Teacher Leadership Styles Research Articles

Leadership Styles of Public School Heads and Teachers’ Well-Being

Leadership Styles of Public School Heads and Teachers’ Well-Being

The Effect of Leadership Styles on Teacher Job Satisfaction in Nigerian Secondary Schools

In an educational environment, school administration and leadership is regarded as one of the essential components for effective institutions, in addition to instruction and learning. The research set out to investigate the impact of school managers' and leaders' leadership philosophies on teachers' work satisfaction. The goal of the research is to identify the prevalent leadership style as viewed by teachers, to gauge teachers' job satisfaction, and to investigate the connection between teachers' job satisfaction and the leadership styles of school managers. 95 instructors were chosen at random for the research, which used an observational poll methodology. The primary tool used to gather data for the research was a questionnaire. Means, standard deviations, and Pearson correlation were used to analyse the data collected. The findings showed that democratic leadership was primarily used by Head of schools and that teachers typically had high levels of work satisfaction. Additionally, it was discovered that there was a strong correlation between teachers’ job satisfaction and the leadership approach utilized by administrators and school leaders. The study's results led to the conclusion that the leadership style of head teachers influenced the degree of work satisfaction among teachers in secondary institutions in Lagos State. It was suggested, among other things, that teachers in secondary schools be allowed to participate in in-service training because doing so will make them more enthusiastic about their work.

The Influence of the Madrasah Principal's Leadership Style on Teacher Performance at Islamic Senior High School of Miftahul Ulum Tanggul Jember

The purpose of this study was to find out and reveal about the leadership of school/madrasah principals and teacher performance and to analyze whether or not there was a relationship between the democratic leadership style of the madrasah head and teacher performance, to know the relationship between the leadership style and the participation of the madrasah head and teacher performance, to find out the relationship between the autocratic leadership style of the head. madrasah and teacher performance, knowing the relationship between the leadership style of the free control madrasa head and teacher performance, and knowing the relationship between leadership style and teacher performance. The research method uses a quantitative approach and a questionnaire is used as a research instrument. Data analysis used descriptive and correlation analysis techniques. Based on the results of the study, it was revealed that the leadership style of the madrasa head consisting of autocratic, participation, democracy and free control was quite good, with the frequency level of the leadership style used being democratic, participation, free and autocratic control. This leadership has a significant impact on good teacher performance in carrying out their duties and responsibilities such as planning, implementing and assessing learning well; there is a significant positive correlation to teacher performance obtained from the democratic leadership style of the madrasa head; there is a significant positive correlation of teacher performance arising from the participatory leadership style of the madrasa principal; there is a significant positive relationship between the free control teacher's leadership style and teacher performance; and there is a significant positive relationship between the principal's leadership style and teacher performance

Transformational Leadership Style of School Heads and Teachers’ Performance

Transformational Leadership Style of School Heads and Teachers’ Performance

Perceived Effectiveness of Leadership Styles for Improvement in Public Schools of Punjab

School leadership is identified as a central point in the effectiveness of the school environment. School leaders work in instituting a learning climate in ways that assist a broad understanding of the effectiveness through the participation, learning, and achievement of students from diverse cultural and social backgrounds. There is little research about how a leadership role can assist in coping with the challenges varying according to contextual differences. Research under study furnished the reliance that different leadership styles can help to play a mediating role by carefully planning to overcome all pressure on transforming policy into practice to integrate values. Inferential statistics were applied using factor analysis, correlation, and multivariate regression. The research yielded five leadership styles that successful principals practiced: delegation, commanding, participative, cultural, and moral leadership styles. The commanding leadership style of principals is more effective in fixing responsibility to accountability, while the participative leadership style of teachers contributes to school improvement. However, a collaborative leadership style contributes to leadership effectiveness. The results indicate that a lack of leadership-oriented practices is still problematic for schools, and this challenge alone can negatively affect school improvement.

Head teacher Leadership Styles and Teacher Performance in Primary Schools in Kaabong District, Uganda

Purpose: This study investigated the influence of headteacher leadership styles on teacher performance in primary schools in Kaabong District. Specifically, the study was to establish whether headteacher transformational leadership style had a significant influence on teacher performance; whether headteacher instructional leadership style had a significant influence on teacher performance; and whether headteacher transactional leadership style had a significant influence on teacher performance in primary schools in Kaabong District.
 Methodology: The study adopted a cross-sectional descriptive survey research design in which structured questionnaires and face-to-face interviews were used to collect data from 308 respondents that included headteachers, directors of studies, teachers, pupil leaders and members of school management committees. The sampling of respondents was done mainly using simple random and census.
 Findings: The study found out that most headteachers in primary schools in Kaabong used the three leadership styles in their management. However, the study found out that most of the respondents disagreed that teacher performance in the primary schools was good. The results of the linear regression showed that use of transformational leadership style had an insignificant influence on teacher performance; use of instructional leadership style had a moderate significant influence on teacher performance; and use of transactional leadership style had an insignificant influence on the teacher performance in the primary schools.
 Unique Contribution to Theory, Policy and Practice: The findings of the study will provide a basis for policy makers to consider which leadership styles to emphasize in a bid to improve on teacher performance in schools. The findings from this study will provide an insight among head teachers on the importance of adopting appropriate leadership styles that can ensure good teacher performance in the primary schools. The findings will provide a basis for identifying the relationship between head teachers and teachers in forging best practices for improved teacher performance in schools.

The relationship of scientific knowledge with some special leadership styles for teachers of physical education

The importance of the research was represented in identifying the relationship between scientific knowledge and some special leadership styles of physical education teachers, as well as identifying the pioneering leadership style of physical education teachers in the Karbala governorate through preparing a questionnaire for the special leadership styles of physical education teachers in the holy Kerbala governorate. As for the research problem, it was found that there are a number of fellow physical education teachers who do not pay attention to the required extent of the limits of scientific mathematical knowledge, while the research sample consisted of physical education teachers in Kerbala for the academic year 2022-2023. The most important conclusions reached by the researcher are that physical education teachers who have high scientific knowledge always tend to use leadership styles (behavioral - democratic - and human). . As for the most important recommendations that the researcher recommends, it is the need to provide schools with the laws of modern games and scientific sources, which would increase the scientific knowledge of physical education teachers, because of their role in using the optimal leadership style with students.

Leadership Styles and Turnover Intentions of Public Secondary School Teachers in Dodoma, Tanzania: The Mediating Role of Team-Member Exchange

Using a survey study design with 133 public secondary school teachers in Dodoma, this paper explores the relationship between leadership style (both Transformational and Transactional) and teachers’ turnover intentions with mediating effect of Team Member Exchange. The study found that teachers’ turnover intentions have a negative relation with transformational leadership style, while transactional leadership style has a positive relationship. Also, TMX was observed to have a positive relationship with transformational leadership style, while transactional leadership style has a negative relationship. Despite teachers’ turnover intentions and TMX being observed to have a negative relationship, there was no mediating effect of TMX on transformational leadership style and teachers’ turnover intentions. At the same time, there was a negatively mediating effect of TMX between transactional leadership style and teacher turnover intentions. The findings of this study provided insight into a leadership style that may be used to motivate and encourage teachers to work even more complex and reduces turnover intention. The findings can help develop strategies and programmes for heads of schools to improve their leadership styles that would enable the retention of public secondary school teachers.

Innovative Educational Practices in Teaching, Learning and Evaluation and it's Relationship between Teacher's Leadership Style and Classroom Discipline Management

In Secondary schools in Varanasi City, this research examined the connection between instructors' classroom management techniques and students' conduct. Three survey issues and three null hypotheses that were assessed at the 0.05 level of significance served as the report's guiding principles. A specimen of 250 primary school educators as well as 1500 students were picked for the analysis through a proportionate stratified random sampling approach. Details were obtained by employing two instruments named the Teachers’ Classroom Management Styles Questionnaire (TCMSQ) and the Pupils Discipline questionnaire (PDQ). Three specialists verified the instruments. Utilizing Cronbach's alpha, internal consistency reliability indices of 0.75 and 0.71 were found for the TCMSQ and PDQ, respectively. Pearson's correlation study was employed to interpret the information. The findings demonstrated a moderately positive and substantial correlation between instructors' democratic classroom management methods and students' conduct. There is a weakly positive and substantial correlation between students' conduct and teachers' authoritarian and lax classroom management philosophies.

Hubungan Gaya Kepemimpinan Guru Mata Pelajaran IPS dengan Motivasi Belajar Siswa SMP Negeri 104 Jakarta Selatan

The research aims to determine the relationship of social studies teacher’s leadership style with student’s learning motivation at SMP Negeri 104 Jakarta. The research uses a correlational method with a sampling technique obtained by 167 students from a population of 272 students. Data were analyzed with product moment correlation coefficient to test hypotheses and obtain conclution. The results showed that there was relationship between the leadership styles of social studies subject teachers in the classroom with students learning motivation, 1) the autocratic leadership style of social studies subject teachers in class was positively and significantly related to students learning motivastion as supporting leadership style, the results of the calculation of the correlation coefficient of 0.615 and the results of hypothesis testing with t-test obtained tcount (10,020) > ttable (1,974) with a significant level (?) = 0.05. 2) laissez faire leadership style of social studies subject teachers in class was positively and significantly related to students learning motivation as supporting leadership style, the results of the calculation of the correlation coefficient of 0.502 and the results of hypothesis testing with t-test obtained tcount (7.462) > ttable (1.974) with a significant level (?) = 0.05. 3) democratic leadership styles of social studies subject teachers in class was positively and significantly related to students learning motivation as dominant leadership styles, the results of the calculation of the correlation coefficient of 0.718 and the results of the hypothesis with the t-test obtained tcount (13.25) > ttable (1.974) with a significant level (?) = 0.05.

THE ANALYSIS OF TEACHER LEADERSHIP STYLES – PERCEPTIONS OF SECONDARY SCHOOL STUDENTS

THE ANALYSIS OF TEACHER LEADERSHIP STYLES – PERCEPTIONS OF SECONDARY SCHOOL STUDENTS

The Mediating Role of Classroom Climate and Student Self-Efficacy in the Relationship Between Teacher Leadership Style and Student Academic Motivation: Evidence from China

The Mediating Role of Classroom Climate and Student Self-Efficacy in the Relationship Between Teacher Leadership Style and Student Academic Motivation: Evidence from China

Influence of Head Teacher's Leadership Styles and Effective Learning Process in Secondary Schools of Rwanda

Influence of Head Teacher's Leadership Styles and Effective Learning Process in Secondary Schools of Rwanda

Teacher Leadership and Learning Styles of High School Students of an Educational Institution in Huamachuco, Peru

The purpose of this work is to determine the impact generated by teacher leadership on the learning styles of students at the secondary level, from the César Vallejo Educational Institution, Huamachuco, during the year 2021 and; this study was based on the methods of non-experimental design of descriptive correlational type, for this there were 52 students of the fifth year of the secondary level, as a sample size for the application of the instruments during the collection of information. From all this, it was determined that, the Pearson correlation coefficient is 0.867, where it means that, the relationship between teaching leadership and learning styles is strong positive, and in turn this value is highly significant (p<0.05), which concludes that, Teacher leadership does generate significant impact on the learning styles of the students of the secondary level, of the César Vallejo Educational Institution of Huamachuco, during the year 2021. It is necessary to raise the present to the personnel involved as teachers of the aforementioned institution, in order to plan and organize orientation or training workshops for teachers and thus try to improve leadership and learning styles for the benefit of students.

Preferred Leadership Styles of Physical Education Teachers and Relationship with Athletes’ Satisfaction

Preferred Leadership Styles of Physical Education Teachers and Relationship with Athletes’ Satisfaction

Impact of English Language Lecturers’ leadership styles on Educational Student Satisfaction, a case study on a private university in UAE

Teacher leadership style, quality of teaching and students’ satisfaction are considered the keys to produce high-quality graduates and to enhance teaching-learning experiences in higher education. The purpose of this study was to examine the relationships between English language lecturers` leadership styles and student satisfaction. The quantitative method was used in data collection. The study population was students of undergraduate university programs and a sample of 196 was drawn. A total of two sets of instruments were used for collection of data and analyzed by using the correlation and regression statistics.  This study used an adapted form of Bass and Avolio’s (1995) Multifactor Leadership Questionnaire 5x-Short (MLQ) to measure the Transformational and Transactional leadership styles and a questionnaire proposed by the researcher to identify and measure educational student satisfaction. This study has provided some of the key determinants of educational student satisfaction. The results of the study indicated that there was a positive and significant relationship between lecturers` transformational leadership and student satisfaction. However, there was a negative significant relationship between transactional leadership style and student satisfaction. Based on the findings, it is recommended that the lecturers display transformational practices to enhance the satisfaction of the students.

SYCLE ONE SCHOOL PRINCIPLES’TEACHER JOB SATISFACTION IN NORTH AL BATINAH IN THE SULTANATE OF OMAN

The study aimed to identify the leadership patterns practiced by the female principals of the first circle schools as seen by the teachers of the first field in the province of North Al Batina, and to identify the level of job satisfaction of the teachers of the first field, and to reveal the correlation between the leadership patterns of the female principals of the first circle and the job satisfaction of the teachers of the first field. The researcher used the descriptive correlation method, and designed two questionnaires: the questionnaire measuring the leadership patterns of the female school principals of the first episode in North Al-Batina, and the other the questionnaire of the measurement of job satisfaction in the teachers of the first field in The North Al-Batina, each questionnaire contained 30 paragraphs, and included three axes. The results of the study showed that the democratic leadership style came first, with a mathematical average of 4.45,which is the most practiced pattern among the principals of the first circle schools in the province of North Al-Batina, followed by the autocratic leadership pattern, the leadership pattern, asindicated by the results of the study to the high level of job satisfaction in all axes with a mathematical average of 4.52, and came first the center of job satisfaction related to satisfaction with the nature of work, with a mathematical average of 4.62, followed by the axis of satisfaction of school mates, and came in third place the focus of satisfaction for the school principal, and also indicated the results of the study indicated the existence of a positive medium statistically function between the practice of the female principals of the first circle schools in the province of North Al-Batina of the democratic leadership style and the job satisfaction of the teachers of the first field, where the correlation reached the coefficient r =0.61. Based on the results of the current study, the researcher recommends: maintaining the level of active practice of the democratic leadership style of the female teachers of the first circle schools in North Al-Batina, because of its importance in achieving a good level of job satisfaction, and maintaining the level of high job satisfaction among the teachers of the first field in North Al-Batina, because of its role in achieving.

The Impact of Leadership Styles on Teacher Motivation in the Mfantseman Municipality of Ghana

This study examined the leadership styles of head teachers and how these leadership styles influence teacher motivation in the public basic schools in the Anomabo Education Circuit of the Mfantsiman Municipality in the Central Region of Ghana. Quantitative approach of Cross-sectional survey design was adopted for the study. Purposive and random sampling techniques were used to select 115 respondents for the study. The respondents were made up of 14 head teachers and 101 teachers. The data for the study was obtained using Self-administered questionnaires. A test-re-test method was used to establish the reliability of the instrument, and correlation coefficient of 8.51 and 8.63 obtained for the questionnaires of the teachers and the head teachers respectively. The data obtained were analysed using mean and standard deviation. The results revealed that the most dominant leadership style used by the head teachers in the Anomabo in their administration is autocratic. Nevertheless, transformational leadership style is least employed by the headteacher in the Anomabo Education Circuit. Generally, teachers in the public schools in the circuit are motivated to perform their responsibilities to the best of their abilities and knowledge. However, the teachers are not highly motivated with regard to remuneration and conditions of Service. Based on the findings, it was recommended that the government should increase the salaries and offer other incentives to the teacher to motivate them to work well. Head teachers should also involve teachers when making decisions on issues that bother on the welfare of teachers. Furthermore, head teachers should be encouraged to enroll for professional development courses to keep abreast with the best leadership styles that will assist them to achieve the desired educational goals. The Ghana Education Service, through the Mfantsiman Municipal Education Directorate should organize regular in-service training programmes for the head teachers to improve upon their leadership skills and administrative practices. Keywords: Leadership Styles, Teacher Motivation, Transformational, Democratic, Autocratic Leadership, Ghana. DOI: 10.7176/EJBM/14-1-02 Publication date: January 31 st 2022

Leadership Styles of Social Studies Teachers and Academic Achievement of Junior Secondary School Students in Social Studies in Calabar Metropolis, Cross River State Nigeria

This study was carried out to determine leadership styles of Social Studies teachers and academic achievement of junior secondary school students in Social Studies in Calabar Metropolis, Cross River State-Nigeria. Ex-post facto research design was adopted. The simple random sampling technique was used in selecting the six public secondary schools used for the study. A sample of two hundred junior secondary school three students (JSS 3) was drawn from the population and used for the study. Three research questions and hypotheses were formulated to guide the study. Data were collected using two researcher made instruments tagged “Social Studies Teachers Leadership Styles Questionnaire (STLSQ) and Social Studies Achievement Test (SOSAT) The Data Collected was analysed using the Analysis of Variance (ANOVA) and the Fisher Least Square Difference (SLD) was used in the multiple comparism. The findings of the study revealed significant differences in the academic achievement of students based on their teachers’ leadership styles. Students taught by teachers with autocratic and laissez-faire leadership styles had a lower LSD value compared to students taught by teachers with democratic leadership styles. Students taught by teachers with democratic styles performed academically higher than those taught by teachers with either autocratic or laissez-faire leadership styles. Based on this, it was recommended amongst other things that Social Studies teachers imbibe more of democratic rather than autocratic or laissez faire leadership styles in their classroom and that educational administrator should organize workshop and seminars for teachers on proper classroom management.

THE RELATIONSHIP BETWEEN ENGLISH ACHIEVEMENT OF HIGH SCHOOL STUDENTS AND THEIR PERCEPTION TOWARD ENGLISH TEACHER LEADERSHIP STYLE

The problem of this research was how is the students' perception and is there any relationship between English achievement of high school students and their perception toward English teacher leadership style, the aims of this research were to identify students’ perception toward the teacher's leadership styles at Senior high school 1 of Talang Kelapa and to identify the relationship between English achievement and their perception toward English teacher leadership style at Senior high school 1 of Talang Kelapa. This research was conducted at Senior high school 1 of Talang Kelapa. The sample became taken through the use of stratified cluster random sampling. This research method is descriptive quantitative. For accumulating the information, this research through the use of questionnaire and documentation, all sample was given the questionnaires.