Effect Of Principals Research Articles

Pengaruh Kepemimpinan Transformasional Kepala Sekolah, Motivasi Kerja, Dan Kedisiplinan Terhadap Pengembangan Karir Guru SD

This study aims to investigate the extent of the effects of principals’ transformational leadership in terms of teachers’ perception, work motivation, and discipline on the career development of elementary school teachers in Godean District, Sleman Regency. This research is a type of non-experimental quantitative approach, The subjects were teachers in the Unit Yandik Godean districts, teachers involved in the study were 173 persons. The descriptive results of the study show that principals’ transformational leadership is in the high category with a mean of 3.44, teachers’ work motivation is 3.46, teachers’ discipline is 3.36, and teachers’ career development is 2.94. The results of the regression analysis show that principals’ transformational leadership has a significant effect of 18,1% (p<0.05) on elementary school teachers’ career development, teachers’ work motivation has a significant effect of 7,9% (p<0.05) on elementary school teachers’ career development, and teachers’ discipline has a significant effect of 8,4% (p<0.05) on elementary school teachers’ career development. The results of the analysis show that principals’ transformational leadership, teachers’ work motivation, and teachers’ discipline as an aggregate have a significant positive effect of 24,8%, indicated by the statistical test showing F = 19,955 (p < 0.05), on the career development of elementary school teachers in Godean District, Sleman Regency, Yogyakarta Special Territory.

The effect of principals’ ethical leadership on knowledge hiding behavior of physical education teachers with the mediating role of perceived psychological safety

The effect of principals’ ethical leadership on knowledge hiding behavior of physical education teachers with the mediating role of perceived psychological safety

Impact of Teachers’ Commitment to the Relationship between Transformational Leadership and Sustainable Teaching Performance

In the field of education, ongoing processes, and optimal schoolwork outcomes require educational leadership, especially in developing countries, due to the lack of sustainable teaching performance and effective leadership. The present study aims to examine the mediating role of teachers’ commitment to transformational leadership and sustainable teaching performance. The sample of the study was selected using a stratified random sampling technique. Out of the 450 copies distributed to the participants, only 374 were retrieved as valid. The hypotheses of the study were tested using PLS–SEM. The findings showed a positive effect of transformational leadership on teachers’ commitment. Moreover, transformational leadership was also found to positively impact teachers’ performance. In contrast, the teachers’ commitment was revealed to positively affect sustainable teaching performance. Finally, the study showed that the teachers’ commitment mediated the relationship between transformational leadership and sustainable teaching performance. This study is unique for being among the few studies that examine the effects of principals’ transformational leadership. It provides educational leaders and policymakers with significant insights by providing a roadmap that aids in understanding the most influential factors on teaching performance sustainability. Consequently, this study holds significant practical relevance for leaders in the field of education and policymakers, as they provide valuable insights into policies and practices that can be implemented to foster sustainability in the school environment.

Exploring the effects of principals’ distributed leadership practices on learners’ learning achievement as mediated by teachers’ commitment

The aim of the study reported on here was to explore the effects of principals’ distributed leadership (DL) practices on learners’ learning achievement as mediated by teachers’ commitment. In the study we employed survey data with a sample size of 603 learners from 8 technical and vocational education training schools in Eritrea. The proposed model of this study was tested through multiple regression analyses and structural equation modelling using teachers’ commitment as a mediator. The findings of this study show that distributed leadership practices have a positive and significant effect on teachers’ commitment and an indirect effect on learners’ learning achievement. The results also show that teachers’ commitment has a partial mediation effect. Moreover, the variance test analysis reveals the effect of distributed type of leadership practices by school principal determined by school type, size, location, and ownership.

The Effects of Principals’ Instructional Leadership on Primary School Students’ Academic Achievement in China: Evidence from Serial Multiple Mediating Analysis

It is essential to reorient education in order to improve student learning outcomes and offer instruction in sustainable development. This reorientation should particularly focus on updating the educational concepts and behaviors of principals and teachers. It is a common practice to see principals’ instructional leadership (PIL) as a crucial aspect that may facilitate the development of teaching and learning in a sustainable manner. This article identified the influence path of principals’ instructional leadership on students’ academic achievement (SAA) through teachers’ teaching practice. In 2016 and 2017, survey data were gathered from 60,419 students and parents, 2232 teachers, and 506 principals from all 231 primary schools in the capital city of a central province in China. This paper uses a structural equation model to examine serial, multiple, mediating effects based on a value-added model to identify effective teachers’ professional development (ETPD). The research findings show that ETPD in Chinese primary schools includes teacher cooperation and communication but not professional guidance, innovation, and individual teaching reflection. PIL does not have a significant direct positive effect on SAA, but teaching strategies (TS), rather than ETPD, can mediate between PIL and SAA. Finally, PIL influences TS through ETPD and ultimately influences SAA. This paper argues that for providing sustainable and high-quality education, not all TPDs are effective for Chinese primary school teachers. Principals can promote SAA by encouraging teacher cooperation and communication to improve teaching strategies. Chinese principals should shift their attention more from administrative matters to the sustainable development of teaching and learning.

The Influence of Principals’ e-Leadership on the Effectiveness of Schools’ Public Relations and Organizational Improvement

Principal leadership is the main variable that determines a school’s progress. Schools develop optimally when they are led by a principal who has a good leadership capacity. Related to technology development, the leadership of principals today is also changing, and principals are required to have a good e-leadership capacity. This study aims to examine the effect of principals’ e-leadership on the effectiveness of schools’ public relations and school improvement. The sample of this research was taken randomly, comprising 200 principals in Indonesia. A questionnaire was used for data collection, filled out by all participants. In addition, descriptive statistics and structural equation modeling were used for data analysis. The study results showed that there is a direct influence of principals’ e-leadership on the effectiveness of schools’ public relations. A principal’s e-leadership affects their school’s improvement, both directly and indirectly, and the effectiveness of a school’s public relations has a direct effect on school improvement. Looking at the dimensions, several dominant factors provide support for the constructs of the three variables that were studied. The research findings are discussed in depth in terms of theory and the results of previous studies.

Does Instructional Leadership Make a Difference? Investigating the Relationship between Instructional Leadership and Teacher Autonomy

The effect of principals’ instructional leadership style on the teaching profession has received much scrutiny. However, there is an apparent need for more studies in Turkey that address the relationships between instructional leadership and teacher autonomy. This quantitative study aimed to explore the association between principals’ instructional leadership and teacher autonomy. More importantly, the current study sought to determine the extent to which instructional leadership behaviors explain the variance in teacher autonomy. Two existing scales were conducted to collect data from 500 teachers. We conducted descriptive statistics analysis to measure the teachers’ perception of instructional leadership and teacher autonomy, the bivariate correlation was used to assess the relationship between the variables and finally we conducted a regression analysis to examine the extent to which instructional leadership explains variance in teacher autonomy. The result indicates a positive relationship between principals’ instructional leadership and teacher autonomy. More importantly, the result of regression analysis reveals that principals’ instructional leadership style is a predictor of teacher autonomy. The implications and limitations of this study, as well as recommendations for future researchers, are presented.

The Opinions of the Principals and Teachers on the Classroom Inspection Conducted by the School Principals

Bu araştırma, okul müdürleri tarafından yapılan sınıf denetimlerine ilişkin müdür ve yürütme denetimini belirlemeyi yönetme. Araştırmada nitel araştırmadan fenomenolojik yöntem kullanıldı. Araştırmanın araştırma grubu 2021-2022 eğitim-öğretim yılının ikinci yarıyılında Bolu il merkezindeki bağımsız ortaokullarda görev yapan ölçüt öğretime göre seçilen 10 okul müdürü ve bu okulu görev yapan 20 öğretmenden oluşmaktadır. Araştırma verileri, araştırmacı tarafından elde edilen yarı edinilmiş görüşme formları kullanılarak toplanmış, değerlendirilmiş betimsel analiz ve içerik analizi ile çözümlenmiştir. Araştırma, müdürlerin ve örneklerin, müdürlerin sınıflarının teftiş edilmesinde bilgi ve genel olarak hakkında olumlu ve olumsuz olduğunu bulmuştur.Müdürlerin sınıfı gözlemindeki problemler, müdürlerin sınıfı gözleminin ve müdürlerin sınıfının gözleminin kullanıcı üzerindeki etkisi de ortaya konulmuştur. Ayrıca müdürlerin müdür denetimlerini daha etkili hale getirmek için hem müdürlerin hem de misafir gruplarında “hizmet içi eğitim konuşmasına” değindikleri tespit edilmiştir. Ayrıca müdürlerin etki ve tesislerinin kullanımları gereği, grupların teftiş sürelerinin yaşadıkları konusunda güçlü görüşler ifadeleri tespit edilmiştir. Bu araştırmayla bağlantılı olarak müdürlerin hizmet içi teftiş eğitimi almaları, teftiş sürelerinin uzatılması, ağırlıklı ölçütlere göre teftiş yapmaları ve öğretim teftişi yetkilerinin genişletilmesi önerilmiştir.müdürlerin sınıf gözlemlerinin uygunluğu ve müdürlerin sınıf gözlemlerinin öğretmenlerin gelişimine etkisi de ortaya konulmuştur. Ayrıca müdürlerin müdür denetimlerini daha etkili hale getirmek için hem müdürlerin hem de öğretmenlerin sıklıkla “hizmet içi eğitim konusuna” değindikleri tespit edilmiştir. Ayrıca müdürlerin etki ve otoritelerinin güçlendirilmesi gerektiği, öğretmenlerin teftiş sürelerinin artırılması konusunda güçlü görüşler ifade ettikleri tespit edilmiştir. Bu bulgularla bağlantılı olarak müdürlerin hizmet içi teftiş eğitimi almaları, teftiş sürelerinin uzatılması, objektif kriterlere göre teftiş yapmaları ve öğretim teftişi yetkilerinin genişletilmesi önerilmiştir. müdürlerin sınıf gözlemlerinin uygunluğu ve müdürlerin sınıf gözlemlerinin öğretmenlerin gelişimine etkisi de ortaya konulmuştur. Ayrıca müdürlerin müdür denetimlerini daha etkili hale getirmek için hem müdürlerin hem de öğretmenlerin sıklıkla “hizmet içi eğitim konusuna” değindikleri tespit edilmiştir. Ayrıca müdürlerin etki ve otoritelerinin güçlendirilmesi gerektiği, öğretmenlerin teftiş sürelerinin artırılması konusunda güçlü görüşler ifade ettikleri tespit edilmiştir. Bu bulgularla bağlantılı olarak müdürlerin hizmet içi teftiş eğitimi almaları, teftiş sürelerinin uzatılması, objektif kriterlere göre teftiş yapmaları ve öğretim teftişi yetkilerinin genişletilmesi önerilmiştir. öğretmenlerin gelişimine ilişkin sınıf gözlemleri de ortaya konulmuştur. Ayrıca müdürlerin müdür denetimlerini daha etkili hale getirmek için hem müdürlerin hem de öğretmenlerin sıklıkla “hizmet içi eğitim konusuna” değindikleri tespit edilmiştir. Ayrıca müdürlerin etki ve otoritelerinin güçlendirilmesi gerektiği, öğretmenlerin teftiş sürelerinin artırılması konusunda güçlü görüşler ifade ettikleri tespit edilmiştir. Bu bulgularla bağlantılı olarak müdürlerin hizmet içi teftiş eğitimi almaları, teftiş sürelerinin uzatılması, objektif kriterlere göre teftiş yapmaları ve öğretim teftişi yetkilerinin genişletilmesi önerilmiştir. öğretmenlerin gelişimine ilişkin sınıf gözlemleri de ortaya konulmuştur. Ayrıca müdürlerin müdür denetimlerini daha etkili hale getirmek için hem müdürlerin hem de öğretmenlerin sıklıkla “hizmet içi eğitim konusuna” değindikleri tespit edilmiştir. Ayrıca müdürlerin etki ve otoritelerinin güçlendirilmesi gerektiği, öğretmenlerin teftiş sürelerinin artırılması konusunda güçlü görüşler ifade ettikleri tespit edilmiştir. Bu bulgularla bağlantılı olarak müdürlerin hizmet içi teftiş eğitimi almaları, teftiş sürelerinin uzatılması, objektif kriterlere göre teftiş yapmaları ve öğretim teftişi yetkilerinin genişletilmesi önerilmiştir. müdürlerin müdür denetimlerini daha etkin hale getirmeleri için. Ayrıca müdürlerin etki ve otoritelerinin güçlendirilmesi gerektiği, öğretmenlerin teftiş sürelerinin artırılması konusunda güçlü görüşler ifade ettikleri tespit edilmiştir. Bu bulgularla bağlantılı olarak müdürlerin hizmet içi teftiş eğitimi almaları, teftiş sürelerinin uzatılması, objektif kriterlere göre teftiş yapmaları ve öğretim teftişi yetkilerinin genişletilmesi önerilmiştir. müdürlerin müdür denetimlerini daha etkin hale getirmeleri için. Ayrıca müdürlerin etki ve otoritelerinin güçlendirilmesi gerektiği, öğretmenlerin teftiş sürelerinin artırılması konusunda güçlü görüşler ifade ettikleri tespit edilmiştir. Bu araştırmayla bağlantılı olarak müdürlerin hizmet içi teftiş eğitimi almaları, teftiş sürelerinin uzatılması, ağırlıklı ölçütlere göre teftiş yapmaları ve öğretim teftişi yetkilerinin genişletilmesi önerilmiştir.

Effect of Principals’ Leadership Styles on Tutors’ Job Satisfaction in Public Colleges of Education in Ghana

Effect of Principals’ Leadership Styles on Tutors’ Job Satisfaction in Public Colleges of Education in Ghana

The effect of principals’ transformational leadership and organizational culture on teacher performance

This study aimed to examine the effect of the principals’ transformational leadership and organizational culture on teacher performance in the Indonesian context. The research instrument used was a closed-ended questionnaire which the validity was measured by the content validity by means of expert judgment. The population of this study was 343 JHS teachers in Bantul. A sample of 164 teachers was selected by means of the proportional stratified sampling technique. The valid questionnaire was then tested on 30 junior high school teachers. Instrument reliability testing was performed by statistical analysis using Cronbach’s alpha. The results show that the teacher performance is inclined by the principal transformational leadership and organizational culture both separately and simultaneously. An organizational culture has a greater effect than principal transformational leadership on teacher performance. It also shows that teacher performance is influenced by other factors. It suggests that school principals should develop a strong organizational culture and practice transformational leadership.

THE EFFECT OF CURRICULUM LEADERSHIP OF ANATOLIAN HIGH SCHOOL PRINCIPALS ON THE PROFESSIONAL DEVELOPMENT OF THE TEACHERS

Bu araştırmanın amacı; eğitim programı lideri olarak okul müdürlerinin öğretmenlerin mesleki gelişimlerine etkisini öğretmen görüşlerine dayalı olarak belirlemektir. Araştırmanın çalışma grubunu, 2019- 2020 eğitim öğretim yılında Ankara Büyükşehir Belediyesi sınırlarında bulunan resmi ve özel Anadolu liselerinde görev yapan 20 öğretmen oluşturmaktadır. Araştırma, nitel araştırma desenlerinden fenomoloji deseninde gerçekleştirilmiştir. Araştırma verilerinin toplanmasında yarı yapılandırılmış görüşme tekniği kullanılmış ve elde edilen veriler içerik analizi yöntemi ile analiz edilmiştir. Araştırma sonuçları eğitim programı liderliğini koordinasyon kavramı ile ilişkilendirildiğini, okul müdürünün öğretmenlerin mesleki gelişimleri konusunda problem çözücü rol sergilediğini ortaya koymuştur. Araştırma sonuçlarına göre okullarda eğitim öğretime yönelik kayıt sistemlerinin oluşturulması, öğretmenlerin mesleki ihtiyaçlarının tespit edilmesi için düzenli olarak veri sağlanması önerileri sunulmuştur.

Examining the Effect of Principals' Inclusive Leadership Practices on Organizational Hypocrisy through the Mediating Role of Trust in Principal

This study aims to explore the effect of inclusive leadership and trust in principal on organizational hypocrisy in schools. We employed a quantitative methodology and used a cross-sectional survey design and Structural Equation Modelling to determine the relationships between inclusive leadership, trust in principal, and organizational hypocrisy. The research sample consisted of 408 teachers working in preschool, primary, secondary and high schools in different regions of Türkiye. We collected the data of the study through "Inclusive Leadership Scale," "Organizational Hypocrisy Scale," and "Trust in Principal Scale." The results showed that inclusive leadership, directly and indirectly, affected organizational hypocrisy. According to the total effect, inclusive leadership had a significant, negative, and large impact on organizational hypocrisy and explained 75% of the variance in organizational hypocrisy. Results also indicated a direct effect of inclusive leadership on trust in principal and of trust in principal on organizational hypocrisy. In addition, trust in principal had a mediator effect between inclusive leadership and organizational hypocrisy. Consequently, inclusive leadership and trust in principal were important variables in reducing organizational hypocrisy in schools. In this context, principals need to increase trust in principal by displaying inclusive leadership behaviors to reduce organizational hypocrisy that causes negative consequences in schools.

The Effect of Principals’ Leadership and Learning Organization on Teachers’ Innovative Work Behavior During the COVID-19 Pandemic

This research explores evidence of the conceptual model related to principals' leadership, learning organization, and teachers' innovative work behavior during the COVID-19 pandemic. This research applied a survey method in which participants employed selections through the purposive sampling technique. There were 1243 respondents in this sample. Subsequently, 1200 were then used to elicit further data. The data collection procedure was carried out online by distributing questionnaires to teachers in Indonesia via the Google Form application. The questionnaire was made based on theoretical studies, expert judgments, and readability assessments, where the analysis of research data employs the so-called path analysis with SMART PLS. The findings of this research evidence the following cases. First, principals' leadership has a positive and significant direct influence on teachers' innovative work behavior. Second, principals' leadership has a positive and significant direct influence on learning organizations. Third, learning organization has a positive and significant direct influence on the teachers' innovative work behavior. Fourth, principals' leadership through learning organization has a positive and significant indirect influence on the teachers' innovative work behavior. These findings support the notion that is improving teachers' innovative work behavior, especially during the COVID-19 pandemic, requires improvement of principals' leadership and the learning organization.

The Effect of Principal Emotional Intelligence on Teacher Performance: Mediating Roles of Organizational Trust and Professional Learning Community

ABSTRACT Teacher’s performance has significant influence on student’s achievement. Few studies have sought to investigate the role of principal emotional intelligence on teacher job performance. This study examined the effects of principals’ emotional intelligence on teacher performance by mediating the roles of organizational trust and professional learning communities. Results from a sample of 400 teachers and 100 principals in Iranian primary schools showed that all path coefficients from principals’ emotional intelligence to organizational trust, professional learning community, and teacher performance were non-significant. Additionally, there were positive and significant relationships among organizational trust, professional learning community, and teacher performance.

School resource inadequacy and school social engagement: Mediating effect of principals' stress.

This study is intended to assess and help us understand the role of school resource inadequacy (SRI) on school social engagement (SSE). The authors also utilize this opportunity to analyze the influence of school resource inadequacies on principal stress (PS) and the influence of PS on SSE. School administrators would stand to benefit by understanding the direct influences of school resource inadequacies on SSE, the direct influence of school resource inadequacies on PS, the direct influence of PS on SSE, and the interactional effect of school resource inadequacies and PS on SSE. This study utilizes data from the "Teaching and Learning International Survey (TALIS) Principal Questionnaire,"2018 available for England (United Kingdom). The respondents for this survey are principals of public and private schools in England (United Kingdom). Cronbach alpha values were calculated for the variables to confirm the reliability of variables considered for this study. Also used in this study are the Kaiser-Meyer-Olkin (KMO) test and the Andrew F. Hayes model 4 to test the mediating influence and interactional effects. SPSS 23.0 was used for the purpose of data analysis and the output tables are from the results of the tests done using SPSS. The results reiterate the relationship between SRI and PS. This study also establishes the relationship between PS and SSE as being negative, meaning that the lower the PS greater is the SSE. Results also show evidence of the relationship between SRI and SSE, meaning that adequate school resources have a positive influence on SSE. Further, the mediating effect of PS on SSE and SRIwas also tested and established. The findings of this study are important for school administrators and regulators in understanding the relationship between school resources, SSE, and the mediating influence of PS. This study establishes the relationship between SRI and PS, SRI and SSE, PS, and SSE. The research is also unique as it establishes the mediating influence of PS.

An examination of the relationships between school principals’ entrepreneurial competencies, sustainable management behaviours and generative leadership

ABSTRACT This study aims to examine the relationships between school principals’ entrepreneurial competencies, sustainable management behaviours and generative leadership according to the perceptions of teachers working in state-owned schools. The causal screening model was used in the study, the data of the relevant variables were obtained by the scales developed by the researcher, and then, the prediction and mediation relationships between these variables were determined within the framework of the research hypotheses and questions. The results reveal that according to the perceptions of teachers, entrepreneurial competencies of school principals affect significantly and predict their generative leadership, entrepreneurial competencies of school principals affect significantly and predict their sustainable management behaviours, and sustainable management behaviours of school principals significantly affect and predict their generative leadership. At the same time, there is a partial mediating effect and indirect prediction of school principals’ sustainable management behaviours in the effect of their entrepreneurial competencies on their generative leadership. Revealing the relationships between these variables will contribute to the leadership of school administrators in the development of sustainable innovation and creativity in school processes.

The Impact of Government School Principals' Interest in Jerash Education on Teachers' Professional Growth and Its Relationship to Job Performance

This study aims at identify The current study aimed to reveal the impact of the public school principals’ interest in educating Jerash on teachers’ professional growth and its relationship to job performance. It included (100) managers and directors The results indicated that the effect of the public school principals’ interest in raising Jerash on teachers’ professional growth and its relationship to job performance in the management of the educational process decreased, and it was moderate in the field of curricula and teaching methods, the field of self-duties towards the teacher, and the field of supervision and training. The results also showed that there were no statistically significant differences in the impact of public school principals' interest in Jerash education on teachers' professional growth and its relationship to job performance according to gender, educational qualification. Keywords: professional growth, job performance. DOI: 10.7176/JEP/13-16-13 Publication date: June 30 th 2022

Work from Home: The impacts on university employee’s well-being and individual work performance

Work from Home: The impacts on university employee’s well-being and individual work performance

The power of benevolence: The joint effects of contrasting leader values on follower‐focused leadership and its outcomes

SummaryThe most frequent approach to studying leader attributes has been to demonstrate links between separate dispositions (e.g., traits and values) and leader behavior. Yet, both in the field of personality overall and the field of personal values in particular, there is a growing understanding that to more realistically capture the effects of personality, one needs to study the joint effects of personality dimensions, rather than their separate ones. In the present studies, we demonstrate how a combination of values predicts leaders' follower‐focused behavior and its outcomes. Specifically, we demonstrate that the combination of leaders' power and benevolence values predicts leaders' follower‐focused leadership and follower outcomes. In Study 1, the interaction between 75 school leaders' power and benevolence predicted followers' reports (N = 293) of their leaders' follower‐focused leadership, such that the relationship between power values and follower‐focused leadership was positive and significant only among leaders high on benevolence values. We replicated this effect in Study 2 with data collected in two points in time, from 76 principals and 494 of their subordinates. We also demonstrated the indirect effect of principals' values, through their follower‐focused leadership, on teachers' satisfaction and nurturing behavior.

Working Conditions Influencing Junior School Principalship as a Satisfying Profession: A Cross-Country Comparative Study

Although prior studies have extensively investigated the effect of working conditions upon professional satisfaction, the cross-national variance in the effect remains largely understudied due to technical or financial restrictions. The Teaching and Learning International Survey (TALIS) provides an opportunity to investigate the cross-country differences in the impact of working conditions upon principals’ professional satisfaction. The current study attempts to investigate the overall and specific effects of principals’ workplace environment satisfaction, rewards satisfaction, and workload stress on their professional satisfaction in 47 countries included in the TALIS 2018. The results indicate that workplace environment, rather than the typically regarded effort-reward issues, is the most powerful contributor to individual principals’ professional satisfaction across 47 countries, while, in countries with low overall professional satisfaction, rewards satisfaction and workload stress are more powerful predictors for principals’ professional satisfaction on the country level. This study may inform policymakers in school principal stimulation and retention that effective practice to stimulate and/or retain school principals may vary across countries and research findings derived from data on the individual level may not be applicable to practice on the country level.