The Effect of School Administrators’ Decision-Making Styles on Teacher Job Satisfaction

Ölçüm, Dinçer; Titrek, Osman

doi:10.1016/j.sbspro.2015.07.575

Cited by 46 publications

(46 citation statements)

References 24 publications

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“…This development and change in the level of cognition of students can be seen as a big step as the beginning of the lifelong learning journey. Individuals who acquire lifelong learning skills are also accepted as individuals who learn how to learn (Olcum and Titrek, 2015) [38]. Learning how to learn is a sine qua non for sustainable learning.…”

Section: Discussionmentioning

confidence: 99%

Does Project Children’s University Increase Academic Self-Efficacy in 6th Graders? A Weak Experimental Design

Toytok

Gürel

2019

Sustainability

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The purpose of this study is to determine whether students’ academic self-efficacy levels increase through a 20 week of education that is based on the problem-based learning theory and transmitted in an inter-disciplinary manner in Project Children’s University. The project aimed to teach students to learn how to learn. Eventually, students will be life-long learners and gain sustainable learning skills. In order to observe the effect of Project Children’s University, academic self-efficacy levels are measured in terms of “self-efficacy in ability”, “context”, and “education quality domains”. Changes in treatment group students’ academic self-efficacy levels are modeled in growth curve modeling framework throughout three waves. Then, they are compared with those of control group students using Welch’s t test. Results have shown that the levels of academic self-efficacy throughout the research have fallen significantly for the treatment group students. In addition, the levels of self-efficacy in ability of the treatment group students were significantly higher than the levels of the control group students. On the other hand, the levels of context of the treatment group students were significantly lower than the levels of the control group students. In conclusion, Project Children’s University has failed to increase students’ academic self-efficacy levels, but entitled them to understand what academic self-efficacy really means, to socialize, to be self-confident students, and to criticize themselves more rationally.

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Section: Discussionmentioning

confidence: 99%

Does Project Children’s University Increase Academic Self-Efficacy in 6th Graders? A Weak Experimental Design

Toytok

Gürel

2019

Sustainability

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“…The principal's decision-making has the potential to direct all school elements to achieve the school goals. Olcum and Titrek (2015) reveal that decision-making is useful to improve organizations, solve organizational problems and influence organizational personnel in their actions. A principal's decision-making that is done well will lead to teachers' positive behavior in carrying out their duties.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Principal’s Decision-making, Organizational Commitment and School Climate on Teacher Performance in Vocational High School Based on Teacher Perceptions

Mailool¹,

Kartowagiran²,

Retnowati³

et al. 2020

EUROPEAN J ED RES

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This quantitative research aims to analyze the effects of the principal's decision-making, organizational commitment and school climate on teacher performance in vocational high school. The research sample was 160 vocational school teachers in North Minahasa Regency with simple random sampling method. The data were collected using a Likert scale questionnaire 25 with statements. The data analysis was performed using simple linear regression and multiple linear regression. The results showed that the principal's decision-making, organizational commitment and school climate had a positive and significant effect on the performance of vocational school teachers, both partially and simultaneously. The results of this research can be an important reference for educational administrators at vocational high school level to design school strategies and policies that can encourage increased teacher performance to achieve better school productivity.

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“…This means that 23.7% of performance is a result of the contribution of decision-making variables, while 76.3% is contributed by other variables that have a relationship with improving teacher performance. This situation is corroborated by Olcum (2015), which states that decision making is a process that can be seen as a whole dynamic action, which begins with identifying the problem. The opportunity to be involved in decision making will motivate and encourage subordinates to be enthusiastic and enthusiastic in the learning process and classroom management and provide job satisfaction as educators.…”

Section: The Relationship Between Decision Making and The Performancementioning

confidence: 93%

Improvement of Teacher’s Performance through Development of Decision Making, Integrity, and Organizational Climate Using Sequential Explanatory Analysis

2019

International Journal of Managerial Studies and Research

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The purpose of this study was to find efforts to improve teacher performance by knowing the strength of variables thought to be related to teacher performance, namely decision making, organizational integrity, and climate individually or together with teacher performance. The population was taken from private Madrasah Tsanawiyah teachers in Tangerang Regency with a sample of 251 teachers made in proportional random sampling. Besides correlation analysis, Scientific Identification Theory of Operation Research in Education Management (SITOREM) is used to rank the hierarchy of necessity. Research results show that; (1) there is a positive relationship between decision making and teacher performance, with a coefficient correlation of 48.8%, (2) there is a positive relationship between integrity and teacher performance, with a coefficient correlation of 51.9 %, (3) there is a positive relationship between organizational climate with teacher performance with a coefficient correlation of 37.8% and there is a positive relationship of decision making (X1), integrity (X2) and organizational climate (X3) together with teacher performance with a coefficient correlation of 85.3% . Besides other factors are positively related to the increase in teacher performance, which is 27.2%. The results of the qualitative research also show that decision making, organizational integrity, and climate can improve teacher performance.

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The Effect of School Administrators’ Decision-Making Styles on Teacher Job Satisfaction

Cited by 46 publications

References 24 publications

Does Project Children’s University Increase Academic Self-Efficacy in 6th Graders? A Weak Experimental Design

Does Project Children’s University Increase Academic Self-Efficacy in 6th Graders? A Weak Experimental Design

The Effects of Principal’s Decision-making, Organizational Commitment and School Climate on Teacher Performance in Vocational High School Based on Teacher Perceptions

Improvement of Teacher’s Performance through Development of Decision Making, Integrity, and Organizational Climate Using Sequential Explanatory Analysis

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