaction leadership behaviours and teachers’ job satisfaction. Additionally, job satisfaction was also studied in relation to servant leadership, ethical leadership, distributive leadership, individual- and task-oriented leadership and school leadership behaviours. Based on the findings of the studies examined, school principals’ transformation leadership behaviours were found to have stronger relationships with teachers’ job satisfaction compared to interactional leadership behaviours and were an important predictor of job satisfaction. Negative relationships were revealed between laissez-faire leadership and job satisfaction. On the other hand, school principals’ servant leadership and ethical leadership behaviours were found to be important variables in ensuring job satisfaction. Lastly, school principals’ administrative behaviours that encourage participation and are flexible, sharing leadership at school, and exhibiting individual-oriented and supportive leadership behaviours were revealed to enhance teachers’ job satisfaction.

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Section: Resultsmentioning

confidence: 93%

Section: Resultsmentioning

confidence: 99%

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The Relationship between School Principals’ Leadership Behaviours and Teachers’ Job Satisfaction: A Systematic Review

Cansoy¹

2018

IES

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“…Recognizing the crucial role of the principal-leader with respect to his effect on student results (Heck, Hallinger 2014;Sebastian, Allensworth, 2012;Sammons et al, 2011;Louis et al, 2010), but also on factors related to the educational staff (Taliadorou, Pashiardis 2015;Hulpia et al, 2011), the present study attempted to investigate the principal's attitude with specific performance criteria, using the opinions of physical education (PE) teachers as effectiveness indicators for the leadership role and the ability to respond to administrative tasks. Various surveys worldwide study the effectiveness of the school leader through the perceptions of teachers (Pashiardis,1995;Pashiardis, Orphanou,1999;Sebastian, Allensworth, 2012;Hauserman, Stick 2013;Hallinger, Liu 2016;Hariri, Monypenny, Prideaux, 2016). Besides, according to Pashiardis et al (2005), the effectiveness of a leader depends on how other people see him as a leader when performing his administrative duties.…”

Section: Introductionmentioning

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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“…In school, the headteacher or principal is the most indispensable individual who governs and maximises the school's excellence and effectiveness through his or her leadership qualities (Bush, 2008;Bush & Jackson, 2002;Steyn, 2013). Therefore, it is widely accepted that school heads are held accountable for, and have a substantial impact on, students' level of achievement (Louis et al, 2010;Bengtson, Zepeda & Parylo, 2013;Wahlstrom et al, 2010;Smith & Bell, 2014:7) and the overall performance of the school (Hariri, Monypenny & Prideaux, 2016;Daud & Don, 2012). Thus, in the Malaysian National Educational Blueprint 2012-2025, headteachers' training, preparation and their knowledge development are emphasised by the Ministry of Education (MOE) in order to produce quality leadership among future headteachers (Ministry of Education, 2013).…”

Section: Introductionmentioning

confidence: 99%

“I Employed My Own Strategy”: Exploring Primary Headteachers’ Organisational and Professional Socialisation

Tahir¹,

Yusof²,

Ali³

et al. 2018

MJLI

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Teacher-perceived principal leadership styles, decision-making styles and job satisfaction: how congruent are data from Indonesia with the Anglophile and Western literature?

Cited by 39 publications

References 44 publications

The Relationship between School Principals’ Leadership Behaviours and Teachers’ Job Satisfaction: A Systematic Review

The Relationship between School Principals’ Leadership Behaviours and Teachers’ Job Satisfaction: A Systematic Review

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“I Employed My Own Strategy”: Exploring Primary Headteachers’ Organisational and Professional Socialisation

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