Teacher Leadership Styles Research Articles

A Study on Partial Least Squares Structural Equation Modeling (PLS-SEM) as Emerging Tool in Action Research

Structural equation modeling (SEM) depicts one of the most salient research methods across a variety of disciplines, including educational management. Recent research advocates the use of partial least squares structural equation modeling (PLS-SEM) as an attractive tool in action research. The purpose of this paper is to systematically examine how PLS-SEM has been applied in action research with the aim of investigating the effect of teacher’s leadership styles (transformational and transaction) and student’s motivational factors (intrinsic and extrinsic) on student engagement for implementation of Communicative Language Teaching (CLT) in classrooms as well as explore the mediating role of motivational factors of student between the relationship of teacher’s leadership styles and student engagement. A cross-sectional survey design was used for the study featuring a self-administrated questionnaire among the students of some selected schools in Bangladesh. The transactional leadership style of teachers influences student engagement, intrinsic, and extrinsic motivation while the transformational leadership style of teachers influences the intrinsic and extrinsic motivation of the student. Both motivational factors mediated the relationship between leadership styles and student engagement. This study contributes to the literature by providing teachers with the updated guidelines for action research by using PLS-SEM. The study also suggests the way for increasing student engagement for CLT implementation in classrooms.

Relationship Between Teachers Leadership Styles and Students Academic Achievement

Leadership styles play an important role and position in pedagogical activities and school effectiveness because they play a major role in the learning process. The current study looked at the relationship between teacher leadership styles (including democratic, autocratic, transformational and transactional) and student academic achievement at the university level. Head of the Departments of Social Sciences and Master degree students made up the study population. Twenty-nine Heads of Departments (HODs) and two hundred and six students from five public sector universities in Khyber Pakhtukhawa were selected through simple random and stratified (proportionate) sampling techniques. Data was collected through a questionnaire, the reliability co-efficient of which was 0.72 and 0.82 for HODs and students respectively. The data collected was analyzed using Mean, Standard Deviation and Pearson Correlation. The study results indicate that teacher leadership styles are strongly linked to student academic success

Pengaruh Gaya Kepemimpinan Kepala Sekolah Dan Profesionalisme Guru Terhadap Kinerja Guru Di SMP Negeri 1 Gondang Nganjuk

This study, taking the theme of the influence of the principal's leadership style and professionalism of teachers on teacher performance in SMP Negeri 1 Gondang, Nganjuk. Principal's leadership style and teacher professionalism are important indicators of achieving effective and efficient performance in an educational institution. This research approach is quantitative with ex post facto design. The population was all 60 Gondang 1 Junior High School teachers, then 42 samples were selected by using the Disproportionate Stratified random sampling technique. Data collection instrument in the form of a questionnaire with a Likert scale which has 4 alternative answers. The research instrument was tested on 42 teachers. The instrument validity test used was content validity with experimental judgment techniques, while for instrument reliability the Alpha Cronbach formula was used. Data analysis uses simple regression and multiple regression.The result is that the principal's leadership at SMPN 1 Gondang is included in the good category with an average score of 55,1429, professionalism of teachers in the professional category with an average score of 54.5714, the teacher's performance falls into the very good category with an average of 45.0714. With a simple regression analysis, it is known: there is no significant influence of the principal's leadership style on the performance of teachers of SMPN 1 Gondang because only -, 093, teacher professionalism does not affect the teacher's performance because it is only -, 102, but there is a positive and significant influence on the principal's leadership style on teacher professionalism that is equal to 98.3%. The results of multiple regression analysis showed that there was a significant joint effect between the principal's leadership style and teacher professionalism on teacher performance at SMPN 1 Gondang, which was only 1.2%.

Head teacher leadership style and secondary school students’ academic performance in Abi Local Government Area of Cross River State

This study examines the relationship between head teacher leadership style and mathematics student’s academic performance in Abi local government area of Cross river state, Nigeria. Three null hypothesis were formulated to guide the study. A random stratified sampling technique was used to select or sample one hundred and ninety (190) students and ten (10) head teachers from the population of the study. Two instruments were developed for data collection known as Head Teacher Leadership Style Questionnaire (HTLSQ) and mathematics achievement test (MAT). Pearson product moment correlation coefficient (PPMCC) was used to analyze all the three null hypothesis. The findings revealed that: there is a significant positive relationship between democratic leadership style and student’s academic performance and there is no significant relationship between laissez fair leadership style and student’s academic performance. It was concluded that head teacher leadership style influence student’s academic performance. It was therefore recommended that head teachers should undergo in-service training on leadership style of administration of schools and as a matter of concern use mostly the democratic leadership style.Keywords: head teacher, leadership, democratic, laissez fair, academic performances

Impact of Head Teacher’s Leadership Style on Teacher’s Job Satisfaction and Work Motivation

The study aims to investigate the impact of the head teacher`s leadership styles on the teacher`s job satisfaction and work motivation. A sample of total one hundred thirty-five were included in the study total of 122 teachers and 13 head teachers were randomly selected from different schools of Karachi for the data collection. The questionnaire was developed for the data collection which consisted of different sections comprised of demographic variables, leadership styles of head teachers, and job satisfaction and work motivation of teachers. The data was collected from different schools of Karachi by visiting in person and with the permission of head teachers and teachers. One sample t-test was implied to examine the data and results indicated that positive leadership style influences the teacher`s job satisfaction and work motivation. The results of the study also revealed that most head teachers apply the democratic leadership style as they liked to take recommendations and ideas from their teachers to make decisions and to maintain a positive relationship among the group. The study recommends that school heads must improve and encourage the staff to participate in the decisions making which leads to motivating them for better performance for themselves and for the institution.

The Impact of Transformational Leadership Style Practiced by Principals in determining the Job Satisfaction of Teachers working at Private Degree Colleges in Bangalore City.

Leaders are doers the success of any organisation is vested in the hands of responsible and highly motivated leaders. A leader is one who knows the path and guides the followers to go on the right way by standing with them, lending support when ever needed. With this aspect, study on leadership style and its relation in determining the job satisfaction of teachers has been chosen to analyse the association of Transformational leadership style with job satisfaction of teachers working with the private degree colleges in the city of Bangalore
 This study focuses on how principal leadership quality and style will influence the college teaching staff in determining the job satisfaction that in turn contributes to overall success of the colleges and even the student community. Correlation and Regression analysis is made to understand the significant relationship between the Principal leadership style and job satisfaction of teachers from teachers perspective.

Establishing the Relationship between Leadership Style of Head Teachers and Pupils’ Performance in Webuye West Sub County

The purpose of this study was to investigate the relationship between leadership style of head teachers and pupils’ performance in Webuye West Sub County. The study adopted descriptive research design to establish the relationship between study variables. It covered 65 primary schools with a total population of 1000 teachers. In order to consider the three educational zones in the area, Krejcie and Morgan table was used to select a sample of 56 out of 65 primary schools. All the head teachers in the selected schools were part of the study sample. Further, simple random sampling technique was used to select 5 teachers from each school for the study sample, giving a total of 280 teachers. Therefore, the study sample was 336 respondents. Tools used in data collection were questionnaires for head teachers and teachers. To test reliability, test-retest method was used where a Pearson’s correlation coefficient (r) value of 0.876 was found. Chi-square was used to determine the relationship between each independent variable and the dependent variable. Data was analyzed using the Statistical Package for Social Sciences (SPSS) version 20. The findings revealed that there is a significant relationship between performance of pupils and head teacher’s leadership skills.

PENGARUH GAYA KEPEMIMPINAN PARTISIPASI DAN MOTIVASI KERJA TERHADAP KINERJA GURU PADA SDN GUGUS III BALIKPAPAN UTARA

ABSTRACT This study aims to describe the participatory leadership style, motivation and performance of teachers in SDN Gugus III North Balikpapan and to analyze leadership performance and performance together on teacher performance in SDN Gugus III North Balikpapan. This study uses a quantitative approach and type of explanatory research. The population in this study were all teachers of SDN Gugus III North Balikpapan. The study sample was interviewed by 53 teachers. The sampling technique uses saturated samples. The method uses data using a questionnaire. Descriptive data analysis methods and multiple regression analysis, F test and t test. The results of the study showed participative leadership style and work motivation positively on the performance of teachers in North Balikpapan Elementary School III. Participatory leadership style and morale work motivation on the performance of teachers in SDN Gugus III North Balikpapan Keywords: participatory leadership style, work motivation, teacher performance

PENGARUH GAYA KEPEMIMPINAN PARTISIPASI DAN MOTIVASI KERJA TERHADAP KINERJA GURU PADA SDN GUGUS III BALIKPAPAN UTARA

ABSTRACT
 This study aims to describe the participatory leadership style, motivation and performance of teachers in SDN Gugus III North Balikpapan and to analyze leadership performance and performance together on teacher performance in SDN Gugus III North Balikpapan. This study uses a quantitative approach and type of explanatory research. The population in this study were all teachers of SDN Gugus III North Balikpapan. The study sample was interviewed by 53 teachers. The sampling technique uses saturated samples. The method uses data using a questionnaire. Descriptive data analysis methods and multiple regression analysis, F test and t test. The results of the study showed participative leadership style and work motivation positively on the performance of teachers in North Balikpapan Elementary School III. Participatory leadership style and morale work motivation on the performance of teachers in SDN Gugus III North Balikpapan
 
 Keywords: participatory leadership style, work motivation, teacher performance

PENGARUH GAYA KEPEMIMPINAN PARTISIPATIF DAN KOMUNIKASI TERHADAP DISIPLIN KERJA GURU SDN 013 BALIKPAPAN SELATAN

ABSTRACT
 This study aims to study the participative leadership style, communication and work discipline of teachers at SDN 013 Balikpapan Selatan and to analyze participatory leadership styles and communication styles simultaneously and partially towards teacher work discipline in SDN Segugus 3 Balikpapan Kota. This study uses quantitative and explanatory types of research. The population in this study was teachers at SDN 013 Balikpapan Selatan. The study sample was a trial of 30 teachers. The sampling technique uses saturated samples. Methods of collecting data using questionnaires and documentation. Data analysis method used descriptive analysis and multiple regression analysis, F test and t test. Simultaneous and partial between participatory leadership style and communication towards the work discipline of teachers at SDN 013 Balikpapan Selatan. Participatory leadership style has a large role in the work discipline of teachers in SDN 013 Balikpapan Selatan compared to communication.
 
 Keywords: participatory leadership style, communication, work discipline

Relationship Between Shared Leadership Style and Job Satisfaction of Secondary School Teachers

Teaching is a highly noble profession and teachers are always a strong pillar to the society. The ultimate process of education could be simplified as a meaningful interaction between the teacher and the learner. The teacher thus plays a direct and crucial role in molding a pupil towards education. The present study aimed to explore the relationship between s hared leadership style and teachers’ job satisfaction in secondary schools. To achieve this purpose, a correlation research method was used. The population of the study included all the secondary school teachers in the Lahore district. The sample consisted of 200 secondary school teachers. The self-developed questionnaire related school shared leadership style and job satisfaction was used for data collection in this study. The data were analyzed by using descriptive and inferential statistical techniques. It was concluded that there was positive weak significant relationship between shared leadership and teachers’ job satisfaction. On the basis of findings, school leadership may improve the shared leadership for the enhancement of the teacher’s job satisfaction. Head of the school may develop and promote positive and warmth relationship with teachers. Keywords: Shared leadership, job satisfaction, and school teachers. DOI : 10.7176/RHSS/9-11-01 Publication date :June 30 th 2019

Liaison Between Leadership Styles of Principal and Job Performance of Staff

Leadership seems to be the most operational tool of influencing people so that they strive willingly and enthusiastically towards the accomplishment of goals. The present study was to explore relationship between head teacher leadership styles and teachers’ job performance. A quantitative approach was used. Correlation research design was used to conduct this study by survey method. The population of the study was consisted of secondary schools teachers. A sample of two hundred students was selected by conveniently sampling technique. Researchers collected data by self-developed questionnaire on five point likert scale related to leadership practices and teachers’ self-efficacy. The analysis of the data was carried out by using Pearson r, t-test, percentages, mean, and ANOVA. It is concluded that there was strong association between autocratic leadership style and job performance in spite of other variables. There was no significant difference in scores of male and female teachers regarding autocratic and democratic leadership style. Head teachers may adopt suitable and appropriate leadership style and treat equally to staff members. This thing may helpful to enhance the job performance of teaching faculty. Keywords: Head Teachers, Leadership Styles, and Teachers Job Performance. DOI : 10.7176/IEL/9-5-01 Publication date :June 30 th 2019

Leadership Styles of Head Teachers’ and their Impacton Students’ Academic Performance in all Public Schools In Kenya a Case of Bungoma County

Leadership Styles of Head Teachers’ and their Impacton Students’ Academic Performance in all Public Schools In Kenya a Case of Bungoma County

The distinction of excellent students in the Portuguese state school as a strategy of educational marketing accountability

The mechanisms of academic distinction of the best students, such as the Honours Boards of Excellence and Value, emerge in Portuguese state schools as important institutional management strategies for promoting the school image and attracting the best students. This is what the authors propose to discuss, and that they identify as being a new form of accountability—the educational marketing accountability. In other words, at the theoretical level, this article intends to explore the relationship between the results obtained by students, the promotion of academic excellence and a new form of accountability in the Portuguese non-higher education system. The empirical focus was the analysis of the institutional marketing strategies of management adopted by the head teachers and their impact on the school choice by the students. The authors used data from a questionnaire applied to students from four secondary schools who were asked to complete, interviews with head teachers and content analysis of documents from most Portuguese schools with academic distinction rituals. The research confirms the obsessive centrality of academic results in the daily management of schools; simultaneously, the distinction of the best students is an institutional marketing strategy that influences the choice of school, projects a desired social image and further reinforces the performance and leadership style of the head teachers.

Leadership Styles and Retention of Teachers in Private Primary Schools in Bushenyi-Ishaka Municipality, Uganda

This study examined the relationship between the leadership styles and retention of teachers in Bushenyi-Ishaka Municipality, Uganda. Leadership styles were studied in terms of transformational, transactional and laissez-faire on a sample of 107 primary school teachers. The study adopted the correlational design and data were collected using a self-administered questionnaire. Data analysis involved descriptive and inferential analyses. Descriptive results revealed that teacher retention was good. Nevertheless, while the use of transformational leadership was also good, there was moderate use transactional leadership and low use of laissez-fair leadership was lowly used. Regression analysis revealed that transformational leadership had a positive significant relationship with retention of teachers. Nevertheless, transactional leadership had a positive but insignificant relationship with retention of teachers while laissez-faire leadership had a negative and insignificant one. Therefore, it was concluded that transformational leadership is imperative for retention of teachers, transactional leadership is not the most probable leadership style for retention of teachers, and laissez-faire leadership is not a desirable leadership style. The recommendations of the study are that head teachers should make it a priority to be transformational in their leadership, should limit their use of transactional leadership style, and avoid laissez-faire leadership.

Principal Leadership Style And Job Satisfaction Of High School Teachers

This paper deals with the issue of school leadership as one of the main priorities of education policy and focuses on the role, importance it has mainly on teacher’s job satisfaction. It tends to highlight the influence of the school leaders’ style in the pre-university education context. Two dimensions of leadership conceptualization are underlined in this study: the transformational and transactional leader. Teacher job satisfaction is often considered as an important aspect in their performance and productivity. In addition leadership style is considered one of the major influences affecting the job satisfaction of the teachers. The scope was to study the relationship and correlation between the style of the principals and job satisfaction of teachers. Various research techniques, primary and secondary data sources have been used to carry out this study, which are intertwined with one another. As a source of primary data were used two surveys, one for evaluating the principals’ style of leadership and the other one for measuring job satisfaction of the teachers. The sample consisted in 5 teachers from 25 high schools in Albania and Kosovo. There is evidence from the findings that transformational leadership has significant relationship and it has beneficial effects on teacher job satisfaction. These leaders transform, inspire, and empower followers by creating changes in their goals, values, needs, beliefs and aspirations.

Principals’ Leadership Styles And Job Performance Of Teachers In Public Secondary Schools In Imo State, Nigeria

The study investigated the extent principals’ leadership styles predict job performance of teachers in public secondary schools in Imo State. Four research questions were answered while four hypotheses were tested at 0.05 alpha level. The study adopted a correlational research design. The population for this study comprised all the four hundred and thirty (430) vice principals in the public secondary schools spread across the six (6) educational zones in Imo State. A sample of 239 vice principals were drawn with the use of multi-stage sampling approach. Two sets of instruments titled Principals’ Leadership Styles Questionnaire (PLSQ), and Job Performance of Teachers (JPTQ) were used and duly validated. The Cronbach alpha was used to compute the reliability coefficients of the instruments as follows: Principals’ Leadership Styles Questionnaire (PLSQ) - 0.720, and Job Performance of Teachers Questionnaire (JPTQ) - 0.720. Data were analyzed using multiple and simple regression, which were used to answer the research questions, while ANOVA associated with multiple regressions and t-test associated with simple regression respectively were used to test the null hypotheses. The result of the study revealed that principals’ leadership styles jointly and significantly predicted job performance of teachers in secondary schools in Imo State. Transformational leadership style was the most potent predictor of job performance. It was recommended among others that school principals should endeavour to enroll in leadership training programmes from time to time in order to enhance their leadership quality and efficiency for improved job performance of teachers.

Sinematografik Anlatıda Hersey- Blanchard Durumsal Liderlik Modelinin Eğitimde Kullanılabilirliği: Koro Filmi

The purpose of this research is to examine how the results of managerial leadership styles affecting the maturity / development levels of students through the movie Les Choristes. The movie Les Choristes has been analyzed through document analysis on the basis of Hersey- Blanchard situational leadership model. Teacher and principal leadership styles have been examined by comparing students’ maturity level. The findings show that the head master's leadership style is S1, low supportive high-ordering enforcer style. The teacher's leadership style is S3 highly supportive low-ordering participant style. The maturity levels of students are D3 representing talented but not motivated. Whereas the S1 leadership style in the film is not effective in making the students (D3) successful, the S3 leadership style is effective to manage this. This emphasizes the importance for the teachers of choosing leadership styles according to the maturity levels of their students. The research is important in that it is the first research reflecting the educational availability of situational leadership approach in an audiovisual way. It is thought to be a guide to other research that can be done on subject and field in terms of bringing leadership, education, and visuality together.

Qualidade na interação escolar: é possível melhorar o clima na sala de aula

As relações interpessoais que se estabelecem na escola são fundamentais para o desenvolvimento acadêmico da criança. Esse trabalho teve como objetivo principal adaptar, aplicar e avaliar um programa de intervenção (embasado em Weber, Salvador & Brandenburg, 2005) para professores visando à melhoria da interação entre professores e alunos do Ensino Fundamental. O estudo foi realizado em uma escola pública nos Anos Iniciais do Ensino Fundamental em um município do Paraná-Brasil. O instrumento de medida utilizado para verificar as interações entre professores e alunos foi o Inventário de Estilos de Liderança do Professor (Batista & Weber, 2015), sendo que 323 alunos responderam o inventário sobre a interação em sala de aula com seus professores (n=14). O Estilo de Liderança predominante identificado na coleta inicial foi o Negligente, indicando que, na percepção dos alunos, seus professores apresentavam baixa responsividade e envolvimento sinalizando a necessidade de intervenções para modificar o estilo de interação de seus professores. A partir dos dados, foi aplicado e avaliado um programa de intervenção com dois grupos independentes, e testado com medida repetida em três etapas (IELP), sendo caracterizado o estudo como experimental. Foram realizados dez encontros coletivos com todos os professores divididos em dois grupos, com duração aproximada de 2h cada, visando sensibilizar e capacitar os professores para melhores relações interpessoais com os seus alunos. Os resultados mostram algumas mudanças positivas em relação aos estilos de liderança dos professores de acordo com a percepção dos alunos. Aumentaram os escores para o Estilo Autoritativo e diminuíram para o Estilo Negligente. Também houve a redução significativa do uso de Controle Coercitivo nas estratégias utilizadas pelos professores para limitar e controlar o comportamento dos alunos para ambos os grupos. A intervenção realizada com professores revela resultados favoráveis à sua utilização para tornar as relações interpessoais na escola mais eficazes e afetivas.

Effects of Physical Education teachers’ leadership styles and classroom climate on learning motivation for basketball course

This study intends to discuss the effects of university PE teachers’ leadership styles and classroom climate on learning motivation for basketball course. University students in Guangdong Province, as the research objects, are surveyed with PE teacher leadership style scale, learning motivation for physical education scale, and classroom climate in physical education scale. Total 589 valid copies of questionnaire are analyzed with Multiple Stepwise Regression Analysis. The research results show that teacher support, affinity, charismatic leadership, and intellectual stimulation could positively predict intrinsic motivation, teacher support, laissez-faire leadership, and individualized leadership could positively predict identified regulation, charismatic leadership, individualized leadership, and involvement could positively predict introjected regulation, and laissez-faire leadership and passive management by exception could positively predict motivation. Accordingly, PE teachers’ leadership styles of individualized leadership, charismatic leadership, and intellectual stimulation as well as classroom climate of teacher support, affinity, and involvement could positively affect students’ autonomous motivation, while laissez-faire leadership and passive management by exception could positively affect students’ non-autonomous motivation.