This document summarizes a research study that examined the effects of leadership roles among administrators at special education schools on organizational climate. The study interviewed 4 administrators, 3 men and 1 woman, from 4 special education institutions in Sivas, Turkey. The administrators primarily displayed features of visionary leadership and aimed to effectively communicate their visions to teachers, students, and parents. The study sought to understand how administrator leadership roles influence organizational climate, how they affect teachers, their impact on institutional culture, and whether they reflect their leadership qualities to staff.
This document discusses the relationship between instructional leadership behaviors of high school principals and teachers' organizational commitment. It analyzes data collected from 441 teachers across 28 high schools in Istanbul, Turkey. The findings show that principals displayed instructional leadership behaviors most in setting and sharing school goals, and least in supporting and developing teachers. Teachers' organizational commitment was low in compliance but medium in identification and internalization. A negative correlation was found between principal behaviors and commitment in adaptation, while a positive correlation was found for identification and internalization. Establishing an organized instructional environment significantly predicted organizational commitment sub-dimensions.
The document discusses educational leadership and management theory. It begins by explaining the widespread belief that school leadership quality significantly impacts student outcomes, and that effective principals and managers are needed to provide high-quality education. It then examines various theories and models of educational leadership and management, including managerial, transformational, and transactional approaches. The document argues that while effective management is important, transformational leadership is essential for autonomous schools undergoing change to achieve organizational commitment and higher performance from teachers and students.
Leadership style of Head teachers at secondary level in West Bengal. Internat...Ramakanta Mohalik
1) The study examined the leadership styles of head teachers in secondary schools in West Bengal, India as perceived by teachers.
2) A survey was conducted with 9 head teachers and 22 assistant teachers from 9 secondary schools in Coochbehar district.
3) The findings showed that the majority of teachers agreed that their head teachers had a deep understanding of school functioning, shared visions with teachers, acted as a guide for all staff, provided resources for school development, and worked according to school rules.
This study examined the work motivation levels of primary school teachers in Istanbul, Turkey. A survey was administered to 343 primary school teachers across 14 schools. The results found that the average work motivation score was 41.84 out of 90, indicating a generally low level of motivation. Work motivation did not vary by gender, age, or marital status. The study aimed to evaluate factors that influence teacher motivation to help increase motivation levels.
SCHOOL CLIMATE AND ORGANIZATIONAL CITIZENSHIP BEHAVIORijejournal
This study looks at some significant variables in Adventist schools in relation to organizational citizenship behavior (OCB). The study is designed to address the problem, “To what extent does the school climate relate to the OCB of the teachers?” The study seeks to provide a better theoretical understanding of OCB in Adventist schools in Kenya. One of the elements that enhance the performance of an organization is the OCB of its workers. Although OCB is important, little is known about the factors contributing to willingness of teachers going an extra mile in their workplace. The respondents were 170 teachers from Adventist schools in Kenya. The teachers responded to 2 instruments along with demographic variables.These were the Organizational Climate Index and Organizational Citizenship Behavior Scale.
Educational administration theories provide frameworks to guide research, inform practice, and help explain how educational institutions function. Theories originated mainly from business but now also consider social and psychological aspects. They allow administrators to gain different perspectives for decision making, predict outcomes, and communicate models for organizational control. Theories help policymakers and reveal areas for further research.
Middle level managers at Wolaita Sodo University in Ethiopia play an important role in the university's leadership, governance, and organizational performance. The study investigated the relationship between the quality of leadership provided by middle level managers (such as deans, department heads, and coordinators) and the university's governance and performance. Survey results from 61 middle level managers showed that leadership quality and good governance were positively correlated with achieving organizational goals and performance outcomes. The researchers recommended improvements to ensure efficient purchasing, property management, and accountability in order to enhance organizational performance.
This document discusses the need for research in educational management. It notes that there is a gap between theoretical research and practical application in the field of educational leadership and management. Several areas of educational management that could benefit from further research are identified, including administering adult education programs, curriculum renewal, policy analysis and evaluation, and quality improvement. The document concludes that researchers have a responsibility to encourage rigorous research programs that can help address issues in educational leadership and management and inform policy and practice.
This document discusses the relationship between instructional leadership behaviors of high school principals and teachers' organizational commitment. It analyzes data collected from 441 teachers across 28 high schools in Istanbul, Turkey. The findings show that principals displayed instructional leadership behaviors most in setting and sharing school goals, and least in supporting and developing teachers. Teachers' organizational commitment was low in compliance but medium in identification and internalization. A negative correlation was found between principal behaviors and commitment in adaptation, while a positive correlation was found for identification and internalization. Establishing an organized instructional environment significantly predicted organizational commitment sub-dimensions.
The document discusses educational leadership and management theory. It begins by explaining the widespread belief that school leadership quality significantly impacts student outcomes, and that effective principals and managers are needed to provide high-quality education. It then examines various theories and models of educational leadership and management, including managerial, transformational, and transactional approaches. The document argues that while effective management is important, transformational leadership is essential for autonomous schools undergoing change to achieve organizational commitment and higher performance from teachers and students.
Leadership style of Head teachers at secondary level in West Bengal. Internat...Ramakanta Mohalik
1) The study examined the leadership styles of head teachers in secondary schools in West Bengal, India as perceived by teachers.
2) A survey was conducted with 9 head teachers and 22 assistant teachers from 9 secondary schools in Coochbehar district.
3) The findings showed that the majority of teachers agreed that their head teachers had a deep understanding of school functioning, shared visions with teachers, acted as a guide for all staff, provided resources for school development, and worked according to school rules.
This study examined the work motivation levels of primary school teachers in Istanbul, Turkey. A survey was administered to 343 primary school teachers across 14 schools. The results found that the average work motivation score was 41.84 out of 90, indicating a generally low level of motivation. Work motivation did not vary by gender, age, or marital status. The study aimed to evaluate factors that influence teacher motivation to help increase motivation levels.
SCHOOL CLIMATE AND ORGANIZATIONAL CITIZENSHIP BEHAVIORijejournal
This study looks at some significant variables in Adventist schools in relation to organizational citizenship behavior (OCB). The study is designed to address the problem, “To what extent does the school climate relate to the OCB of the teachers?” The study seeks to provide a better theoretical understanding of OCB in Adventist schools in Kenya. One of the elements that enhance the performance of an organization is the OCB of its workers. Although OCB is important, little is known about the factors contributing to willingness of teachers going an extra mile in their workplace. The respondents were 170 teachers from Adventist schools in Kenya. The teachers responded to 2 instruments along with demographic variables.These were the Organizational Climate Index and Organizational Citizenship Behavior Scale.
Educational administration theories provide frameworks to guide research, inform practice, and help explain how educational institutions function. Theories originated mainly from business but now also consider social and psychological aspects. They allow administrators to gain different perspectives for decision making, predict outcomes, and communicate models for organizational control. Theories help policymakers and reveal areas for further research.
Middle level managers at Wolaita Sodo University in Ethiopia play an important role in the university's leadership, governance, and organizational performance. The study investigated the relationship between the quality of leadership provided by middle level managers (such as deans, department heads, and coordinators) and the university's governance and performance. Survey results from 61 middle level managers showed that leadership quality and good governance were positively correlated with achieving organizational goals and performance outcomes. The researchers recommended improvements to ensure efficient purchasing, property management, and accountability in order to enhance organizational performance.
This document discusses the need for research in educational management. It notes that there is a gap between theoretical research and practical application in the field of educational leadership and management. Several areas of educational management that could benefit from further research are identified, including administering adult education programs, curriculum renewal, policy analysis and evaluation, and quality improvement. The document concludes that researchers have a responsibility to encourage rigorous research programs that can help address issues in educational leadership and management and inform policy and practice.
tangibles and intangibles in educational administration ( lany Abaja )Lanie Abaja
This document discusses the intangible and tangible aspects of school administration. It identifies the intangibles as including humanizing the administration, encouraging academic freedom, democratic leadership, strengthening group dynamics, maintaining good public relations, and developing the child. Tangibles include facilities like the school site, laboratories, libraries, and special facilities like audio-visual aids and counseling centers. It also outlines the seven components of the administrative process and four categories of administrative behavior related to community relations, educational opportunities, personnel, and funds/facilities. Overall, it emphasizes that the administrator should be a generalist able to utilize conceptual tools from various fields and handle technical school operations.
A theoretical and empirical review of the relationship between head teachers’...Alexander Decker
The document discusses a study on the relationship between headteachers' leadership styles and student performance on the Kenya Certificate of Primary Education (KCPE) exam in public primary schools in Kenya. The study used questionnaires, interviews and document analysis administered to headteachers and PTA chairs. The findings showed that schools with headteachers exhibiting democratic and consultative leadership styles had higher average KCPE scores than those with autocratic styles. Additionally, lack of consultation with teachers and stakeholders was found to negatively impact student performance. The researchers concluded that understanding the relationship between leadership styles and exam results could help improve education policies and training for headteachers.
The document summarizes the findings of a study that evaluated a pilot leadership development program in South Africa called the Advanced Certificate in Education: School Leadership (ACE). The ACE program was intended to provide formal training for aspiring school principals. The study found that while the teaching materials and contact sessions were generally viewed positively, the mentoring component of the program faced several challenges, such as large mentor-mentee ratios, lack of mentor training, and a prescriptive rather than collaborative approach. Overall, the evaluation found that the ACE program showed promise but improvements were needed, particularly to the mentoring process, in order to better support the transfer of learning to school practice.
This document discusses factors that affect classroom management. It identifies several internal and external factors, including physical classroom facilities, student misbehavior, and a teacher's approach. Effective classroom management creates an environment conducive to learning by addressing these challenges. It requires skills like organizing classroom activities, modifying disruptive student behaviors, and building strong teacher-student relationships based on mutual respect.
This document discusses a study on transformational leadership behaviors among teachers at primary schools in Subang Jaya, Malaysia. The study aims to understand teachers' perceptions of transformational leadership, identify factors influencing student performance, and determine important aspects of transformational leadership contributing to school achievement. The document provides background on transformational leadership and its four main characteristics. It outlines the research objectives, questions, operational definitions, and limitations of the study. The significance of the study is to identify teachers' behaviors and how transformational leadership impacts student outcomes at primary schools.
An Examination of the Influence of Leadership in the Achievement of Goals and...iosrjce
This study sought to examine the influence of the school head’s leadership in the achievement of
goals and objectives using the quantitative methodology. The study adopted the descriptive survey design. The
target population comprised of all secondary school teachers from Chikomba District in Mashonaland East
Province in Eastern Zimbabwe. The sample consisted of 120 teachers randomly sampled and of these, 64 were
female and 56 male. All the information was collected through a questionnaire which largely had close-ended
questions and two-open ended questions. The study revealed that the majority of teachers were not confident
with the leadership provided by their heads. The study recommends that the Ministry of Primary and Secondary
Education should prioritise training or retraining of heads on leadership skills.
EDEM 510 (Administration and Supervision of Educational Programs)Mary Grace Pagas
The document discusses approaches to supervision that a principal or teacher can take to improve effectiveness in the classroom. It identifies three supervision styles: nondirective, collaborative, and directive.
For nondirective supervision, the supervisor acts as a sounding board and withholds input, verifying and eliciting the teacher's own solutions without judgment. Collaborative supervision involves problem-solving, sharing, and consensus-building between the teacher and supervisor. Directive supervision has the supervisor inform, direct, and assess the teacher's performance, providing direction and feedback.
The document emphasizes the importance of effective communication and lists three necessary skills: listening, which involves understanding beyond just the words; questioning to clarify understanding; and providing feedback to foster growth.
This study examines the relationship between the instructional leadership of school principals, teacher work discipline, teacher work motivation, and student academic achievement in primary schools in Central Jakarta. The study uses quantitative methods to analyze survey data collected from primary schools. The results showed a significant relationship between the instructional leadership of principals, teacher work discipline, teacher work motivation, and student academic achievement. Strong principal instructional leadership and high teacher work discipline were found to increase teacher work motivation and improve student learning outcomes.
Leadership Style and Teachers Commitment in Public Primary Schools in Bomet C...Reuben Chirchir
This document discusses a study on the relationship between leadership style and teacher commitment in public primary schools in Bomet County, Kenya. The study found that:
1. Teachers perceived their head teachers as practicing transformational leadership styles like idealized influence and intellectual stimulation more than transactional styles.
2. Teacher commitment was found to be moderate overall, with normative commitment being higher than affective or continuance commitment.
3. There were positive correlations between transformational leadership and normative commitment, as well as between transactional leadership and affective commitment. However, the correlations were low, possibly due to other challenging factors in the work environment.
Conceptual foundation of management (repaired)karishma
This document outlines the conceptual foundation of management across 5 units:
Unit 1 discusses the nature, scope, and significance of management including its definition as both an art and science. Management involves planning, organizing, directing, and controlling to achieve goals.
Unit 2 covers the evolution of management thought from classical to contemporary thinkers like Drucker, Porter, and Prahlad.
Unit 3 is about planning, including the planning process, types of plans, and decision making techniques.
Unit 4 discusses organizing, including departmentalization, centralization, delegation, authority, responsibility, and formal vs informal organizations.
Unit 5 covers motivation theories, leadership characteristics, and control methods like pre-action, steering,
Concepts of administration and supervisionShah Francis
This document discusses concepts of educational administration and supervision. It defines administration as achieving goals through collective human effort and an enabling environment. Educational administration involves managing resources, guiding institutions, and evaluating educational efforts. Supervision is described as stimulating, guiding, improving, and encouraging teachers to achieve excellence. The document outlines the scope of school administration and supervision according to various authors, including activities like staff selection, organization, facilities management, instruction, and public relations. It compares traditional and modern approaches to administration and supervision, noting modern approaches recognize child development, are objective and cooperative, emphasize principles over techniques, and consider holistic teaching-learning factors.
The Influence Of Leadership Behavior, Organizational Climate, Intrinsic Motiv...inventionjournals
ABSTRACT: This research aims to explicate the influence of leadership behavior, organizational climate, intrinsic motivation, and engagement as mediating variables on permanent lecturers’ performance (a study in a private university in region 3 of special region of Jakarta). This is an explanatory research which describes a relationship between the research variables. The object of this research was investigated 3 times in a private university in region 3 of special region of Jakarta, with one homogeneous factor: Faculty of Economics, Management Program, Bachelor’s Degree Level, with the number of students as many as 2,000 and has achieved an “A” accreditation level. The analysis unit employed in this research consisted of 150 permanent lecturers. The analysis instrument used to test 10 hypotheses employed in this research was Generalized Structured Component Analysis (GSCA). The result of the analyses showed that there were 4 out of the 10 hypotheses tested which were found to be influential and significant while the other 6 hypotheses were found to be insignificantly influential. The hypotheses which were empirically proven in this research were (1) The Influence of Leadership Behavior on the Organizational Climate, (2) The Influence of Leadership Behavior on the Engagement, (3) The Influence of Organizational Climate on the Engagement, and (4) The Influence of Organizational Climate on the Performance of Permanent Lecturer. Meanwhile, the hypotheses which were empirically not proven in this research were (1) The Influence of Leadership Behavior on the Intrinsic Motivation, (2) The Influence of Leadership Behavior on the Performance of Permanent Lecturer, (3) The Influence of Organizational Climate on the Intrinsic Motivation, (4) The Influence of Intrinsic Motivation on the Engagement, (5) The Influence of Intrinsic Motivation on the Performance of Permanent Lecturer, and (6) The Influence of Engagement on the Performance of Permanent Lecturer.
Contribution of Competence Teacher (Pedagogical, Personality, Professional Co...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Influence of Inspirational Motivation on Teachers’ Job Commitment in Public P...inventionjournals
The purpose of this study was to establish the influence of inspirational motivation on teachers’ job commitment in public primary schools in Matinyani Sub County, Kitui County, Kenya. One research objective guided the study. The study employed descriptive survey design. The sample for the study was 25 head teachers and 169 teachers. Data was collected by use of questionnaires. Pearson product correlation coefficient was used to analyze the data. Findings revealed that there was a significant and positive relationship between inspirational motivation and teachers’ job commitment (r = .774, N = 160). Based on the findings, the study concluded that inspirational motivation increased teachers’ job commitment and thus head teachers should increase inspirational motivation which is a key to increasing teachers’ job commitment. The study suggested that comparable studies in other public primary schools should be carried out in other parts of the county to find out whether the findings can be generalized to the entire county. Secondly, since the study focused on one element of transformative leadership style, a study should be conducted to establish how other elements of transformational leadership styles influence teachers’ job commitment.
The Leadership Style of Headmaster in Guiding the Character of Teachers in th...IJAEMSJORNAL
This research aims to (1) discover the democratic leadership style in guiding the characters of teachers at Public Senior High School 2 Limboto, (2) to know the autocratic leadership style in guiding the characters of teachers at Public Senior High School 2 Limboto, (3) to know the paternalistic leadership style in guiding the characters of teachers at Public Senior High School 2 Limboto, (4) to know the laissez-faire leadership style in guiding the characters of teachers at Public Senior High School 2 Limboto. This research was an explanatory research and the method used was survey method, whereas the number of population and the sample was 34 people. Then, from the research was obtained some results, they were: (1) the implementation of democratic leadership style in guiding the characters of teacher, it was obtained the very high category that was the average score 3,29, (2) the implementation of autocratic leadership style in guiding the characters of teacher and obtained the average score 3.00 with high category, (3) the implementation of paternalistic leadership style in guiding the characters of teacher, it was obtained the average score 3,23 included the very high category, and (4) the implementation of laissez-faire leadership style in guiding the characters of teacher, it was obtained the average score 1,32 and belonged to low category.
Assessment of personnel management skills among private school owners in ifak...ResearchWap
ABSTRACT
This study investigated the teachers’ assessment of personnel management skills by school owners in Ilorin West, Kwara State.
Descriptive survey research design was adopted for the study and multi-stage sampling method which involved proportionate, stratified and random sampling techniques was adopted to draw a total of 100 respondents that participated in the study. Teaching methods adopted by basic science teachers and the implication Questionnaire was used to collect data for the study. The Pearson Product Moment Correlation (PPMC) of inferential statistics were used to test the null hypotheses postulated for the study at 0.05 alpha level while, frequency count and percentages were used to compute the demographic data collected.
The findings of the study revealed that There is a significant relationship between teachers’ assessment and personnel management skills by school owners in Ilorin West, Kwara State. There is a significant difference between the financial entitlements and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State. There is a significant difference between the Professional development and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State. There is a significant difference between the Staff Welfare and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State.
Based on the findings of the study, it was recommended that there should be seminar giving to the teachers on important of assessment and personnel management skills by school owners in Ilorin West, Kwara State. There should be seminar giving to the administration on the effects of financial entitlements and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State. There should be seminar giving to the administration on the effects of Professional development and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State. There should be seminar giving to the administration on the effects of Staff Welfare and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State.
Journal of new generation sciences leaderful practice 2013steyngm1
This summary provides an overview of a qualitative study that used the leaderful practice model to interpret the leadership of a principal at a primary school in South Africa. The study involved interviews with the principal after his retirement and a focus group of teachers from the school. The principal's leadership demonstrated characteristics of leaderful practice, with a focus on shared power, collective leadership, collaboration, and compassion. The study aimed to reveal the principal's leadership experiences through the lens of the leaderful practice model.
Teachers play a significant role and face diverse challenges everyday, therefore escalating the research of teacher well-being and its factors, with leadership being one of them. This review aims to summarize the findings focusing on the differences and teacher’s perspectives on teacher well-being and transformational leadership in schools. The review consists of peer reviewed articles from 2012 to 2021, with kindergarten to high school teachers as participants. Several databases were used, which are Scopus, Science Direct, PsycInfo, World of Science (WoS) Journal, PubMed, SAGE journals, Education Resources Information Centre (ERIC), and Garuda. Articles were selected using preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and 10 were included in the qualitative synthesis. Studies showed that transformational leadership positively correlated with teacher well-being. Research regarding the efficiency of transformational leadership’s each aspect in increasing teacher well-being can be interesting to study in the future.
1) The document presents a literature review on educational leadership in an international context. It examines research on leadership styles, the impact of teacher qualification levels, and the effects of principal leadership styles.
2) Research has found that transactional and transformational leadership styles can impact school performance. Higher teacher qualification levels are also linked to better student achievement.
3) Effective principal leadership is important for instructional quality and attracting high-quality teachers. Principals that support teachers and focus on instructional goals can positively influence student learning.
An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
of the society’s perception on teachers’ professionalism. The method
employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
considers teachers whereby they are perceived as disadvantaged population
who cannot fully take part in the social and economic activities due to the
fact that their salary is very low compared other public servants. This low
salary and loss of respect of teachers by the society lead to the job
dissatisfaction and made the teaching profession as a transitional job before
waiting to move to another different professional field.
This document discusses strengthening the creative transformational leadership of primary school teachers. It aims to study the components and indicators of creative transformational leadership, examine the existing and desirable levels of leadership, develop a program to strengthen leadership, and evaluate the results. The research found five elements of creative transformational leadership: vision, intellectual stimulation, creativity, inspirational motivation, and flexibility. It developed a program with five modules corresponding to these elements and a coaching/mentoring guideline. Implementing the program significantly improved teachers' creative transformational leadership levels.
Challenges in leading and managing people in educational institutions are worthwhile indicators that require constant checks and adjustments. These verifications are necessary because humans are complex beings and whose thinking faculties are not fixed and often guided by situational and environmental factors. Consequently, they must have divergent views which may pose unpredictable problems to administrators. Only very smart and ardent leaders maybe quick to detect, withstand and overcome such inevitables. The need for such challenges to be identified and controlled before they galvanize subordinates into negative behavioral tendencies cannot be under-estimated. This paper therefore examined possible challenges which may manifest as impediments or hindrances to the effective leading and managing of people in educational institutions in Cameroon. A number of challenges were examined and discussed in the paper. Suggestions for ways of checking and controlling the challenges have been made to serve as a reservoir of checks and guides for school administrators and leaders. The paper cautions school managers to be tactful and apply modern charismatic approaches in the control, directing of staff and managing of their institutions.
tangibles and intangibles in educational administration ( lany Abaja )Lanie Abaja
This document discusses the intangible and tangible aspects of school administration. It identifies the intangibles as including humanizing the administration, encouraging academic freedom, democratic leadership, strengthening group dynamics, maintaining good public relations, and developing the child. Tangibles include facilities like the school site, laboratories, libraries, and special facilities like audio-visual aids and counseling centers. It also outlines the seven components of the administrative process and four categories of administrative behavior related to community relations, educational opportunities, personnel, and funds/facilities. Overall, it emphasizes that the administrator should be a generalist able to utilize conceptual tools from various fields and handle technical school operations.
A theoretical and empirical review of the relationship between head teachers’...Alexander Decker
The document discusses a study on the relationship between headteachers' leadership styles and student performance on the Kenya Certificate of Primary Education (KCPE) exam in public primary schools in Kenya. The study used questionnaires, interviews and document analysis administered to headteachers and PTA chairs. The findings showed that schools with headteachers exhibiting democratic and consultative leadership styles had higher average KCPE scores than those with autocratic styles. Additionally, lack of consultation with teachers and stakeholders was found to negatively impact student performance. The researchers concluded that understanding the relationship between leadership styles and exam results could help improve education policies and training for headteachers.
The document summarizes the findings of a study that evaluated a pilot leadership development program in South Africa called the Advanced Certificate in Education: School Leadership (ACE). The ACE program was intended to provide formal training for aspiring school principals. The study found that while the teaching materials and contact sessions were generally viewed positively, the mentoring component of the program faced several challenges, such as large mentor-mentee ratios, lack of mentor training, and a prescriptive rather than collaborative approach. Overall, the evaluation found that the ACE program showed promise but improvements were needed, particularly to the mentoring process, in order to better support the transfer of learning to school practice.
This document discusses factors that affect classroom management. It identifies several internal and external factors, including physical classroom facilities, student misbehavior, and a teacher's approach. Effective classroom management creates an environment conducive to learning by addressing these challenges. It requires skills like organizing classroom activities, modifying disruptive student behaviors, and building strong teacher-student relationships based on mutual respect.
This document discusses a study on transformational leadership behaviors among teachers at primary schools in Subang Jaya, Malaysia. The study aims to understand teachers' perceptions of transformational leadership, identify factors influencing student performance, and determine important aspects of transformational leadership contributing to school achievement. The document provides background on transformational leadership and its four main characteristics. It outlines the research objectives, questions, operational definitions, and limitations of the study. The significance of the study is to identify teachers' behaviors and how transformational leadership impacts student outcomes at primary schools.
An Examination of the Influence of Leadership in the Achievement of Goals and...iosrjce
This study sought to examine the influence of the school head’s leadership in the achievement of
goals and objectives using the quantitative methodology. The study adopted the descriptive survey design. The
target population comprised of all secondary school teachers from Chikomba District in Mashonaland East
Province in Eastern Zimbabwe. The sample consisted of 120 teachers randomly sampled and of these, 64 were
female and 56 male. All the information was collected through a questionnaire which largely had close-ended
questions and two-open ended questions. The study revealed that the majority of teachers were not confident
with the leadership provided by their heads. The study recommends that the Ministry of Primary and Secondary
Education should prioritise training or retraining of heads on leadership skills.
EDEM 510 (Administration and Supervision of Educational Programs)Mary Grace Pagas
The document discusses approaches to supervision that a principal or teacher can take to improve effectiveness in the classroom. It identifies three supervision styles: nondirective, collaborative, and directive.
For nondirective supervision, the supervisor acts as a sounding board and withholds input, verifying and eliciting the teacher's own solutions without judgment. Collaborative supervision involves problem-solving, sharing, and consensus-building between the teacher and supervisor. Directive supervision has the supervisor inform, direct, and assess the teacher's performance, providing direction and feedback.
The document emphasizes the importance of effective communication and lists three necessary skills: listening, which involves understanding beyond just the words; questioning to clarify understanding; and providing feedback to foster growth.
This study examines the relationship between the instructional leadership of school principals, teacher work discipline, teacher work motivation, and student academic achievement in primary schools in Central Jakarta. The study uses quantitative methods to analyze survey data collected from primary schools. The results showed a significant relationship between the instructional leadership of principals, teacher work discipline, teacher work motivation, and student academic achievement. Strong principal instructional leadership and high teacher work discipline were found to increase teacher work motivation and improve student learning outcomes.
Leadership Style and Teachers Commitment in Public Primary Schools in Bomet C...Reuben Chirchir
This document discusses a study on the relationship between leadership style and teacher commitment in public primary schools in Bomet County, Kenya. The study found that:
1. Teachers perceived their head teachers as practicing transformational leadership styles like idealized influence and intellectual stimulation more than transactional styles.
2. Teacher commitment was found to be moderate overall, with normative commitment being higher than affective or continuance commitment.
3. There were positive correlations between transformational leadership and normative commitment, as well as between transactional leadership and affective commitment. However, the correlations were low, possibly due to other challenging factors in the work environment.
Conceptual foundation of management (repaired)karishma
This document outlines the conceptual foundation of management across 5 units:
Unit 1 discusses the nature, scope, and significance of management including its definition as both an art and science. Management involves planning, organizing, directing, and controlling to achieve goals.
Unit 2 covers the evolution of management thought from classical to contemporary thinkers like Drucker, Porter, and Prahlad.
Unit 3 is about planning, including the planning process, types of plans, and decision making techniques.
Unit 4 discusses organizing, including departmentalization, centralization, delegation, authority, responsibility, and formal vs informal organizations.
Unit 5 covers motivation theories, leadership characteristics, and control methods like pre-action, steering,
Concepts of administration and supervisionShah Francis
This document discusses concepts of educational administration and supervision. It defines administration as achieving goals through collective human effort and an enabling environment. Educational administration involves managing resources, guiding institutions, and evaluating educational efforts. Supervision is described as stimulating, guiding, improving, and encouraging teachers to achieve excellence. The document outlines the scope of school administration and supervision according to various authors, including activities like staff selection, organization, facilities management, instruction, and public relations. It compares traditional and modern approaches to administration and supervision, noting modern approaches recognize child development, are objective and cooperative, emphasize principles over techniques, and consider holistic teaching-learning factors.
The Influence Of Leadership Behavior, Organizational Climate, Intrinsic Motiv...inventionjournals
ABSTRACT: This research aims to explicate the influence of leadership behavior, organizational climate, intrinsic motivation, and engagement as mediating variables on permanent lecturers’ performance (a study in a private university in region 3 of special region of Jakarta). This is an explanatory research which describes a relationship between the research variables. The object of this research was investigated 3 times in a private university in region 3 of special region of Jakarta, with one homogeneous factor: Faculty of Economics, Management Program, Bachelor’s Degree Level, with the number of students as many as 2,000 and has achieved an “A” accreditation level. The analysis unit employed in this research consisted of 150 permanent lecturers. The analysis instrument used to test 10 hypotheses employed in this research was Generalized Structured Component Analysis (GSCA). The result of the analyses showed that there were 4 out of the 10 hypotheses tested which were found to be influential and significant while the other 6 hypotheses were found to be insignificantly influential. The hypotheses which were empirically proven in this research were (1) The Influence of Leadership Behavior on the Organizational Climate, (2) The Influence of Leadership Behavior on the Engagement, (3) The Influence of Organizational Climate on the Engagement, and (4) The Influence of Organizational Climate on the Performance of Permanent Lecturer. Meanwhile, the hypotheses which were empirically not proven in this research were (1) The Influence of Leadership Behavior on the Intrinsic Motivation, (2) The Influence of Leadership Behavior on the Performance of Permanent Lecturer, (3) The Influence of Organizational Climate on the Intrinsic Motivation, (4) The Influence of Intrinsic Motivation on the Engagement, (5) The Influence of Intrinsic Motivation on the Performance of Permanent Lecturer, and (6) The Influence of Engagement on the Performance of Permanent Lecturer.
Contribution of Competence Teacher (Pedagogical, Personality, Professional Co...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Influence of Inspirational Motivation on Teachers’ Job Commitment in Public P...inventionjournals
The purpose of this study was to establish the influence of inspirational motivation on teachers’ job commitment in public primary schools in Matinyani Sub County, Kitui County, Kenya. One research objective guided the study. The study employed descriptive survey design. The sample for the study was 25 head teachers and 169 teachers. Data was collected by use of questionnaires. Pearson product correlation coefficient was used to analyze the data. Findings revealed that there was a significant and positive relationship between inspirational motivation and teachers’ job commitment (r = .774, N = 160). Based on the findings, the study concluded that inspirational motivation increased teachers’ job commitment and thus head teachers should increase inspirational motivation which is a key to increasing teachers’ job commitment. The study suggested that comparable studies in other public primary schools should be carried out in other parts of the county to find out whether the findings can be generalized to the entire county. Secondly, since the study focused on one element of transformative leadership style, a study should be conducted to establish how other elements of transformational leadership styles influence teachers’ job commitment.
The Leadership Style of Headmaster in Guiding the Character of Teachers in th...IJAEMSJORNAL
This research aims to (1) discover the democratic leadership style in guiding the characters of teachers at Public Senior High School 2 Limboto, (2) to know the autocratic leadership style in guiding the characters of teachers at Public Senior High School 2 Limboto, (3) to know the paternalistic leadership style in guiding the characters of teachers at Public Senior High School 2 Limboto, (4) to know the laissez-faire leadership style in guiding the characters of teachers at Public Senior High School 2 Limboto. This research was an explanatory research and the method used was survey method, whereas the number of population and the sample was 34 people. Then, from the research was obtained some results, they were: (1) the implementation of democratic leadership style in guiding the characters of teacher, it was obtained the very high category that was the average score 3,29, (2) the implementation of autocratic leadership style in guiding the characters of teacher and obtained the average score 3.00 with high category, (3) the implementation of paternalistic leadership style in guiding the characters of teacher, it was obtained the average score 3,23 included the very high category, and (4) the implementation of laissez-faire leadership style in guiding the characters of teacher, it was obtained the average score 1,32 and belonged to low category.
Assessment of personnel management skills among private school owners in ifak...ResearchWap
ABSTRACT
This study investigated the teachers’ assessment of personnel management skills by school owners in Ilorin West, Kwara State.
Descriptive survey research design was adopted for the study and multi-stage sampling method which involved proportionate, stratified and random sampling techniques was adopted to draw a total of 100 respondents that participated in the study. Teaching methods adopted by basic science teachers and the implication Questionnaire was used to collect data for the study. The Pearson Product Moment Correlation (PPMC) of inferential statistics were used to test the null hypotheses postulated for the study at 0.05 alpha level while, frequency count and percentages were used to compute the demographic data collected.
The findings of the study revealed that There is a significant relationship between teachers’ assessment and personnel management skills by school owners in Ilorin West, Kwara State. There is a significant difference between the financial entitlements and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State. There is a significant difference between the Professional development and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State. There is a significant difference between the Staff Welfare and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State.
Based on the findings of the study, it was recommended that there should be seminar giving to the teachers on important of assessment and personnel management skills by school owners in Ilorin West, Kwara State. There should be seminar giving to the administration on the effects of financial entitlements and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State. There should be seminar giving to the administration on the effects of Professional development and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State. There should be seminar giving to the administration on the effects of Staff Welfare and the personnel management skills among private school owners in Ifako Ijaye Local Government Area of Lagos State.
Journal of new generation sciences leaderful practice 2013steyngm1
This summary provides an overview of a qualitative study that used the leaderful practice model to interpret the leadership of a principal at a primary school in South Africa. The study involved interviews with the principal after his retirement and a focus group of teachers from the school. The principal's leadership demonstrated characteristics of leaderful practice, with a focus on shared power, collective leadership, collaboration, and compassion. The study aimed to reveal the principal's leadership experiences through the lens of the leaderful practice model.
Teachers play a significant role and face diverse challenges everyday, therefore escalating the research of teacher well-being and its factors, with leadership being one of them. This review aims to summarize the findings focusing on the differences and teacher’s perspectives on teacher well-being and transformational leadership in schools. The review consists of peer reviewed articles from 2012 to 2021, with kindergarten to high school teachers as participants. Several databases were used, which are Scopus, Science Direct, PsycInfo, World of Science (WoS) Journal, PubMed, SAGE journals, Education Resources Information Centre (ERIC), and Garuda. Articles were selected using preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and 10 were included in the qualitative synthesis. Studies showed that transformational leadership positively correlated with teacher well-being. Research regarding the efficiency of transformational leadership’s each aspect in increasing teacher well-being can be interesting to study in the future.
1) The document presents a literature review on educational leadership in an international context. It examines research on leadership styles, the impact of teacher qualification levels, and the effects of principal leadership styles.
2) Research has found that transactional and transformational leadership styles can impact school performance. Higher teacher qualification levels are also linked to better student achievement.
3) Effective principal leadership is important for instructional quality and attracting high-quality teachers. Principals that support teachers and focus on instructional goals can positively influence student learning.
An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
of the society’s perception on teachers’ professionalism. The method
employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
considers teachers whereby they are perceived as disadvantaged population
who cannot fully take part in the social and economic activities due to the
fact that their salary is very low compared other public servants. This low
salary and loss of respect of teachers by the society lead to the job
dissatisfaction and made the teaching profession as a transitional job before
waiting to move to another different professional field.
This document discusses strengthening the creative transformational leadership of primary school teachers. It aims to study the components and indicators of creative transformational leadership, examine the existing and desirable levels of leadership, develop a program to strengthen leadership, and evaluate the results. The research found five elements of creative transformational leadership: vision, intellectual stimulation, creativity, inspirational motivation, and flexibility. It developed a program with five modules corresponding to these elements and a coaching/mentoring guideline. Implementing the program significantly improved teachers' creative transformational leadership levels.
Challenges in leading and managing people in educational institutions are worthwhile indicators that require constant checks and adjustments. These verifications are necessary because humans are complex beings and whose thinking faculties are not fixed and often guided by situational and environmental factors. Consequently, they must have divergent views which may pose unpredictable problems to administrators. Only very smart and ardent leaders maybe quick to detect, withstand and overcome such inevitables. The need for such challenges to be identified and controlled before they galvanize subordinates into negative behavioral tendencies cannot be under-estimated. This paper therefore examined possible challenges which may manifest as impediments or hindrances to the effective leading and managing of people in educational institutions in Cameroon. A number of challenges were examined and discussed in the paper. Suggestions for ways of checking and controlling the challenges have been made to serve as a reservoir of checks and guides for school administrators and leaders. The paper cautions school managers to be tactful and apply modern charismatic approaches in the control, directing of staff and managing of their institutions.
The Importance Of Collective Leadership Aimed At Developing School Organizationnoblex1
Although teacher leadership is an established feature of educational reform, it was only 30 years ago that most literature on school improvement focused on principals and superintendents. Though the idea of teacher leadership is not new, the conception of this role has evolved considerably.
Source: https://ebookschoice.com/the-importance-of-collective-leadership-aimed-at-developing-school-organization/
A comprehensive examination of the impact of instructional leadership provided by school principals on teacher commitment was carried out across different nations, including Indonesia. This research employed a literature review approach, scrutinizing journal articles that delved into the connection between the instructional leadership of school principals and teacher commitment. After applying predefined criteria to 120 chosen articles in this domain, only 15 articles met the specified criteria and were subsequently incorporated into the review. The findings of the literature review revealed that the instructional leadership of school principals and the resulting organizational commitment have a positive, and mostly said statistically significant, effect on teacher organizational commitment in various countries.
This document summarizes a leadership preparation program developed by researchers at the University of Memphis in response to calls for reforming principal preparation. The program focused on three essential components: preparation through a rigorous selection process and multifaceted curriculum, developing core competencies, and cultivating effective leadership dispositions. The selection process assessed candidates' experience, skills, and potential through nominations, applications, essays, interviews, and simulations. The integrated curriculum was grounded in standards and developed leadership skills through coursework, mentoring, and assessments. Thirteen core competencies and dispositions proven essential for effective leadership were embedded throughout. The goal was to prepare principals qualified to enhance student achievement in modern schools.
School as organization by Mr. Jefferson LeronaIreneGumiran
The document discusses school as an organization and educators as managers using participatory management. It defines school as an organization as how schools arrange resources like time, space, and personnel to maximize student learning. It discusses the need for school organization to ensure smooth functioning and optimal resource use. Principles of school organization include adapting to individual differences and changes in society. The document also discusses educators as managers and various roles teachers and principals play in management. It defines participatory management as including relevant stakeholders in decision making and lists benefits like increased job satisfaction, commitment, and performance.
0001-1-educational-leadership-.pdf to all students and teachersseamchanthoul
This document provides an overview of an undergraduate educational leadership course at the University of Cambodia. It includes the course instructor's contact information and an outline of topics to be covered such as leadership styles in education, developing effective school leaders, the teacher's role as a leader, and 21st century leadership in education. The goal of the course is to provide participants with insight into educational leadership and explore the role of teachers as leaders in school change management and 21st century teaching and learning.
This document summarizes a research study that assessed students' perspectives on ideal teacher personality traits. 240 Indonesian high school students were surveyed to identify the personality traits they most expect and value in teachers. The results showed that students placed the highest importance on teachers having caring, humble, responsible, and patient personalities. Over 65% of students saw these four traits as very important for teachers to possess. The study suggests these traits align with expectations for teachers to act as role models that support students' self-development needs.
The document provides a summary of 6 research articles on educator autonomy. The articles discuss: 1) The relationship between teacher autonomy and stress, satisfaction, empowerment and professionalism; 2) How accountability and other trends have limited teacher autonomy and voice; 3) The impact of standards-based reform on teacher agency and professional development; 4) How enhancing teacher autonomy can improve performance; 5) A model for comparing teacher autonomy across contexts and time periods; and 6) How performance reviews can hinder the development of beginning teachers' professional identities.
Edem 505: Acad. Abstract (Models on Educational Leadership)Mary Grace Pagas
This document discusses 10 models of educational leadership: Instructional leadership, Managerial leadership, Transactional leadership, Transformational leadership, Participative leadership, Distributed leadership, Moral leadership, Emotional leadership, Postmodern leadership, and Contingent leadership. Each model is briefly defined, with a focus on its key characteristics and assumptions. The models range from more traditional top-down approaches like managerial leadership to newer distributed and postmodern conceptions of leadership.
The Role of Head Teachers in Ensuring Quality and Standards in Secondary Scho...iosrjce
The purpose of the study was to investigate the role of head teachers in enforcing quality assurance
and standards in secondary schools in Eldoret West Distrct. Based on the findings of the study, this paper
specifically examines the role of the head teachers in ensuring quality and standards in secondary schools. The
study utilized the descriptive research design. The study targeted head teachers and teachers in both public and
private secondary schools in Eldoret West District. To obtain the study sample, the target population was
stratified into two categories, i.e. private and public schools. From each stratum, 30 per cent of the total
numbers of schools were selected for inclusion in the study. All the head teachers from the selected schools
automatically qualified to participate while the teachers were selected through simple random sampling. Data
was collected using a questionnaire and an interview schedule. The collected data was analyzed descriptively
using means and percentages. This is because the mean is considered as the most efficient measure of central
tendency. The data analysis was done with the aid of Statistical Packages for Social Sciences (SPSS) software
which makes it easy to compare variables whose relationships are being studied. The study findings revealed
that the procedure of supervision involved the head teacher calling a meeting to discuss the purpose of
supervision, the objectives of supervision, both parties agreeing on the objectives and as well as determining the
criteria of supervision. The role of the head teacher in supervision include: enforcing teacher compliance with
quality and standards in teaching, providing leadership towards enforcing quality and standards, providing
moral and material support and motivating the teachers during the process of supervision. The study
recommends that there is need to incorporate the elements of quality and standards in the supervision criteria
and purpose.
The Interconnection between Individually Guided Professional Development Acti...inventionjournals
The document summarizes a study that examines the relationship between individually-guided professional development activities and teacher autonomy. It finds that while teachers do not see themselves as autonomous in their professional development, they believe there is a strong connection between individual activities and developing autonomy. The study collected data through questionnaires and interviews with 60 English teachers in Turkey. It found that teachers are aware of their professional needs and engage in some individual activities like attending summer schools. However, they are less inclined to collaborative or research-based activities. Overall, teachers prefer internally-oriented learning like self-evaluation over externally-oriented activities.
The Implementation of Curriculum Development at Public Madrasah Aliyah in Ace...inventionjournals
This study aims to determine the implementation of total quality management policy section Mapenda in curriculum development, the behavior of the principal in implementing the Integrated Quality Management in curriculum development at the school, superintendents' roles in implementing TQM, and teachers' toles in curriculum development at the school. Data collection techniques used were observation, interviews and study documentation. The management of data consists of data reduction, data display/presentation, data analysis and other techniques to ensure the validity of the research findings. The results showed that: First, the policy of the Ministry of Religion, which in this case is carried out by the Section Mapenda Religious Affairs Aceh Tamiang, on the implementation of integrated quality management-based curriculum management that is organizing the efforts of the Principals in planning the development of educational programs to achieve the vision, mission and goals of the Madrasahs, setting the Principals' efforts in implementing or planning short-term programs, the medium-term programs, and long-term programs to achieve the objectives of the Madrasahs, managing the system by which Principals develop strategies and programs that consistently leads to the achievement of the vision and mission of the Madrasahs. Secondly, the characteristics of Principals in the implementation of an integrated quality management-based curriculum which include: commitment of management, commitment of necessary resources, Steering Committee from all parts of the organization, conducting a meeting to discuss kaldik, assessment systems, school programs, remedial programs and others, planning and publication and publicity approach. Third, the roles of the supervisors in the implementation of curriculum development is to supervise the implementation of the standards conformity with curriculum planning, to set targets, to establish measuring deviations and to take necessary corrective actions to ensure the optimal use of schools' resources. Fourth, the role of teachers in the implementation of curriculum development that is menyusuna learning tools ranging from lesson plans, materials, media, student learning outcomes assessment instruments are arranged in each semester, Local Content program. Third, the role of the supervisors in the implementation of curriculum development is to supervise the implementation of the standards conformity with curriculum planning, setting targets and establishing measuring deviations in their use and to take corrective action necessary to ensure the use of all resources madrasah. Fourth, the roles of teachers in the implementation of curriculum development is developing learning tools ranging from lesson plans, materials, media, learning assessment instruments which are arranged every semester, Local program
This document discusses educational leadership and 21st century skills. It explores leadership styles in education including hierarchical, transformational, and facilitative styles. It examines the role of teachers as leaders and outlines 10 roles they can take on, such as resource provider, instructional specialist, and mentor. The document also discusses developing effective school leaders and the need for innovation leadership and preparing teachers to deliver 21st century skills to students. It emphasizes skills like communication, collaboration, creativity, problem solving, and technology use. Overall, the document provides an overview of key topics relating to educational leadership and 21st century teaching and learning.
This document discusses educational leadership and the role of teachers as leaders. It defines educational leadership and explores different leadership styles used in education, including hierarchical, transformational, and facilitative styles. It examines the role of the school leader and discusses developing effective school leaders. It also outlines 10 roles that teachers can take on as leaders, such as being a resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, and mentor. The goal is to provide insight into educational leadership styles and the opportunity for teachers to take on leadership roles in school change management.
Professional development of teachers in higher educationAlexander Decker
This document summarizes the key policies and objectives for the professional development of teachers in higher education in India. It discusses how professional development aims to continually improve teachers' skills and knowledge to meet changing needs, and how this benefits both students and accountability. The main policies outlined include establishing institutions like DIETs, IASEs, and CTEs for pre-service and in-service teacher training. However, it notes that fully implementing these policies faces challenges and loopholes remain.
This document summarizes a research study that examined the effects of leadership roles among administrators at special education schools on organizational climate. The study interviewed 4 administrators, 3 men and 1 woman, from 4 special education institutions in Sivas, Turkey. The administrators primarily displayed features of visionary leadership and aimed to effectively communicate their visions to teachers, students, and parents. The study sought to understand how administrative leadership affected organizational climate, teachers, institutional culture, and the reflection of leadership qualities to staff.
This document discusses a study that investigated the relationship between school principals' leadership styles and teachers' organizational citizenship behaviors. The study surveyed over 1,700 teachers about their perceptions of their principals' transformational and transactional leadership characteristics and the teachers' own organizational citizenship. The results showed that teachers perceived their principals as demonstrating high levels of both transformational and transactional leadership styles. A positive correlation was found between principals' transformational and transactional leadership and teachers' organizational citizenship. Transformational leadership had a greater influence on teachers' organizational citizenship than transactional leadership.
This study examined the relationship between perceived transformational and transactional leadership styles and job satisfaction among directors of Tambon Health Promoting Hospitals (THPHs) in Nakhonratchasima province, Thailand.
The study found that THPH directors had moderate job satisfaction on average. Monthly salary and perceived high levels of transformational and transactional leadership styles were the strongest factors positively associated with job satisfaction. Training for THPH directors should focus on improving job satisfaction by ensuring sufficient salary, staffing, and equipment. Developing leadership skills, especially those that inspire and provide rewards, can also increase job satisfaction.
This study examined the relationship between perceived transformational and transactional leadership styles and job satisfaction among directors of Tambon Health Promoting Hospitals (THPHs) in Nakhonratchasima province, Thailand.
The study found that THPH directors had moderate job satisfaction on average. Monthly salary and perceived high levels of transformational and transactional leadership styles were the strongest factors positively associated with job satisfaction. Training for THPH directors should focus on improving job satisfaction by ensuring sufficient salary, staffing, and equipment. Developing leadership skills, especially those that inspire and provide rewards, can also increase job satisfaction.
This study examined the relationship between perceived transformational and transactional leadership styles and job satisfaction among directors of Tambon Health Promoting Hospitals (THPHs) in Nakhonratchasima province, Thailand.
The study found that THPH directors had moderate job satisfaction on average. Monthly salary and perceived high levels of transformational and transactional leadership styles were the strongest factors positively associated with job satisfaction. Training for THPH directors should focus on improving job satisfaction by ensuring sufficient salary, staffing, and equipment. Developing leadership skills, especially those that inspire and provide rewards, can also increase job satisfaction.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
2. Universal Journal of Educational Research 5(3): 504-509, 2017 505
School managers are required to have a sense of multiple
leaderships for the sake of their duties [5-6-7]. Organization
is a management function where individuals unite according
to certain objectives; a system where objectives, human
beings and technology interact; a structure that determines
personality, has a peculiar culture, signifies the affairs,
positions, employees and the authority and communication
relations between them [8]. Organizational climate and
organizational culture are generally used in the place of
each other. Organizations develop their own culture and
climate based on the traditions, moral sentiments and
prohibited behaviors of society. Social organizations
involve organizational norms and value patterns that are
handed down to new organization members [9-10].
It is indicated that organizational climate involves at least
three variable groups as; environmental variables,
individual variables and result variables. The interaction of
environmental variables and individual variables forms
result variables. Considering these variables, organizational
climate could be accepted as an interaction between
environmental and individual variables [11]. Changing
management and leadership senses and attitudes of
employees toward management also lead educational
organizations to change. Today, educational organizations
have new approaches like educational leadership, cultural
leadership, transformational leadership, moral leadership,
learner leadership and visionary leadership. These
approaches also bring along change. Visionary, educational,
cultural and transformational leadership roles are among
modern leadership types that are frequently encountered in
education.
Visionary leadership is a type of leadership that aims to
reveal and efficiently convey visions, which may affect
individuals in a community and impel them in the direction
of their thoughts [12]. According to Gersten, Morvant, and
Brengleman [13], visionary leadership is the ability of
forming ideals that would affect and trail everyone and
conveying these ideals to them. People only follow ideals;
not other people [14]. Educational leadership was revealed
through studies on successful or effective schools in the
1970s and it is considered among the basic variables that are
emphasized in literature and studies concerning effective
schools. Educational leadership asserts that the inherent
place of school managers is classes and hallways rather than
large offices. According to educational leadership, school
managers are basically responsible for leading the process of
education [15]. Cultural leadership aims to develop a new
culture in the organizational sense while sustaining the
present culture. Cultural leader is the person who endeavors
to provide the integration of organizational culture with the
culture of society [16]. School managers that take on the role
as cultural leaders are responsible for forming a common
school culture. Educators, especially school managers are
social agents that stimulate social change [17].
Transformational leadership signifies the efforts of superiors
to make their subordinates feel their task and direct them to a
vision [18]. As teachers develop new teaching and learning
approaches and provide personal development with the help
of this type of leadership, they motivate students to learn.
Managers may not try to correct the mistakes of other people
or their own in general. However, change requires taking
bold steps. Due to their roles; leaders must help the personnel
see the benefits of change.
This study aims to investigate the effects of the leadership
roles of school managers who work at special education
institutions upon the personnel at these institutions.
According to this objective, the following problems are tried
to be solved:
How do the leadership roles of school managers who
work at special education institutions affect
organizational climate?
How do managers who work at special education
institutions affect teachers?
How do managers who work at special education
institutions affect institutional culture?
Do managers who work at special education institutions
reflect their leadership features to the personnel?
2. Method
This research has been conducted using the case study
technique, which is a kind of qualitative research approach,
by the perspective of descriptive analysis. At this point,
descriptive researches aim to explain the relationship
between present events and previous events. Also, they eager
to identify the conditions, groups, events, and institutions
[19]. Yin [20] defines case study as the investigation of a
context or a condition that might be encountered in real life.
Case study specifically aims to reveal present condition
rather than making a generalization [21]. This study was
conducted with four managers who work at special education
institutions in Sivas by using semi-structured interview
technique.
2.1. Working Group
The sample consisted of 4 managers who work at special
education institutions in Sivas. 3 men and 1 woman
answered the questions of the semi-structured interview.
Semi-structured interview technique is neither strict as
fully-structured interview technique nor flexible as
non-structured interview technique; it is between these two
techniques [22]. Participants are coded as K1, K2, K3 and
K4. K1 is a high-school graduate, had taught
Turkish-Literature for 15 years, worked as a manager for 18
years and has been working as a manager at a special
education institution for the last one and a half year. K2 has
bachelor's degree, had taught Social Studies for 7 years,
worked as a manager for 25 years and has been working as a
manager at a special education institution for the last 5 years.
K3 has associate degree on Law and undergraduate
3. 506
education on Public Administration, is a public administrator,
has been working as a manager for 12 years and involved in
special education for 5 years. K4 has bachelor's degree, had
taught Physical Education for 4 years and has been working
as a manager in special education for 2 years. The
participants consist of managers who have been working in
special education for 2 and 5 years.
2.2. Study Pattern
This study was conducted for the purpose of determining
the effects of the leadership roles of managers who work at
special education institutions upon organizational climate by
using the case study technique, which is among qualitative
research methods.
2.3. Data Collection and Analysis
In this study, the data were collected by using
semi-structured interview technique as it would provide a
flexibility to the researcher. Questions that were addressed to
the managers working at special education institutions are as
follows:
1. Do you make motivating speeches for teachers at
meetings? What aspects of teachers do these speeches
address to?
2. Do you prepare medium for teachers where they can
teach with pleasure at school? Do you have any work on
this subject?
3. How do you usually spend your time at school?
4. What do you regard while solving a problem about
school?
5. What kind of activities do you organize for the
development of school culture? Do you think they are
useful?
6. How are the relations of teachers with each other at
school?
7. How often do you meet and talk to the teachers at school?
On which subject do you inform them?
8. What kind of attitudes do you display concerning
human relations?
9. Do you involve the teachers in your decisions? Do you
involve their opinions in your decisions? How?
In the study, the questions that were asked for learning the
effects of the leadership roles of managers who work at
special education institutions upon organizational climate
were answered by 4 managers who work at special education
institutions in the city center of Sivas. Interviews were
recorded and then analyzed.
Descriptive analysis technique was used in the analyses.
Findings were associated with cause and effect relations
according to the predetermined themes and then comments
were made.
3. Findings
Within the context of the study, 4 participants were asked
13 (4 personal) questions to be answered. Participants were
coded as K1, K2, K3 and K4 according to the time of their
interview. According to the determined themes, cause and
effect relations are as follows.
3.1. Effects of Managers Who Work at Special Education
Institutions upon Teachers
Regarding the first question, “Do you make motivating
speeches for teachers at meetings? What aspects of teachers
do these speeches address to” that was asked for
understanding the effects of managers who work at special
education institutions upon teachers; K1 answered: “It
certainly is not possible to expect the increase of the
performance of unmotivated individuals.", K2: "As the
success of teachers will bring happiness to them and also
affect education, I make necessary motivating speeches.",
K3: "Yes, I do. I make motivating speeches on working
discipline and the ways of loving a job." and K4: "I make
motivating speeches for teachers at meetings mainly
regarding the success and self-sacrifice of teachers in their
work. During my speeches, I listen to teachers carefully in
order to show them that I listen to them with due regard and
make them feel safe and peaceful. I show teachers that I trust
them in their work and make them my partner in solving a
problem, which will lead to the easier solution of the problem
between people who know each other very well,
establishment of better relations between colleagues and us,
the managers and development of a motivating behavior for
them." All participants stated that they made motivating
speeches.
With this question, it was aimed to see the ability of
participants to reveal their visionary leadership roles. As
Erdoğan [12] suggests, their ability of conveying their
visions for affecting and activating individuals all together
was interpreted according to their answers, which is a
property of visionary leadership. Since all participants stated
that they made motivating speeches, it could be suggested
that they have visions that would activate teachers. However,
none of them, except for K4 made any comments about
whether or not this was effective. K4 stated that these
speeches affected the teachers positively.
Regarding the question, “Do you prepare medium for
teachers where they can teach with pleasure at school?”; K1
answered: "Unless teachers enjoy where they work, they will
not have an increased performance. It is necessary to be more
democratic toward them, recognize them, ask for their
opinions in work to be done, appreciate their opinions, meet
their needs within the bounds of possibility, improve
curriculums and be fair.", K2: "I prepare medium for
teachers where they can teach with pleasure.", K3: "Yes, as
much as possible, like social activities, entertainments,
meetings, meals, picnics." K4: "We prepare medium for
teachers where they can teach with pleasure at school. Our
work on this subject mainly involves understanding and
telling the importance of the medium of education. Thus,
4. Universal Journal of Educational Research 5(3): 504-509, 2017 507
teachers are required to be well-trained, have full knowledge
and be always ready to take on their tasks and responsibilities.
In order to provide this, we pay attention to making our
classrooms simple, relaxing and peaceful places with
appropriate colors for teaching in a safe, enjoyable and
peaceful medium. We prefer light colors like beige or pastel
colors like green instead of colors like black, red and grey as
their tones would create different psychological effects. And
we prepare an encouraging medium where teachers and
students would feel confident, and teach and learn in clean,
comfortable and modern units that prioritize student
psychology.”
The question concerns the procurement of medium for
teachers where they can teach with pleasure, it was aimed to
reveal the educational leadership roles of participants. Çelik
[14] suggests that educational leadership makes the school
environment more productive by providing necessary
learning conditions to teachers for raising successful students.
Participants stated that they would regulate the educational
medium for students and teachers when necessary, which
shows that they revealed their educational leadership roles.
K1, K2 and K3 stated that they mainly displayed
teacher-oriented behaviors while regulating the educational
medium; K4 explained both teacher-oriented and
student-oriented behaviors with their reasons. It could be
suggested that K4 is in the foreground concerning the
educational leadership role, compared to other participants.
3.2. Effects of Managers Who Work at Special Education
Institutions upon Institutional Culture
Regarding the question, “How do you usually spend your
time at school?” that was asked for investigating the effects
of participants upon institutional culture; K1 answered:
"Taking precautions to enhance the condition of students,
interviewing with parents, refreshing our information about
our job, getting informed, interviewing with teachers.", K2:
"I spend my time establishing a dialogue with teachers,
preparing managerial documents and interviewing with
parents that visit the institution.", K3: "Visiting students (at
home, hospital), interviewing with parents in the institution,
interviewing with the personnel." and K4: "I spend my time
at school interviewing with people that come for a visit
during the day and parents that train at our school. I also talk
to parents regarding how they should continue the training of
their children at home.".
In determining the cultural leadership roles of participants,
Erdoğan [12] suggests that cultural leadership aims to shape
and develop the strong and flexible cultural structure of
organization. Participants gave information about how they
spent their time in terms of reflecting their cultural leadership
roles. They also stated that they were in constant contact with
parents and teachers for conveying the institutional culture.
Even though parents and teachers play an important role in
conveying the institutional culture, other personnel should
also be taken into consideration within the institutional
culture. In this context, the answers showed that while K1,
K2 and K4 prioritized teacher and parent interviews; K3 used
the concept of personnel. It could be suggested that K3
considers the organization as a whole in conveying the
culture, whereas other participants do not consider the
organization as a whole in conveying the culture or think that
other personnel has less importance in terms of
organizational culture. They are required to consider the
culture as a harmonization within the organization, affect
everyone in the institution and reflect this also outside of
institution as cultural leaders. It could be suggested that
participants are less effective in the cultural leadership role.
Regarding the question, “What do you regard while
solving a problem about school?”, K1 answered: "I regard it
from a few aspects. We should regard it from a few aspects
like teacher, parent, student, institution and in detail.", K2: "I
try to be fair while solving a problem and I solve it according
to truths and rights.", K3: "In a way that no one will get hurt.
If there is a problem (financial or moral), I think about how to
solve it and take necessary precautions according to the size
of the event." and K4: "When I solve a problem about school,
I initially examine the "source of the problem". When I
encounter a problematic situation, I make a conscious and
logical effort, generate alternatives to the solution and select
the most appropriate alternative."
Examining the approaches of participants to the solution
of problems; it could be suggested that K1 and K4 display the
features of transformational leadership role as they stated
that they embraced the solution of problems from different
aspects. Considering the fact that K2 and K3 specified a way
of solution, it could be suggested that they distinctly had
visionary leadership roles.
Regarding the question, “What kind of activities do you
organize for the development of school culture?”; K1
answered: "Establishing a unity and solidarity between
institution employees, organizing social activities, common
activities like cinema, theatre and picnic for the sake of
institutional culture and provide a common ground at the
meetings.", K2: "I pay attention to organizing social
activities for the development of school culture. We organize
social activities in the institution for a few times a year.", K3:
"I believe that organizing meetings, entertainments and
surveys will be useful." and K4: "We organize programs for
providing a better training in services which was aimed at
families, environment, handicapped individuals and
personnel for the sake of the development of school culture.
Parent information service plays an important role in these
programs. In addition to this, we psychologically support
families to accept their handicapped children. We also
prepare programs for families to work with their children on
school programs at home. With the help of home visits, we
develop home programs by observing and considering the
home environment. Apart from these, the teachers make
presentations for informing the families, which establishes a
communication between the families by informing both
children and their families about possible problems and
5. 508
making families see their own problems in other families. I
believe that these activities are useful."
In this question that was aimed at determining how the
participants reflected their cultural leadership roles, they
brought the importance of social activities in covenying the
culture into prominence. Only K4 emphasized the necessity
of informative presentations for conveying the culture.
Regarding the question, “How are the relations of teachers
that are considerably important for institutional culture with
each other at school?”, K1 answered: "We cannot expect
teachers at school to like each other from every aspect;
however, they must have respect for each other in line with a
common purpose. Considering this point of view, it could be
suggested that they have good relations.", K2: "Teachers
have very good relations with each other.", K3: "They have
very good relations just like in a family." and K4: "Teachers
at school have balanced, distant, fair, honest and reliable
values in their relations and they sustain their relations by
showing attention to sharing their occupational knowledge
and accumulation."
This question was addressed for examining the internal
integration dimension of culture by force of the cultural
leadership role and learning the opinions of participants
about whether teachers within the institution could provide
an integrity or not. Regarding the internal integration
dimension of culture; K1 expressed his opinions about how
teachers had to act rather than how they acted, which may
indicate that K1 determined his own vision and had a
dominant feature of visionary leadership. K2, K3 and K4
may have displayed their cultural leadership roles by
conveying their observations concerning positive relations as
a proof of teachers’ adaptation to the institutional culture at
school.
3.3. Reflection of the Leadership Features of Managers
Who Work at Special Education Institutions on the
Personnel
Regarding the question, “How often do you meet and talk
to the teachers at school?”, which was aimed at determining
to what extent the participants reflected their leadership
features; K1 answered: "Though not too often, I meet and
talk to teachers in regard to explanations, guidance and needs.
Regarding the lesson and the operation of institution; K2
stated: "I try to meet every day. I give information about
documents and students.", K3: "I give information about
almost every necessary subject almost every day." and K4: "I
always meet and talk to the teachers at school, exchange
opinions with them and inform them about how to be more
successful in their training."
It could be suggested that the participants always meet the
teachers in order to reflect their leadership features.
Performance that is displayed in human relations is
important for affecting individuals. K1: "Our core principle
is to express our thoughts without distressing people, honor
them and make them visit the institution willingly. However,
we will react differently if the institutional discipline is
ignored.", K2: "I believe that I am very good at human
relations.", K3: "I try to be sympathetic and display sincere
attitudes as much as possible. I act in a way that no one will
get hurt and expect the same from others." and K4: "I try to
be fair in human relations. I regard their thoughts and listen
to them.". Participants determined a way for themselves in
terms of human relations, which may indicate that they have
dominant visionary leadership roles.
Making decisions and having the decisions certified by the
personnel or involving them in these decisions is important
for forming institutional culture and sound bases. Regarding
the question, “What kind of attitudes do you display
concerning decision-making?”; K1 answered: "We involve
teachers in our decisions concerning teacher meetings and
other subjects. Their thoughts are profoundly important for
us. We ask them questions like, 'We, as the institution think
like this; what do you think about it?'.", K2: "Teachers are
involved in my decisions. Their opinions are taken into
consideration in decisions.", K3: "Yes, I involve the teachers
in my decisions. I ask everyone’s opinions and make useful
decisions for both the institution and students." and K4: "I
certainly consider the opinions of teachers while making
decisions. Their opinions about these decisions give us an
idea about the ways to be followed."
The fact that participants ask the opinions of teachers in
decisions concerning the institution and are open to new
opinions may indicate that they have dominant
transformational leadership roles.
4. Conclusion and Recommendations
In this study investigating the effects of the leadership
roles of managers who work at special education institutions
upon organizational climate, it was determined that
participants displayed different features of leadership roles in
different situations. However, it was observed that
participants generally determined a vision for themselves
and reflected this vision to the organizational climate.
According to the answers of participants, it could be
suggested that 4 participants have dominant visionary
leadership roles.
Standing out among leadership types; visionary leadership,
educational leadership and transformational leadership form
the bases of this study, where participants displayed the
features of transformational leadership role at the least.
It could be suggested that participants are incapable of
conveying cultural leadership roles. The fact that participants
work in special education may also be associated with
pushing cultural leadership roles into the background.
Considering the students studying at special education
institutions, it is natural for participants to determine a vision
for themselves and reflect that vision to the organizational
climate. It could be suggested that visionary leadership is a
positive leadership feature for the aforementioned managers
6. Universal Journal of Educational Research 5(3): 504-509, 2017 509
to increase the success of institution and reflect leadership
features. Considering the features of the visionary leadership
role; it is recommended for managers who work at special
education institutions to improve themselves with new
thoughts and actions in company with teachers, students and
parents for the purpose of increasing the success of school.
Considering the answers of participants, it is possible for
them to convey their visions as they involve teachers in their
decisions, carry on works for the best educational
environment and always interview with parents.
As a consequence, the findings show that all 4 participants
who work at special education institutions have determined a
vision for the institution and they conduct studies to sustain
that vision.
It is recommended to;
Extent the scope of this study which investigates the
effects of managers who work at special education
institutions upon organizational climate.
Comparatively examine the effects of managers,
teachers, parents and other personnel upon
organizational climate via studies on other personnel
who work at special education institutions.
Investigate the competence of the personnel who work
in special education across Turkey to apply the visions
of managers who work at their schools into
organizational climate.
Comparatively evaluate the effects of managers who
work in special education at governmental institutions
and managers who work in special education and
rehabilitation centers upon organizational climate.
Make qualitative-quantitative evaluations of the
competence of managers in special education to convey
their visions from the aspect of parents and support
these evaluations with observations.
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