Abstract
This study mainly aimed to determine the relationships between conflict management strategies and authentic leadership attitudes of primary school administrators based on the perception of substitute teachers, who were in pedagogical proficiency classes at a university. This quantitative study included 456 substitute teachers. Two instruments were used for data collection. Authentic Leadership Questionnaire (ALQ) was used to examine primary school administrators' authentic leadership levels and Rahim Organizational Conflict Inventory-II (ROCI-II) was used to examine their conflict management levels based on the perceptions of substitute teachers. The data was analyzed based on the descriptive statistics, correlations, and regression analyses. The findings of the study showed that administrators' leadership levels were the highest on Self-Awareness (SEAW) and the lowest on Relational Transparency (RETR). In addition, their conflict management levels were the highest on Dominating (DO) and the lowest on Avoiding (AV). The results also suggested that there were significantly low levels of relationships between primary school administrators' conflict management strategies and authentic leadership attitudes. Lastly, based on the findings from regression analyses, the variables constituting the subscales of ALQ predicted quite low percentages of variances in ROCI-II's subscales.
Highlights
While recent legislations in many developed countries mandate that all teachers must be highly qualified in their areas of teaching, there are no such requirements for substitute teachers
The independent sample t-test was conducted to determine the authentic leadership and conflict strategy levels of primary school administrators based on the genders of substitute teachers
The results showed that there were no significant differences on Authentic Leadership Questionnaire (ALQ) total scores and ROCI-II total scores based on the genders of substitute teachers (p > .05)
Summary
While recent legislations in many developed countries mandate that all teachers must be highly qualified in their areas of teaching, there are no such requirements for substitute teachers. In a developed country such as the USA, being a permanent classroom teacher requires taking graduate level courses such as classroom management, learning theories, reading instruction, and math instruction. After taking these courses, new teachers will have to practice their theoretical knowledge under the guidance of a master teacher. Lack of training and experience may put these teachers in the center of blames of permanent teachers and school administrators. Such ill-treatments may jeopardize substitute teachers’ quality of teaching
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