Leadership Styles Of School Principals Research Articles

The Relationship Between the Transformational Leadership Style of School Principals, Assertive Communication, and Working Climate on Job Satisfaction of Private Elementary School Teachers in North Banjarbaru District

This study aims to analyze the relationship between the school principal's transformational leadership style, assertive communication and work climate on private elementary school teacher's work satisfaction in banjarbaru utara district. This research is a correlational study with path analysis. The population of this study were all teachers of private elementary schools in North Banjarbaru sub-district, totaling 123 people with a sample of 96 people taken by proportional random sampling technique. Data were collected through questionnaires and documentation and then analyzed using SPSS 15 statistical version. Meanwhile, data analysis techniques used statistical tests of path analysis and multiple linear regression. Hypothesis testing was carried out at a significance level of 0.05. The results showed: 1) The principal's transformational leadership style, assertive communication, work climate and teacher job satisfaction were in the high category. 2) There is a positive and significant relationship between the principal's transformational leadership style and teacher job satisfaction of 0.212. 3) There is a positive and significant relationship between assertive communication and teacher job satisfaction of 0.307. 4) There is a positive and significant relationship between the principal's transformational leadership style and the work climate of 0.325. 5) There is a positive and significant relationship between assertive communication and work climate of 0.641. 6) There is a positive and significant relationship between work climate and teacher job satisfaction of 0.460. 7) The relationship between the principal's transformational leadership style indirectly through the work climate on teacher job satisfaction is 0.362. 8) The relationship between assertive communication indirectly through the work climate on teacher job satisfaction is 0.602. Based on the conclusions above, the implications of the research results are that teacher job satisfaction can be increased through the principal's transformational leadership style, assertive communication and work climate.

The Relationship Between the Transformational Leadership Style of School Principals, Assertive Communication, and Working Climate on Job Satisfaction of Private Elementary School Teachers in North Banjarbaru District

The Relationship Between the Transformational Leadership Style of School Principals, Assertive Communication, and Working Climate on Job Satisfaction of Private Elementary School Teachers in North Banjarbaru District

The Effect of Principal Managerial Competency, School Principal Leadership Style, and Teacher Work Motivation on Teacher Performance in SDN Jekan Raya District, Palangka Raya

This study aims to determine and analyze the influence of the principal managerial competence, principal leadership style and teachers’ work motivation on teacher performance. This research is quantitative research with a path analysis approach. The study population was 440 with 200 studyampelous. Data collection was carried out using instruments consisting of managerial competence (11 items), principal leadership style (30 items), teacher work motivation (44 items), teacher performance (40 items) that had been tested for validity and reliability. The data analysis of this study used jalur analysis (Path Analysis). The results found that there was an influence of managerial competence on teacher work motivation (0.097), principal leadership style on work motivation(0.075), principal managerial competence on teacher performance (0.341),Principal leadership style towards performance (0.345), teacher work motivation towards performance (0.320), principal managerial competence towards teacher performance through teacher work motivation (0.420), principal leadership towards teacher performance through teacher work motivation (0.387).

The Effect of Principal Managerial Competency, School Principal Leadership Style, and Teacher Work Motivation on Teacher Performance in SDN Jekan Raya District, Palangka Raya

The Effect of Principal Managerial Competency, School Principal Leadership Style, and Teacher Work Motivation on Teacher Performance in SDN Jekan Raya District, Palangka Raya

The Role of School Principal Leadership Style, Work Environment and Family Support on PAUD Teacher Performance

Teacher performance is an important part of achieving the goals of an educational institution. The good or bad of an educational institution or school can also be seen from the level of teacher performance. To avoid the bad side of teacher performance, a comfortable work environment, the right leadership style and support from the family are needed so that performance can be more optimal. This research intends to analyze the performance of teachers in PAUD in Cengkareng District, West Jakarta, which is affected by the work environment, leadership style and family support. Questionnaire data as primary data and school IKP and EKI documents as secondary data. There were 22 respondents in this research who were sampled. Multiple linear regression analysis as data analysis and t-test as a hypothesis test were all processed through SPSS version 26. The results of this research describe that performance is not partially affected by the work environment. Meanwhile performance is significantly affected positively by leadership style. Furthermore, performance is significantly positively affected by family support. Other test results, performance is significantly positively affected by the work environment, leadership style and family support simultaneously.

Principal Situational Leadership: A Literature Review

The principal's leadership is related to the leadership style he uses, situational leadership style is one of them. This writer aims to collect and analyze articles related to the situational leadership style of school principals. The method used is literature review articles collected through the Google Scholar search engine and articles that meet the criteria are articles that discuss situational leadership and school principals. Articles that the author selected based on the last 5 years. Based on the articles collected, it was found that the situational leadership of the school principal is an effective and flexible leadership style because the principal is able to adapt to the demands of the existing situation.

Examination of the relationship between school principals' leadership styles and organisational happiness

The main purpose of this research is to examine the relationship between school principals' leadership styles and organisational happiness. İn this study, the relational survey model, one of the quantitative research methods, was used. The teachers participating in the research were selected by a cluster sampling method. In order to collect the data of the research, the ‘Personal Information Form’ was used to determine the demographic characteristics of the teachers; the ‘Leadership Styles Scale’, developed by Akçekoce and Bilgin, was used to determine the leadership style exhibited by school principals; and the ‘Organisational Happiness Scale’, adapted into Turkish by Arslan and Polat, was used to determine the organisational happiness levels of teachers. The obtained data were processed in a statistical programme to be analysed. As a result of the analyses, while the teachers have the perception that school principals exhibit the ethical leadership style the most, they think that school principals exhibit cultural leadership style the least. It is seen that teachers' organisational happiness perceptions are also at a high level. It is seen that there is a positive and strong relationship between the leadership styles of school principals and their perceptions of organisational happiness. In addition, in the study, it was concluded that the leadership styles of school principals were a significant predictor of organisational happiness and explained 41.3% of organisational happiness. Keywords: Educational organisations, leadership, leadership styles of school principals, happiness, organisational happiness.

Implementasi Manajemen Kurikulum 2013 dan Gaya Kepemimpinan Kepala Sekolah Dalam Meningkatkan Mutu Pendidikan

AbstractThis study aims to find out how the implementation of management curriculum 2013 and the leadership style of school principals improves the quality of education.This research is a type of qualitative research, with a field research approach. Data was collected by observation and interviews (primary) and data that came from various written/literary sources in the form of books, journals, magazines, and so on. (secondary). The data analysis used is descriptive data analysis by checking the validity of the data by using the triangulation technique.The results of the study revealed that the implementation of Management Curriculum 2013 was able to improve the quality of education. This is evidenced by the existence of a positive response from two directions in teaching and learning activities, the shift to student-centered learning. In addition, improving the quality of education is also supported by the leadership style of the school principal. This is evidenced by the acceptance of the concept initiated by the school principal, the skills to build and establish good relationships and the technical skills of the principal in managing and empowering all elements of the school can be implemented.

Liderlik Stilleri, Okul Kültürü ve Okul Dinamizmi İlişkisi

This research addresses the issue of how we can benefit from school culture and school principals' leadership styles in order to reach schools that respond to the needs of the 21st century and to create dynamic schools and to provide school dynamism to meet the current and possible needs of their students both today and in the future. In this direction, seeking an answer to the question in the research, "Do the leadership styles of school principals and school culture significantly predict school dynamism?". The research is a descriptive study in survey method with relational approach. Within the scope of the research, data were collected from 747 teachers working in secondary schools located within the borders of İzmir province, using multi-stage stratified proportional cluster sampling. The relationship between school principals' level of realization of leadership styles, school culture and school dynamism was analyzed using hierarchical multiple regression. The independent variables of the research are school principals' leadership styles and school culture; The dependent variable is school dynamism. The results obtained from the research explain how we can benefit from the school principals' leadership styles and school culture to ensure school dynamism. In the research, it has been concluded that the highest contribution to school dynamism is made by the transformational leadership in schools where the culture of duty, success and bureaucracy is dominant, and the leadership that allows freedom, being negative in schools where the support culture is dominant. According to partial correlations and explained variance values in the study, it was seen that the effect of task and success culture on school dynamism was higher than support culture and bureaucratic culture. The research offers suggestions for school principals to think and act on their leadership behaviors and school culture in order to ensure school dynamism.

Transformational and Instructional Leadership Styles to Improve Teacher Performance: Literature Review

The importance of transformational and instructional leadership styles of principals is interesting to study. There are several articles on Transformational and Instructional leadership style reviews found. This literature review aims to determine the transformational and instructional leadership styles of school principals to improve teacher performance. Based on the results of the literature review, it was found that there was a significant relationship between the transformational leadership style and the principal’s instructional style to improve teacher performance, which was seen from the increase in teacher performance and teacher job satisfaction in schools. The results of the review article show a significant relationship between transformational and instructional leadership styles in improving teacher performance in schools. There is a positive relationship between transformational and instructional leadership styles and can have a positive and significant influence on teacher behavior and teacher job satisfaction. Principal’s Transformational and Instructional Leadership is one of the factors that encourage schools to achieve goals actively and efficiently.

The Effect of Principal Transformational Leadership on the Performance of Islamic Education Teachers


 
 
 The transformational leadership of school principals has a significant impact on the performance of Islamic education teachers. This article discusses the effect of transformational leadership of school principals on the performance of Islamic education teachers. The research method used is qualitative by conducting literature studies and library research. This study aims to explore the relationship between the transformational leadership style of school principals and the performance of Islamic education teachers. The results showed that the transformational leadership of school principals has a positive impact on the performance of Islamic education teachers, by inspiring, motivating, and empowering teachers to achieve Islamic education goals. An inclusive leadership approach, building good relationships, and providing strong support to teachers also play a role in improving their performance. However, challenges such as lack of leadership training for principals and instability of the school environment can affect the implementation of transformational leadership. Therefore, efforts are needed to improve the principal's understanding and transformational leadership skills as well as create a supportive school environment to improve the performance of Islamic education teachers
 
 

Principal's Leadership Style in Facing the Modern World from the Educational Sociology Perspective at State Elementary School 007 Sangatta Utara

The purpose of this study is to determine the leadership style of school principals in dealing with the modern world from the perspective of the sociology of education, the benefits of this research are beneficial as a reference for principal school leadership to prepare agents of educational change in the face of today's modern world. Modern times all definitely need challenges in the world of education, education must be able to adapt and carry out transformations to keep up with the times, the research used is qualitative research with a descriptive approach, researchers explore data through interviews, with school principals and teachers as well as community members who live in the environment. State Elementary School 007 Sangatta Utara, East Kutai Regency, and from the documentation, the researcher then analyzed the data following the miles style, then by reducing the data after the interview so that less relevant information could be filtered out to near perfection after data reduction then drew conclusions. The findings from the researchers show that there is still a lack of principals in following technological developments, plus the facilities are still inadequate, ideally in schools having 25 computers or laptops and schools do not yet have a computer lab to support school programs so that the program does not run optimally. The principal is very important and must master technology to make it easier for education personnel to control.

Principals’ leadership styles: Critical components to the security management in selected secondary schools in Mandera county, Kenya

Introduction: Leadership styles of school principals plays a significant role in making the school a safe haven for students. This is because principals interact with the school community more often, and hence understand the school environment better. Purpose: Determine the critical leadership style in the security management in Mandera County, Kenya Methodology: The correlational study design was used as the framework that anchored the study. The survey targeted a population of 424 teachers, 46 principals, 460 BOM members and 13,387 students in Mandera County which makes a total population of 14,317. The sample size was 201 teachers, 40 principals, 210 BOM members and 373 students and thus narrowing the sample size to 824 respondents. The respondents were stratified, proportionately and randomly sampled. Questionnaires for teachers, semi- structured interview guides for principals and BOM members, and focus groups were adopted as instruments of collecting information. Before the main study, the researcher conducted a pilot study in schools that had characteristics similar to those of the sampled schools. Content validity was determined using expert judgment from specialist in the education management. Instrument reliability was established using the Cronbach alpha technique. Thematic analysis was used to analyze qualitative data, while quantitative data were analyzed using descriptive statistics in terms of frequencies, means, and inferential statistics in terms of regression analysis. Results: The results of this research show a prediction that for each increase in the leadership styles of secondary school principals, there was a 29.7% increase in security management. Recommendation: Major recommendation is that school leadership need to adopt the correct management strategies to ensure security. Furthermore, the community where the school is located should be involved in matters of student security and safety.

Gaya Kepemimpinan Kepala Sekolah dalam Meningkatkan Mutu Pendidikan Agama Islam

Human nature is a social creature which according to Aristotle is called the "Zoon Politicon". In an effort to socialize, humans or humans enter a group or organization, then when something emerges, recognizes the advantages and influences and drives joint efforts in achieving a predetermined goal, then he is called a leader. This research uses an organization that is a school educational institution. Educational leaders must have a commitment to quality improvement in their main functions. Therefore, the functions of educational leadership must be directed at the quality or quality of learning. The quality of education is a direct consequence of a change and development of various aspects of life. There are various styles of heads in implementing and developing leadership activities, namely authoritarian leadership style, Laissez Faire leadership style, democratic leadership style. On that basis, this research is focused on the limitations of the problem in this study, there are two, namely: 1) How is the Quality of Islamic Religious Education at SMA Negeri 1 Ciwidey?; and 2) How is the principal's leadership style in improving the quality of Islamic religious education in educational institutions. Furthermore, this study uses qualitative research methods using a case study plan on the leadership style of school principals in improving the quality of Islamic religious education. The results of this study indicate that (1) the quality of Islamic education in SMA Negeri 1 Ciwidey can be said to be quite good, this can be seen in terms of input, process and output. In terms of input, the students of SMA Negeri 1 Ciwidey have the motivation to always improve themselves in achieving according to their talents and abilities, teachers, staff, TU, counselors and administrators who have expertise in their fields and are also supported by adequate facilities and infrastructure. In terms of process, Islamic religion teachers at SMA Negeri 1 Ciwidey have used various teaching methods so that it is easy for students to understand PAI material. In terms of output, most of the graduate students are accepted in top universities, are diligent in praying and can read the Qur'an. (2) The Leadership Style of the Principal of SMA Negeri 1 Ciwidey in improving the quality of Islamic religious education is more likely to use a (participatory) leadership style. In this case, the principal prioritizes deliberation and consensus in solving a problem. However, often in certain situations, the principal requires another (authoritarian).

Teachers’ perceptions of their school principal's leadership style and improvement in their students’ performance in specialized schools for students with conduct disorders

We examined the relationship between the school principal's leadership style, as perceived by the school teachers, and improvement in the performance of students with special education needs enrolled in specialized schools for students with conduct disorders. Our motivation originates in the increasing trend in their share within the general population and the premise that this unique population may respond differently to school principal leadership style. Datasets on students’ previous performance, students’ background characteristics, teacher profiles, and school features were collected. In addition, a questionnaire on teachers’ perceptions of their school principal's leadership style was distributed. Datasets were collected from 92 teachers who worked in special education needs public schools that specialized in conduct disorders. Using STATA software, we measured multilevel fixed-effects models. We found that the more the school principal is perceived as a transformational leader, the higher the students’ performance. Additionally, secondary school advantaged students (i.e. having a high level of previous performance, high socioeconomic strata), who are taught by more educated teachers, exhibit higher performance compared with their counterparts. Based on our finding, we recommend that policy makers would consider assigning transformational leaders to low-performing schools. In addition, policy makers may want to allocate extra learning resources and to provide access to learning services to support the disadvantaged students’ learning process.

The impact of school principal's leadership styles on organizational learning: Mediating effect of organizational culture

Educational institutions also focus on improving the quality to adapt to today's world's continuous and rapidly changing conditions. In improving the quality of educational institutions, the leadership styles of school principals and the organizational learning that can be applied in school are significant. The leadership styles of school principals and organizational learning are also influenced by the culture that has been settled in the school. In this context, this study was conducted to investigate the impact of leadership styles on organizational learning in high schools. The main focus of this research study is on analyzing the critical role of different leadership styles on organizational learning through the use of a quantitative research approach. The primary data in the current study has been collected from 310 high school teachers working in educational institutions of Turkey. The study found that leadership styles have a significant impact on organizational learning. In addition, transformational and transactional leadership styles positively affect organizational learning, and laissez-faire leadership style hurts organizational learning. However, organizational culture has also been found to mediate the relationship between leadership styles and organizational learning significantly.

COMPARISON OF ETHICAL, TRANSFORMATIONAL, PATERNALISTIC, SPIRITUAL AND INSTRUCTIONAL LEADERSHIP STYLES

In this study, it is aimed to compare the ethical, transformational, paternalistic, spiritual, and instructional leadership styles of school principals. For this purpose, the research has been carried out according to the survey model. 586 teachers from Istanbul province participated in the study. A high level of a positive correlation has been found between the leadership styles of school administrators perceived by the teachers. Teachers most perceived ethical leadership style and least perceived paternalist leadership style of school administrators. While teachers' perceptions of instructional, transformational, ethical, and spiritual leadership styles differ significantly according to their gender; It does not differ significantly according to their educational status. It has been determined that the instructional, transformational, ethical, paternalist, and spiritual leadership styles of school administrators differ significantly according to the type, grade, and age variables. The instructional, transformational, paternalist and spiritual leadership styles of school principals do not differ significantly according to the seniority variable; however, it has been determined that the ethical leadership style of school administrators differed significantly according to the seniority variable. It has been determined that instructional, transformational, ethical, paternalist, and spiritual leadership styles of school administrators differ significantly; according to the type of schools, grade, and age variables.

Perception of School Climate as a Mediating Factor in Relation between Teacher Motivation and the Perceived School Principal Leadership Style

This paper presents the results obtained on a sample of 467 teachers from 25 elementary schools in the wider city area of Tuzla. The subject of the research was the relationship between the principal leadership styles, as perceived by teachers, and the work motivation of teachers, through the perception of the school climate as a potential determinant of this relationship. The Multifactor Leadership Questionnaire (MLQ), the Work Tasks Motivation Scale for Teachers (WTMST), and the School Level Environment Questionnaire (SLEQ) were used to collect data. The obtained results indicate that the principal leadership style, perceived by teachers, affects teacher motivation directly, and indirectly, through the teachers’ perception of the school climate. This, however, explains a small part of the total variance of motivation, which suggests that motivation is mostly determined by the sum of other factors.

The Influence of Managerial Skill, Principal Leadership Style and Compensation toward Teacher’s Performance

This study determined the effect of managerial skills, principal leadership style, and compensation on teacher’s performance. This study used a correlation research method with an ex-post facto research design. The population in this study were all teachers in private high schools in Sekayu District, Musi Banyuasin Regency which consist of 48 people. The data collection technique used a questionnaire. Data were analyzed using multiple regression analysis techniques. The results showed that 1) there was an influence between managerial skills on teacher’s performance; 2) there was an influence between the leadership style of the principal on the performance of teachers; 3) there was an influence between compensation on teacher’s performance; and 4) there was a joint influence between managerial skills, leadership style of school principals, and compensation for teacher’s performance.

Examining The Relationship Between The Leadership Styles Of School Principals And The Organizational Attractiveness Of Schools

Bu araştırmada okul müdürlerinin benimsediği liderlik stilleri ile okulların örgütsel çekicilik düzeylerini incelemek, okul müdürlerinin kullanmış olduğu liderlik stilleri ile okulların örgütsel çekicilik düzeylerini bağımsız değişkenler açısından incelemek ve okul müdürlerinin benimsemiş olduğu liderlik stillerinin okulların örgütsel çekiciliğinin anlamlı yordayıcıları olup olmadığını incelemek amaçlanmıştır. Araştırmanın evrenini, Malatya ilinde yer alan kamu okullarında görev yapan Battalgazi ilçesinde 4600 ve Yeşilyurt ilçesinde 6024 olmak üzere 10624 öğretmen oluşturmaktadır. Araştırmanın örneklemini ise Malatya iline bağlı Battalgazi ve Yeşilyurt merkez ilçelerinde 2019-2020 Eğitim-Öğretim yılında, MEB’e bağlı kamu okullarında (ilkokul, ortaokul ve lise düzeyinde) görev yapan, evrende yer alan okullardan araştırmaya gönüllü olarak katılan 452 öğretmen oluşturmaktadır.
 Araştırmanın verileri; Kişisel bilgiler formu, Örgütsel Çekicilik Ölçeği ve Liderlik Stilleri Ölçeği ile toplanmıştır. Araştırmanın sonuçlarına göre; dönüşümcü liderlik, öğretimsel liderlik, kültürel liderlik, vizyoner liderlik boyutları ve okulların örgütsel çekiciliklerinin “katılıyorum” düzeyinde olduğu; etik liderliğin ise “tamamen katılıyorum” düzeyinde olduğu belirlenmiştir. Okulların örgütsel çekiciliklerinde, öğretmenlerin müdürle çalışma süresine göre anlamlı farklılığa rastlanmıştır. Dönüşümcü liderlik, öğretimsel liderlik ve etik liderlik boyutlarında okuldaki öğrenci sayısına göre anlamlı farklılığa rastlanmıştır. Etik liderlik boyutunda mesleki kıdem değişkenine göre anlamlı farklılığa rastlanmıştır. Dönüşümcü liderlik ve kültürel liderlik değişkenlerinin ise okulların örgütsel çekiciliğinin anlamlı yordayıcıları olduğu belirlenmiştir.