Behavior Of School Principals Research Articles

Okul Müdürlerinin Kayırmacı Tutum ve Davranışlarının Öğretmenlerin Performansına Etkileri

In this study, the effects of favoritism attitudes and behaviors of school principals on teachers' performance will be examined. Nepotism is considered by many experts to be a sensitive situation in schools where education and training are applied, as it changes the organizational activities defined as the realization of goals and objectives set by a person. For this reason, according to the level of empathy of teachers, whether school principals are fair in their nepotistic attitudes and behaviors can be understood from the trust felt in the principal and their constructive, analytical approaches in the field of education. Administrators working in schools should manage their affairs by taking into account the principles of fairness and openness. Thus, school administrators will have drawn a picture away from nepotism by keeping an equal distance from their colleagues. It has been observed that teachers who are exposed to nepotistic attitudes question the concept of justice and even want to leave the school where they work. Because these behaviors negatively affect the teacher's performance. While the teacher should devote his motivation and achievement motivation to his students and profession in line with the education he receives, the teacher's professional task is disrupted due to spending his labor on problems arising from nepotism, as a result of which reluctance occurs and the motivation graph decreases. Nepotistic attitudes and behaviors negatively affect the achievement bar and efficiency of teachers in performing their professions. This situation can cause things to become impossible to get out of, and then it can't be executed after a while. As a result, teachers' job performance, motivation decreases and failure situations may occur. Key Words: School Principal, Teacher, Nepotism, Performance

Okul Müdürlerinin Kayırmacı Tutum ve Davranışlarının Öğretmenlerin Performansına Etkileri

In this study, the effects of favoritism attitudes and behaviors of school principals on teachers' performance will be examined. Nepotism is considered by many experts to be a sensitive situation in schools where education and training are applied, as it changes the organizational activities defined as the realization of goals and objectives set by a person. For this reason, according to the level of empathy of teachers, whether school principals are fair in their nepotistic attitudes and behaviors can be understood from the trust felt in the principal and their constructive, analytical approaches in the field of education. Administrators working in schools should manage their affairs by taking into account the principles of fairness and openness. Thus, school administrators will have drawn a picture away from nepotism by keeping an equal distance from their colleagues. It has been observed that teachers who are exposed to nepotistic attitudes question the concept of justice and even want to leave the school where they work. Because these behaviors negatively affect the teacher's performance. While the teacher should devote his motivation and achievement motivation to his students and profession in line with the education he receives, the teacher's professional task is disrupted due to spending his labor on problems arising from nepotism, as a result of which reluctance occurs and the motivation graph decreases. Nepotistic attitudes and behaviors negatively affect the achievement bar and efficiency of teachers in performing their professions. This situation can cause things to become impossible to get out of, and then it can't be executed after a while. As a result, teachers' job performance, motivation decreases and failure situations may occur. Key Words: School Principal, Teacher, Nepotism, Performance

Ethical Leadership Behaviors of School Principals from Teachers’ Perspectives in Hafr Al Batin

Ethical Leadership Behaviors of School Principals from Teachers’ Perspectives in Hafr Al Batin

A Preliminary Study to Understand Leadership Style of Senior Teachers Through Their Perceptions and Contexts in Formal Schools in Mumbai

Transformational leadership behaviors of school principals and vice principals may have a significant contributions to their professional commitments, including moral obligations to students and so...

On Becoming a District of Choice: Implications for Equity Along the United States-Mexico Border.

Despite the popularity of open enrollment as a school choice mechanism, there is little research on how principals behave in a district-run competitive setting. This study adds to our understanding of how open enrollment policies affect the role of the principal as well as educational equity by examining the roles and behaviors of school principals in an unregulated marketplace of schools. This study uses an explanatory sequential mixed methods approach. We first analyze school-level transfer data for school year 2014-2015 and demographic data in order to examine trends such as poverty concentration as well as to identify "winners," "losers," and "nonplayers" in the open enrollment marketplace. Since principals are heavily involved in recruitment, student screening, and selection of specialized programs, we interviewed 12 principals to better understand their role in the competitive settings. We find that some schools have emerged as "winners" in this marketplace, attracting large numbers of transfers without losing many students, while other principals and schools struggle to overcome a negative perception and find a market niche to attract students. Our quantitative analysis indicates a relatively small relationship between open enrollment and increased segregation in the district. District oversight seems to have prevented worsening segregation. However, many principals seek more control on the screening process raising equity concerns if formal regulations are not provided. These findings have implications for school and district leaders navigating open enrollment plans as a means to increase enrollments and encourage innovation while also maintaining equity.

Factors That Limit Effective Administrative Behaviors of School Principals: A Mixed Method Study

In this study, effective administrative behaviors that school principals exhibit according to teacher perceptions, their ineffective behavioral patterns, and their ineffective behavioral reasons were investigated. The study was conducted based on the mixed method. The explanatory design in which first quantitative data and then qualitative data are collected to explain quantitative data was conducted. A total of 200 teachers who could be reached from teachers employed in elementary, secondary and high schools located in Karabuk province constituted the sample of the study. The participants in the qualitative section of the study were 19 teachers from different school types. Quantitative data were collected by the Administrative Effectiveness Scale. A semi-structured interview was used to obtain qualitative data. In this study, quantitative research findings showed that effective administrative behaviors of school principals were at the moderate level. According to these findings, it was observed that school principals' behaviors in the areas such as supporting teacher professional development, sparing time to improve education and training, and well running of the reward system were not at sufficient levels. The findings in the qualitative section of the study supported these findings. In this context, qualitative findings conducted with teachers revealed that school principals' administrative efforts to improve education and training in the school were not at the desired level. On the other hand, the fact that school administrators had shortcomings with respect to exhibiting behaviors for supporting teachers' professional development, rewarding teacher achievements, well structuring of the incentive system and developing the relationship between school and environment was intensely stated by the participants. The fact that school principals were mainly focused on daily routines in the school rather than education and training activities, spared too much time to improve the physical conditions of the school and intensely spent time for official works and operations was found to be the reasons for them.

Examining the Relationship between Supportive Behaviors of School Principals and Teacher Leadership

Examining the Relationship between Supportive Behaviors of School Principals and Teacher Leadership

Leadership Actions-Oriented Behavioral Style to Accommodate Change and Development in Schools

This study explores the leadership actions-oriented behavior of school principals in Finland. Actions-orientated behavior enables the leader to appropriately articulate relations and task orientation to meet the immediate contextual demands and to accommodate followership toward change and development. The leadership actions-orientated behavior of Finnish school principals were studied in three schools. In-depth interviews with school actors (principals, vice principals, teachers, special educators, and nonteaching staff) were conducted to triangulate the analyzed data. It was found that leadership actions-oriented behavior enabled school leaders to articulate appropriate behavioral patterns to generate motivation and commitment. The results suggest that actions orientations toward high-on relations enabled leaders to achieve leadership success, while actions orientations toward high-on task enabled leadership effectiveness. Actions-oriented behavior toward high-on task enables leadership flexibility with greater leadership elasticity. The results suggest that school actors anticipated a relational approach, whose actions orientations were high-on task. The results also suggest that relations-oriented behavior is rationally applied by school leaders who have remained in the organization for a longer time to strengthen the systematic approach. It was found that leaders’ actions orientation with high-on task were more effective, while leadership actions orientation with high-on relations generated social harmony. The results suggest that leadership actions-oriented behavioral flexibility and mobility can be maintained by articulating high relations to low relations and high task to low task, not necessarily from task to relations or relations to task alone. In doing so, a leader’s personality is prevented from distortions and behavior dysfunction.

The level of new science leadership behaviors of school principals: A scale development

Einstein’s theory of relativity and quantum physics opened Newton physics up for discussion, thus triggering the new science at the beginning of the 20th century. Philosophy of science, which was named as the new science in the 20th century, caused fundamental changes in research methods and paradigms. The methods and set of values brought by the new science affected social sciences as well. In conjunction with this mentioned change and development, the field of education and the view of schools were influenced. In the same vein, identifying the thoughts of school principals on leadership styles based on new science was considered as a primary need and set the objective of this research. In this regard, a “The Levels of New Science Leadership Behaviors of School Principals Scale” was developed. Following the literature review, the scale with 54 items was prepared and underwent expert review. Finally it was applied to 200 school principals who were working in primary and secondary schools in the Anatolian side of Istanbul. The data acquired were analyzed through SPSS 15.0 and Lisrel 8.51 programs. The results of the analysis revealed that the scale was comprised of a total of 27 items and had 5 factors (dimensions). The reliability analysis indicated internal consistency value (Cronbach Alpha) as .94. Confirmatory factor analysis was carried out in Lisrel program. According to results of confirmatory factor analysis, the X2/df ratio was calculated as 2, 24 which showed that the measurement model was in accord with the data.

National contexts influencing principals' time use and allocation: economic development, societal culture, and educational system

This study examines the impact of macro-context factors on the behavior of school principals. More specifically, the article illuminates how a nation's level of economic development, societal culture, and educational system influence the amount of time principals devote to their job role and shape their allocation of time to instructional leadership, administration, and management of relationships with parents and community. The study employed a 2-level hierarchical linear model (HLM) to analyze data on 5,927 principals in 34 societies drawn from the Progress in International Reading Literacy Study (PIRLS) 2006. The results support the proposition that principal time use and allocation varies substantially across societies and that these patterns of behavior are influenced by economic, sociocultural and institutional features of their societies. The study contributes to a growing body of research that seeks to understand how the practice of school leadership is shaped by the organizational and cultural context.

The Opinions of Teachers on the Effects of the Administrative Behaviors of School Principals on Teachers’ Job Satisfaction

This study investigated how the administrative behaviors of school principals affect the job satisfaction of teachers. The opinions of 52 primary school teachers on the behaviors shown by their school principals during the administrative process and how these behaviors affect their job satisfaction were obtained. Criterion sampling and convenience sampling, which are the two methods of purposive sampling, were used together. In the analysis of qualitative data from the teachers, evaluative analysis and numerical analysis of the qualitative data were done. Results of the study determined that there are some administrative behaviors of the school principals that either increase or decrease the job satisfaction of the teachers but that all of the administrative behaviors of the school principals during administrative process have negative effects on the job satisfaction of the teachers.

Correlation between the Perceived Emotionally Intelligent Interpersonal Behaviors of School Principals and the Job Satisfaction of their Teachers

Correlation between the Perceived Emotionally Intelligent Interpersonal Behaviors of School Principals and the Job Satisfaction of their Teachers

Strategic Plans and Principals’ Needs for Control

This study investigates the extent to which the managerial behavior of school principals is related to their beliefs about control. Contrary to previously reported findings, this study argues for a negative relation between extreme internal locus of control and the perspectives used by individuals for strategic and long-term plans. Findings based on questionnaires and interviews that studied 45 American school principals’ locus of control and schools’ strategic perspectives reinforce this conclusion: principals characterized by an extreme belief of internal control use relatively short perspectives for schools’ strategic and long-term plans (equal or less than 2 years), while longer perspectives (4 to 5 years) are found in schools with principals characterized by an internal but less extreme belief of control. The need to train school principals to confront uncertainty and produce strategic plans is discussed.

Three Evaluation-Related Behaviors of the School Principal

Largely because of the drive to improve school productivity, evaluation has touched almost every aspect of education. This paper focuses on evaluation-related behavior of school principals. First, the role of principals as clients of professional evaluation is examined. In the second section, research that views school principals as evaluators in their own right is reported. In the last section, concepts drawn from the evaluation literature are used to explore new ways of studying the rationality that principals employ to make decisions.

A COMPARATIVE STUDY OF LEADER BEHAVIOR OF SCHOOL PRINCIPALS IN FOUR DEVELOPING COUNTRIES

Findings of research on behavior of school principals in four developing countries are summarized to shed light on the question of university of certain patterns of leader behavior. Certain similarities in the way leaders behave in different cultures lead, at least in a tentative way, to the conclusion that extra‐organizational (i.e. cultural) variables seem to be of little importance in the study of leadership. Implications of the findings are discussed, especially in regard to development of theory in administration.

The Discretionary Behavior of Principals in Large-City Schbols

Decisions and the day to day behavior of school principals are explored within the framework of Michael Lipsky's theory of "street-level bureau cracy. "Areas of analysis involve principalship accommodations with prob lems of inadequate resources, with challenges to the principals' authority. and with ambiguities in the principals' role. The paper reports upon an ethnographic study of principals in one large-city school system.

A STUDY OF LEADERSHIP STYLE, SITUATION FAVORABLENESS, AND THE RISK TAKING BEHAVIOR OF LEADERS

The purpose of this study was to investigate the risk taking behavior of school principals (the dependent variable) identified according to one of two leadership styles by Fielder's Esteem for Least Preferred Co‐worker instrument. Situation specific dilemmas were formulated for the study in a newly developed instrument which manipulated two situation specific independent variables (position power and group support). The findings support the contention that situation variables have a significant effect on the risk disposition of school leaders though no evidence was found to suggest that leader type (task oriented or relations oriented) may be determined by manifest differences in either observed risk disposition or computed risk shift.