Leadership Behaviors Of Principals Research Articles

An Investigation of the Teacher Collaboration According to the Instructional Leadership Behaviors of Principals

This correlational study examines the relationship between the instructional leadership behaviors of school administrators and the collaboration behaviors among the teachers in the same branch according to teachers' perceptions. The research sample was determined by an easily accessible sampling method and consisted of 403 teachers working in public primary and secondary schools in the central districts of Ankara. The data in the study were collected using the "Instructional Leadership Behavior Scale" and "Scale for Determining the Level of Collaboration of Group Teachers." Mean and standard deviation values were calculated in the data analysis, and correlation and hierarchical regression analyses were conducted. The study results show that principals exhibit high levels of instructional leadership behaviors according to teachers' perceptions. Similarly, teachers' collaboration behaviors are also high. A positive and significant relationship was found between principals' instructional leadership and teachers' collaborative behaviors. According to the regression results, principals' instructional leadership behaviors significantly predicted teacher collaboration. Based on the results, some implications for the future were made, and suggestions were made to researchers and practitioners.

The mediator role of school climate in the relationship between instructional leadership behaviors of school principals and teacher autonomy

PurposeSchool principals should create a positive school climate through instructional leadership behaviors and support teacher autonomy to reach their ultimate goals. This study examines the relationship between the instructional leadership behaviors of school principals and teacher autonomy, testing the mediating role of school climate and the moderator role of teacher seniority.Design/methodology/approachThis cross-sectional study tests the relationships between the variables with structural equation modeling. By stratified sampling method, research data from 739 teachers in six central districts of Ankara during the 2022–2023 academic year.FindingsResults showed that school principals' instructional leadership behaviors, teacher autonomy, and perceptions of school climate were above average. The study also indicates that the instructional leadership behaviors of school principals are positive and significant predictors of teacher autonomy and school climate and that school climate is a positively significant predictor of teacher autonomy. Moreover, school climate partially mediates the relationship between instructional leadership and teacher autonomy, and teacher seniority has a moderator role.Research limitations/implicationsThis study is limited to the opinions of the teachers working in the official primary, secondary and general high schools in the districts of Ankara in the 2022–2023 academic year on the instructional leadership of the school principals, the teachers' perceptions of autonomy and the school climate. It has been observed that there is a relationship between the instructional leadership behaviors of school principals and teacher autonomy. It can be said that the instructional leadership behaviors of school principals support teachers to exhibit autonomous behaviors in instructional strategies and processes, curriculum, classroom management, professional development and communication.Practical implicationsIt is seen that the instructional leadership behaviors of school principals affect teacher autonomy through school climate. It can be said that with the instructional leadership behaviors of school principals, the school climate is more democratic, success-oriented, sincere, supportive of teacher leadership and transforming conflicts into an opportunity for school development, thus affecting teachers' areas of autonomy. We can say that with the development of teachers' autonomy, more effective instructional strategies and instructional processes are developed, the curriculum is transferred with more permanent teaching techniques, professional communication is transformed into collective actions and more comprehensive studies are planned and implemented.Originality/valueThis study will extend the literature by revealing the complex link between instructional leadership, teacher autonomy, school climate and teacher seniority. Furthermore, this study estimates how these complex interactions emerge in non-western cultures with centralized educational structures.

Effective Principal Leadership Behaviors That Enhance Teacher Collective Efficacy

This qualitative case study explored teachers’ perceptions regarding the impact of principal leadership behaviors that helped to enhance teacher collective efficacy (TCE). Through analysis of focus group and individual, in-depth interviews, four leadership behaviors supporting enhanced TCE emerged: (1) relationship building, (2) trust, (3) collaboration, and (4) empowerment. The findings suggest that site and district leaders should focus on these four leadership behaviors to enhance TCE.

School Leader Behavior and Teacher Work Task Motivation Towards a Proposed Motivational Training Program for Teachers

This study aims to explore the relationship between school leadership behaviors and teacher motivation in the Chinese educational environment. Research understands the impact of this relationship by examining teacher profiles, assessments of principal leadership behaviors, and measures of teacher motivation levels. Research has found that principals exhibiting caring-oriented behaviors help increase teachers' motivation levels. However, teacher motivation is more influenced by external factors, such as rewards and incentives, rather than intrinsic satisfaction that comes from the job itself. Research also highlights the importance of transformational leadership in stimulating teacher interest and improving performance. Based on the findings, a series of recommendations are put forward to improve teacher motivation and performance, including promoting genuine interest in teaching, providing incentives, creating a teamwork atmosphere, providing professional development opportunities, and making effective use of educational resources. This study provides valuable insights into the relationship between leadership behaviors and teacher motivation in Chinese educational institutions and provides practical suggestions for improvement.

How Principals Influence Teachers’ Innovative Work Behavior: A Qualitative Study

This study was conducted to explore the influence of principals’ leadership behaviors on their teachers’ innovative work behavior (IWB). It follows a qualitative approach that investigates the teachers’ perceptions of principals’ leadership behaviors and teachers’ own IWB. A qualitative thematic analysis was conducted using (NVivo 12) for the 15 interviews. It was found that principal leadership behaviors positively impact the innovative work behavior of teachers in UAE. The results indicated that support for innovation, providing resources, recognition, delegation, and consultation were the strongest influences on teachers’ IWB. Whereas continued monitoring affects teachers’ innovative behavior negatively. In this work, implications for practitioners and future research are also discussed.

An Examination of How Toxic Leadership Behaviours of School Principals Relate to Teachers' Perceived Stress

The study examines how toxic leadership behaviours of school principals relate to teachers' perceived stress. It is a correlational survey model, and the sample consists of 278 primary and secondary school teachers. We collected the data with the Perceived Stress Scale and Toxic Leadership Scale. The findings show that gender does not cause a statistical difference in perceived stress and all dimensions of toxic leadership. Stress levels of branch teachers are higher than those of primary school teachers, with a statistically significant difference. The perception of branch teachers in ignorance, self-interest, and negative mental state of toxic leadership is significantly higher than classroom teachers. A moderately significant positive relationship exists between teachers' perceptions of stress and all dimensions of toxic leadership. 20% of teachers' perceptions of stress are explained by toxic leadership. The negative mental state of school principals is a significant predictor of teachers' perceptions of stress.

Investigating links between teacher leadership, collective efficacy and teacher commitment in Egyptian schools: a mediated-effects analysis

PurposeResearch investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined the mediating role of collective teacher efficacy in the relationship between teacher leadership and teacher commitment.Design/methodology/approachThe study employed structural equation modeling and bootstrapping to analyze survey data collected from 497 teachers in primary and middle schools in Damietta city, Egypt.FindingsThe results supported our proposition that teachers’ leadership practices have more indirect than direct effects on teacher commitment through collective teacher efficacy. That is, teacher leadership practices positively affect teachers’ efficacy beliefs, which, in turn, increase their sense of commitment to school.Originality/valueThe study adds a new aspect to the literature by investigating the potential role of teacher leadership in promoting positive teacher attitudes that can have a positive impact on student learning. This is significant given the growing emphasis that educational systems place on enhancing school effectiveness. Specifically, understanding the factors that contribute to teacher commitment can inform strategies for retaining effective teachers and improving the overall quality of the teaching workforce. Additionally, since most of the empirical research on teacher leadership has been produced in Western contexts, it is important to enrich the field with studies conducted in other societies, especially in the Arab region.

Behavior Of Leadership Of Schools, School Climate, And School Quality At Smpn (State Junior High School) Cirebon-Indonesia

This research is focused on the influence of the behavior of school principals and school climate on the quality of schools at SMPN in Cirebon Regency. Quality is a measure related to customer satisfaction with a product achieved by schools based on four indicators: (1) input, (2) process, (3) output, and (4) outcome. Principal leadership behavior and school climate have a significant influence on the quality of schools so they must be built together, especially in improving aspects of skills, aspects of disciplinary standards, and aspects of the output. Therefore, with this study, the synergy of the leadership behavior of school principals and the climate of schools can improve the quality of schools. The research method uses a descriptive-analytical method with a quantitative approach. Technique data with closed questionnaire distribution. The research data was carried out with descriptive analysis. The research finding is that the quality of schools is more from the school climate than the influence of the leadership behavior of the principal.

The Relationship between the Principal’s Leadership Behavior and the Intensity of Academic Supervision Implementation with Teacher Performance

This lack of teacher competence can impact teacher performance. The possible factors can affect teacher performance, namely, the leadership behaviors of the school principal and the intensity of the implementation of academic supervision. This study aims to analyze the relationship between principal leadership behaviors and the intensity of the implementation of academic supervision with teacher performance. This study uses a quantitative with a correlational design—data collection techniques using a questionnaire (questionnaire), observation, and documentation. Data analysis used a data validity test, reliability test, data normality test, data linear test, significance test, and hypothesis test by calculating the correlation coefficient. The results show (1) the principal's leadership behaviors has a positive and significant relationship with teacher performance, namely 50.2%, (2) the intensity of the implementation of academic supervision has a positive and significant relationship with teacher performance, namely 22.2%, (3) the principal's leadership behaviors and the intensity of the implementation of academic supervision has a positive and significant relationship with teacher performance, namely 71.07%.

Examination of the Relationship Between School Principals' Democratic Leadership Behaviors and Diversity Management Skills

The aim of this study is to examine the relationship between school principals' democratic leadership behaviors and their ability to diversity management according to teacher perceptions. This study was designed using a correlational survey model. Sample of the research consists of 307 teachers working in Pendik and Kartal districts of Istanbul. “Democratic Leadership Scale” and “Diversity Management Scale” were used in the research. Research data were analyzed using arithmetic mean, standard deviation, correlation analysis, and regression analysis. According to the findings, the democratic leadership behaviors of school principals were at a moderate level, and their diversity management skills were at a low level. The results of the correlation analysis showed that there was a positive, low-level, significant relationship between the two variables. Finally, as a result of the simple linear regression analysis, it was found that school principals' democratic leadership behaviors were a significant predictor of their diversity management skills. The findings obtained from the research were discussed in line with the relevant literature and some suggestions were presented for researchers and practitioners.Keywords: Democratic Leadership, Diversity Management, School Principals

السلوك القيادي لدى مديري المدارس الابتدائية والمتوسطة

Research title: Leadership Behavior among primary and middle school principals The current research aims to identify: -The leadership behavior of primary and middle school _The statistically significant differences in the leadership behavior of primary and intermediate school principals according to the variables: gender (males - females) and length of service (1-5, 5-10, 10 and more). The current research has identified the principals of primary and middle schools in the schools of the center, districts, and sub-districts affiliated to the General Directorate of Education in Al-Qadisiyah Governorate for the academic year (2021-2022). To achieve the research objectives, the researcher sought to: _The descriptive associative approach to detect leadership behavior - _Building a leadership behavior scale for primary and middle school principals, based on the administrative network theory. To complete this, the researcher applied the two scales to a sample of (250) principals in the schools of centers, districts, and sub-districts of the General Directorate of Education for Qadisiyah, which were selected according to the proportional method. After collecting and processing the data statistically using the Statistical Portfolio for Social Sciences (SPSS), the results of the research concluded that: Primary and middle school principals have leadership behavior_ _ _There are no statistically significant differences in the leadership behavior of primary and intermediate school principals according to the gender variable (male-female) and the length of service (1-5, 5-10, 10 and more). According to the results of the current research, the researcher came up with a number of recommendations and suggestions, including: - A special brochure for principals of primary and middle schools to work on leadership behavior in order to familiarize them with the various leadership styles because of its paramount importance in raising the level of work and developing performance and thus achieving school goals in the best way - Holding special training courses on the importance of leadership behavior and its areas for school principals and its impact on their professional growth Key: Leadership, primary and middle school principals words

The Effect of School Principals' Agile Leadership Behaviors on Entrepreneurial Teacher Behaviors through Innovative Organizations

The purpose of this study is to reveal the mediating role of innovative organizations in the effect of school administrators' agile leadership behaviors on entrepreneurial teacher behaviors. Based on the relationship between the variables, a model was proposed and the proposed model was tested. Before testing the SEM model, the relational survey model was used to determine the relationship between the variables and the model was tested. The study group of the research consists of 479 teachers working in Kartal, Tuzla, Maltepe and Sultanbeyli districts of Istanbul in 2023. According to the research findings, the agile leadership characteristics of school principals positively affect the entrepreneurial behaviors of teachers and the innovative structure of schools. As a result of the analysis of SEM model, innovative organizations have a partial mediating role between agile leadership behaviors of school principals and entrepreneurial teacher behaviors. This research contributes both theoretically and practically to the effect of agile leadership on teachers' entrepreneurial behaviors and innovative organizational structure of organizations, and the effect of innovative organizations on entrepreneurial teacher behaviors. In the light of the findings, implications related to agile leadership, teachers' entrepreneurial behaviors and innovative organizational structures are discussed and suggestions are made for future research.

Digital instructional leadership in schools facing different levels of challenging contexts: A survey study during the COVID-19 pandemic

This study highlights the growing significance of integrating digital technology into instructional leadership in schools. Educational administration research cannot ignore the fact that digital technology has become an integral part of human interactions and organizational processes in twenty-first-century workplaces. This paper aims to explore digital instructional leadership behaviours of principals during the COVID-19 pandemic and explain behavioural differences in leadership related to different levels of socio-economic school settings. Data were collected through an online study from 380 teachers in Bahrain. We used a series of two-sample t-tests between percentages to compare differences in digital instructional leadership behaviours. The study revealed that means of principals’ digital instructional leadership behaviours were generally higher in schools serving student populations with a high rather than low socio-economic background. Principals in schools serving student populations with low socio-economic background were higher than their peers only in one digital instructional leadership behaviours, and this was related to socio-economic gaps. The study contributes to better understanding of digital instructional leadership, an approach that is becoming highly prevalent because of the pandemic, and sheds light on how levels of principals’ behaviours vary in different circumstances. Overall, the findings attest to the presence of a digital instructional leadership divide.

The Influence of Elementary School Principal's Transformational Leadership Behavior in Cultivating Entrepreneurial Character of the Millennial Generation

The rapid and complex changes in education today demand the presence of leaders who are able to overcome the challenges. Principals who practice transformational leadership encourage millennial teachers to have a clear vision, flexibility and the ability to cope with changes in education. The purpose of this study was to analyze and determine the effect of transformational leadership behavior of elementary school principals on building the entrepreneurship character of the millennial generation in Tanjung Karang Barat Sub-district, Bandar Lampung City. This research uses a quantitative approach. The population in this study was 131 elementary school educators in Tanjung Karang Barat District, Bandar Lampung City so that 56 educators. Data collection was carried out using a questionnaire. Data analysis used simple regression which had previously been carried out regression prerequisite tests, namely normality test and linearity test. The results of this study indicate that there is a positive and significant effect of transformational leadership behavior of elementary school principals on the entrepreneurial character of the millennial generation in Tanjung Karang Barat District, Bandar Lampung City with the acquisition of the namely 5.276> 2.005. The conclusion in this study is that with inspirational and empowering leadership, principals can motivate and influence millennial educators to build an attitude of entrepreneurship, innovation and independence needed to face real-world challenges and contribute positively to the world of education and society at large.

The contemporary leadership behavior of school principals scale according to teacher's perceptions: Validity and reliability study

School principals are expected to possess modern leadership abilities that place an emphasis on ideas like collaboration, innovation, technological advancement, and egalitarianism. The objective of this study was to establish the psychometric features of the scale of current leadership behaviors of school principals (SCLBSP) developed in accordance with teacher perspectives. For the scale's content validity, eight experts were contacted, and for each item, the content validity ratio (CVR) and content validity index (CVI) were computed. Two different samples served as the basis for the scale development investigation. 253 teachers' worth of data were utilized in the exploratory factor analysis (EFA), whereas 215 teachers' worth of data were used in the confirmatory factor analysis (CFA) and measurement invariance studies. Cronbach's alpha, McDonald's omega, Split-Half method coefficients, composite reliability (CR), and average variance extracted (AVE) values were determined to determine the scale's reliability. The studies produced a single-factor structure with 34 items that explained 74.4% of the total variation. All SCLBSP items were found to have high levels of discrimination, and the reliability and validity of the entire scale were also found to be high.

Sustainable Leadership And Learning Organization Relationship in Schools: A Mixed Method Research

Purpose: The purpose of this research is to determine, according to the views of primary school teacher, the sustainable leadership behaviors of school principals and the relationship between sustainable leadership and the formation of schools as learning organizations.
 Methodology: This study aimed to determine the relationship between the sustainable leadership behaviors of school principals and the formation of schools as learning organizations in public primary schools located in Yozgat, Turkey. A mixed- methods approach, was employed in the study, which utilized both quantitative and qualitative methods. The quantitative portion of the study utilized a "predictive correlational design," while the qualitative portion utilized a "phenomenological design" to examine the research question.
 Findings: The research findings indicate that school principals exhibit high levels of sustainable leadership behavior based on the average scores given by teachers. In terms of dimensions, the highest average scores were obtained for deep learning. According to teachers opinions, the average scores for a learning organization were also found to be high. The highest average score in terms of dimensions was for team learning. A positive relationship was discovered between sustainable leadership and organizational learning. Qualitative results indicated that school principals who scored high in all dimensions of sustainable leadership provided more answers. Similarly, when examining qualitative results related to organizational learning, it was discovered that school principals who scored high in all dimensions of sustainable leadership also provided more answers.
 Highlights: The literature on sustainable leadership in educational organizations is very limited. Therefore, sustainable leadership perceptions in educational organizations can be examined by considering different concepts together. The relationships between these concepts and their impact can also be examined. Based on the views of primary school teachers, this study suggests that sustainable leadership has an impact on the learning organization. New studies can be conducted on other samples to compare the results of this study, and to investigate the impact of sustainable leadership on educational organizations further.

The Influence of Principal Leadership Behavior on Junior High School Teacher Performance

This study aims to determine the effect of principal leadership behaviour on teacher performance. This type of research used in this study is ex post facto. This study's population was 926 teachers at State Junior High Schools in Palu who carried out learning activities in the 2017/2018 academic year. The sampling technique was carried out randomly. The number of samples is 90 teachers consisting of 8 junior high schools in Palu City, and data collection uses a questionnaire. Based on the results of descriptive analysis, it is known that the frequency of leadership behaviours for the very high category obtained a value of 53.33%, the high category of 45.56%, and the low category of 1.11%. The frequency of teacher performance for the very high category obtained a value of 62.22% and the high category of 37.78%. Based on the simple linear regression test results, it is known that there is an influence of the principal's leadership behavior on teacher performance by 24.8%, while other variables influence teacher performance of 75.2%. The influence of principal leadership behaviour on teacher performance shows a positive and significant regression coefficient. In this study, the principal showed good behaviour and was aware of his responsibilities as a leader in his school related to human resource management, namely the teachers he led. The principal always strives to create conducive school conditions by creating mutual respect between teachers and school principals, then between teachers and school members. Teachers participated in finding solutions to problems currently being faced by the school and providing equal opportunities for teachers to develop themselves. It means that if the principal's leadership is excellent, the teacher's performance will increase.

Hubungan Antara Perilaku Kepemimpinan Kepala Sekolah dan Disiplin dengan Motivasi Kerja Guru pada SMP di Pulau Buana

This study aims to determine the relationship between the behavioral orientation of school principals and discipline leadership with the work motivation of teachers in junior high schools on the island of Buano. The research method used in this research is quantitative research. From this data it can be concluded that: 1) There is a relationship between the leadership behavior of school principals and teachers' work motivation because the significant value is < 0.05 or 0.150 < 0.05. The value of the Pearson correlation is 0.912, which means that there is a degree of relationship at very low correlation. 2) There is a relationship between work discipline and teacher motivation because the significant value is <0.05 or 0.00 <0.05. The value of the Pearson correlation is 0.873, which means that there is a high degree of correlation. 3) There is a positive and significant relationship between the principal's leadership behavior and work discipline with the teacher's work motivation because the significant value is <0.05. Thus it can be concluded that there is a positive and significant relationship simultaneously between the leadership behavior of school principals and work discipline with teacher work motivation. so it can be concluded that H0 is rejected and H1 is accepted.

Entrepreneurial leadership behaviour of primary school principals across Europe: a comparative study

PurposeTo improve school organisational performance and innovativeness, and meet diverse student needs, school leaders should be innovative, risk-takers and proactive, thus applying entrepreneurial practices/strategies and market mechanisms. This study aims to investigate, from a schoolteacher's perspective, the degree of entrepreneurial leadership behaviour (ELB) applied by school principals in European primary schools. Given that school autonomy is perceived as an important predictor of leaders' entrepreneurship, this study investigates the impact of educational macro (autonomy and accountability) and micro (demographics) contexts on ELB by comparing centralised and decentralised European school systems with the highly centralised Greek school system.Design/methodology/approachThis comparative study was conducted in Greece (630 participants) and in 14 European countries (972 participants). Thornberry's Entrepreneurial Leadership Questionnaire was used, comprising general entrepreneurial leader (GEL), miner (MIN), accelerator (ACC), explorer (EXP) and integrator (INT) behaviours.FindingsThe results revealed that ELB is a multi-dimensional concept, and that all participating teachers perceived ELB application moderately, with more focus on the internal (than external) school environment. Furthermore, the dual-directional macro-contextual influence found in applying ELB indicates that high school autonomy and accountability activate ELB owing to the school's freedom to engage in entrepreneurial ventures, while low autonomy/accountability still activates ELB, but only for organisational survival within hierarchical-bureaucratic school environments. This feature differentiates “intrapreneur/intrepreneur” from “entrepreneur” school principals.Originality/valueThe theoretical basis of entrepreneurial leadership (EL) in education should include entrepreneurial multi-dimensional leadership aspects (competencies, behaviours, skills) and educational context (macro and micro). Implications for school leadership research and practice are also discussed.

Examining the Leadership Behaviors of Primary School Principals: A Phenomenological Study

Examining the Leadership Behaviors of Primary School Principals: A Phenomenological Study