The Perceptions of Students and Principals on the Improvement of Students' Achievements by the Managerial and Transformational Leadership Styles

Xhomara, Nazmi; Karabina, Mirela; Hasani, Nazyktere

doi:10.15823/p.2021.144.7

Cited by 5 publications

(4 citation statements)

References 26 publications

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“…Halabi et al (2014) provide empirical evidence to support that students who spend more time online significantly improve their course marks. Xhomara and Karabina (2021) found that the variance of online learning is different, revealing how different levels influence academic performance. Approximately 49.7% of the variance in academic performance can be accounted for by online learning differences.…”

Section: Background Of Studymentioning

confidence: 99%

Online Learning: Is There a Relationship between Learning Performance with Flexibility

Che Soh,

Kamarunzaman,

Md Nen

et al. 2024

IJARBSS

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The study examines the effects of online learning and the relationship between learning performance with flexibility and study-life balance. The research objectives ask: first, how do learners perceive their flexibility during learning; second, how do learners perceive their study-life balance during online learning; third, how do learners perceive their learning performance during online learning; and fourth, is there a relationship between learning performance with flexibility and study-life balance? This study applied a quantitative method with a distribution of questionnaires to the respondents. The survey consists of five sections. Section A has items on demographic profiles. Section B has nine items on flexibility. Section C has 10 items on study-life balance. Section D has 10 items on learning performance, and Section E has nine items on support strategies. A purposive sample of 207 students from Universiti Teknologi MARA (UiTM) participated in this study. The findings reveal a highly significant relationship between online learning and learning performance, flexibility, and study-life balance. The study's implication is crucial to educators and students as it can help mitigate any issues and challenges they face in online learning relating to these three attributes.

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Section: Background Of Studymentioning

confidence: 99%

Online Learning: Is There a Relationship between Learning Performance with Flexibility

Che Soh,

Kamarunzaman,

Md Nen

et al. 2024

IJARBSS

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show abstract

“…This can provide opportunities for student-faculty partnership in higher education, particularly those that open up discussions among subject specialists, students and educational researchers, creating forms of transactional curriculum inquiry between these three parties [58], that will support faculty and students in embracing a partnership model and thereby transform teaching and learning into shared responsibilities of faculty and students [46]. A snowball effect of this will then be better academic performances that is built upon better negotiations and partnerships between the student bodies, faculties and management [48,50,59].…”

Section: Items N Meanmentioning

confidence: 99%

Assessing Leadership Styles in Student Unions: A Quantitative Survey in Ghana

Awaah¹,

Okyere²,

Tetteh³

2023

Business, Management and Economics

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In Ghana, student unionism has become integral to the leadership culture. Over time, this has witnessed successive national leaders emerging from the wings of student governance. Our study investigates the preferred leadership styles of students in Ghana. The study adopted a quantitative methodology. The population for the study consists of member-students of the Students Representative Council (SRC) of the University of Professional Studies-Accra. The sample comprised students offering various courses from levels 100–400. Ninety-five (95) students were selected using a simple random sampling technique for the study. Anchored on the contingency leadership theory, we found that students preferred to be led through a democratic leadership style (M = 3.52, SD = 0.45) than laissez-faire (M = 3.51, SD = 0.42) and autocratic styles (M = 2.3, SD = 0.72). We also found that senior students prefer autocratic leadership styles. We conclude that students’ preference for a democratic leadership style stems from the need to create a participatory environment. This gives followers a sense of ownership of the decision-making process. We also conclude that as students’ academic responsibilities increase, they may prefer autocratic leadership styles as it ensures that their needs are met quickly.

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“…Various studies have shown that the wide student involvement in academic activities is closely related to developing course outcomes in the courses they attend (Camp, 1990;Thomas & Higbee, 2014). At the same time, Xhomara, Karabina, and Hasani (2021) revealed that 9.9% of the variance according to students and 44.4% according to principals on course outcomes is explained by school managerial leadership.…”

Section: Student Involvement and Course Outcomesmentioning

confidence: 99%

Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students' Course Outcomes

Xhomara

Papa-Gusho

2023

Research in Education & Learning Innovation Archives

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The purpose of the study is to investigate the influence of course organization, faculty- student interaction, and student involvement in course outcomes at university level. A correlational research design, a structured questionnaire, and a random cluster sample of the students (N=371) were used in the study. The study showed a significant difference somewhere among the mean scores of the course outcomes for the four groups of course organization. It also found a significant difference somewhere among the mean scores of the course outcomes for the five groups of faculty-student interaction, as well as a significant difference somewhere among the mean scores of the course outcomes for the five groups of student involvement. At the same time, the study showed that 32.6% of the variance in course outcomes is explained by course organization, 16.6% of the variance is explained by faculty-student interaction, and 28.4% of the variance is explained by student involvement. The findings of this study enhanced Astin’ s theory of student development, as course organization, faculty-student interaction, and student involvement are important variables that predict course outcomes.

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The Perceptions of Students and Principals on the Improvement of Students' Achievements by the Managerial and Transformational Leadership Styles

Cited by 5 publications

References 26 publications

Online Learning: Is There a Relationship between Learning Performance with Flexibility

Online Learning: Is There a Relationship between Learning Performance with Flexibility

Assessing Leadership Styles in Student Unions: A Quantitative Survey in Ghana

Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students' Course Outcomes

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