Pub Date : 2020-05-25DOI: 10.17583/ijelm.2020.4525
Sara Sabir
AbstractThe primary objective of this research article is to study the concept of ethical leadership by determining the perceptions of school teachers regarding ethical leadership behaviors of the school leaders and establishing its relation with teacher’s commitment. In addition, this study tests the validity of ELQ survey instrument in educational sector of Pakistan. The research has collected data from a random sample of schools in the two largest districts of Punjab in Pakistan. The empirical study is based on primary data collected from 320 teachers and the results of this study reveal that the teachers perceived their leaders to be moderately ethical and a significant positive relationship existed between the two. Also, age and gender of employees did not affect the ethical leadership behaviors, however seniority of the employee had an impact on the ethical leadership behavior perceptions. Also, Ethical leadership was also found to positively impact on the two out of four dimensions of the teacher commitment, which are commitment to teaching and commitment to profession. This study adds contribution to theory by investigating the relationship between ethical leadership behaviors and the organizational commitment by conceptualizing it as teacher commitment. The practical implication of this study is that effective ethical leadership behavior that drives employee commitment need to be fostered in organizations to drive efficient performance.
{"title":"A study on Ethical leadership perceptions and its impact on teachers commitment in Pakistan","authors":"Sara Sabir","doi":"10.17583/ijelm.2020.4525","DOIUrl":"https://doi.org/10.17583/ijelm.2020.4525","url":null,"abstract":"AbstractThe primary objective of this research article is to study the concept of ethical leadership by determining the perceptions of school teachers regarding ethical leadership behaviors of the school leaders and establishing its relation with teacher’s commitment. In addition, this study tests the validity of ELQ survey instrument in educational sector of Pakistan. The research has collected data from a random sample of schools in the two largest districts of Punjab in Pakistan. The empirical study is based on primary data collected from 320 teachers and the results of this study reveal that the teachers perceived their leaders to be moderately ethical and a significant positive relationship existed between the two. Also, age and gender of employees did not affect the ethical leadership behaviors, however seniority of the employee had an impact on the ethical leadership behavior perceptions. Also, Ethical leadership was also found to positively impact on the two out of four dimensions of the teacher commitment, which are commitment to teaching and commitment to profession. This study adds contribution to theory by investigating the relationship between ethical leadership behaviors and the organizational commitment by conceptualizing it as teacher commitment. The practical implication of this study is that effective ethical leadership behavior that drives employee commitment need to be fostered in organizations to drive efficient performance.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45819458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Esta contribución tiene por objetivo describir los liderazgos intermedios de las organizaciones escolares, sus prácticas y como se asocian con las prácticas docentes. Principalmente, en el caso de Chile se diferencia el liderazgo escolar en uno administrativo (director de la organización) y otro pedagógico (líder intermedio “LI”). Se utilizó un método mixto de características exploratorias, lo que permitió realizar una descripción y relación entre las prácticas del liderazgo intermedio. Entre los resultados se encontró una alta tasa de prácticas pedagógicas que implementan los líderes intermedios por sobre los directores, y relaciones directas entre lo que hace el LI y los docentes de aula. Lo anterior, llevó a concluir que desarrollando planes pedagógicos con fuerte alcance en lo que realizan los docentes y estos líderes se alcanzarían resultados sobre la media en los procesos de evaluación docente y principalmente que los estudiantes logren aprendizajes con énfasis en el desarrollo de habilidades superiores del pensamiento.
{"title":"Prácticas de liderazgo intermedios en organizaciones escolares de Chile","authors":"Guillermo Andrés Rodríguez Molina, Joaquín Gairín Sallán","doi":"10.17583/ijelm.2020.4044","DOIUrl":"https://doi.org/10.17583/ijelm.2020.4044","url":null,"abstract":"Esta contribución tiene por objetivo describir los liderazgos intermedios de las organizaciones escolares, sus prácticas y como se asocian con las prácticas docentes. Principalmente, en el caso de Chile se diferencia el liderazgo escolar en uno administrativo (director de la organización) y otro pedagógico (líder intermedio “LI”). Se utilizó un método mixto de características exploratorias, lo que permitió realizar una descripción y relación entre las prácticas del liderazgo intermedio. Entre los resultados se encontró una alta tasa de prácticas pedagógicas que implementan los líderes intermedios por sobre los directores, y relaciones directas entre lo que hace el LI y los docentes de aula. Lo anterior, llevó a concluir que desarrollando planes pedagógicos con fuerte alcance en lo que realizan los docentes y estos líderes se alcanzarían resultados sobre la media en los procesos de evaluación docente y principalmente que los estudiantes logren aprendizajes con énfasis en el desarrollo de habilidades superiores del pensamiento.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48464827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-16DOI: 10.17583/IJELM.2019.3912
Beverlyn Grace-Odeleye, Jessica Santiago
This article examined the literature addressing humor as a potential trait that may be adapted to enhance leadership styles in higher educational administration. The paper provides an overview of humor research from several disciplines of the effects on major leadership contemporary leadership theories on leadership styles and relate them to higher educational administration. and addresses the link between humor as additional important trait to leadership competencies. A theoretical rationale for the importance of humor as functional management communication, especially as it relates to leadership practices is developed. The review provides practical implications and strategic insights, and practical ways of incorporation of humor into leadership styles in higher education administration. Also presented are practical applications of humor on what may help leaders improve their leadership skills by learning to use humor personally and organizationally in management. his literature review concludes that humor is a useful, but delicate tool for leaders and suggestions and offers recommendations in its use.
{"title":"Utilizing Humor to Enhance Leadership Styles in Higher Education Administration","authors":"Beverlyn Grace-Odeleye, Jessica Santiago","doi":"10.17583/IJELM.2019.3912","DOIUrl":"https://doi.org/10.17583/IJELM.2019.3912","url":null,"abstract":"This article examined the literature addressing humor as a potential trait that may be adapted to enhance leadership styles in higher educational administration. The paper provides an overview of humor research from several disciplines of the effects on major leadership contemporary leadership theories on leadership styles and relate them to higher educational administration. and addresses the link between humor as additional important trait to leadership competencies. A theoretical rationale for the importance of humor as functional management communication, especially as it relates to leadership practices is developed. The review provides practical implications and strategic insights, and practical ways of incorporation of humor into leadership styles in higher education administration. Also presented are practical applications of humor on what may help leaders improve their leadership skills by learning to use humor personally and organizationally in management. his literature review concludes that humor is a useful, but delicate tool for leaders and suggestions and offers recommendations in its use.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44260271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-16DOI: 10.17583/IJELM.2019.3647
Francis Donkor, Dongmei Zhou
This article explores the bureaucratic leadership which has bedeviled state owned enterprises for many decades and how its efficacy can be in the 21 st century business environment where there uncertainty and chaos. In some manufacturing and state owned enterprises, these theories of traditional bureaucratic leadership approach and decision making strategies persist even though technology and innovation supposed to have taken the greater part of the way of thinking and making organizational objectives achieved through modern way of managing business entities. Thus, SOEs are critical to the economic activity in emerging market countries. The creation of SOEs was meant to provide employment, meet social and political needs, and operate in the sectors of the economy that were of strategic importance to the state. The problem is to offer alternatives of bureaucratic structure that has been used in SOEs and how best to use these alternative theories in practical terms. The pace of change confronting organisations today has added complexity to the organisational landscape and now calls for more flexible and adaptive leadership. Adaptive leaders are able to work more effectively in the unstable global business environment and are also able to adopt a proactive approach in order to keep abreast of the increasing stakeholder pressures in the enterprises. However, inadequate applicability of traditional leadership models have indicated the need to develop new leadership models to solve complex organisational challenge. Hence complexity leadership approach seeks to combine these dynamics to the bureaucratic hierarchies in order to explain the way informal organisational dynamics function properly and also to describe how theses valuable adaptive functions can be promoted to better the operations of SOEs in Ghana.
{"title":"Complexity Leadership Theory: A Perspective for State-Owned Enterprises in Ghana","authors":"Francis Donkor, Dongmei Zhou","doi":"10.17583/IJELM.2019.3647","DOIUrl":"https://doi.org/10.17583/IJELM.2019.3647","url":null,"abstract":"This article explores the bureaucratic leadership which has bedeviled state owned enterprises for many decades and how its efficacy can be in the 21 st century business environment where there uncertainty and chaos. In some manufacturing and state owned enterprises, these theories of traditional bureaucratic leadership approach and decision making strategies persist even though technology and innovation supposed to have taken the greater part of the way of thinking and making organizational objectives achieved through modern way of managing business entities. Thus, SOEs are critical to the economic activity in emerging market countries. The creation of SOEs was meant to provide employment, meet social and political needs, and operate in the sectors of the economy that were of strategic importance to the state. The problem is to offer alternatives of bureaucratic structure that has been used in SOEs and how best to use these alternative theories in practical terms. The pace of change confronting organisations today has added complexity to the organisational landscape and now calls for more flexible and adaptive leadership. Adaptive leaders are able to work more effectively in the unstable global business environment and are also able to adopt a proactive approach in order to keep abreast of the increasing stakeholder pressures in the enterprises. However, inadequate applicability of traditional leadership models have indicated the need to develop new leadership models to solve complex organisational challenge. Hence complexity leadership approach seeks to combine these dynamics to the bureaucratic hierarchies in order to explain the way informal organisational dynamics function properly and also to describe how theses valuable adaptive functions can be promoted to better the operations of SOEs in Ghana.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45257229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-16DOI: 10.17583/IJELM.2019.4387
Juan Pablo Queupil Quilamán
{"title":"Book review: “Modelos de investigación en liderazgo educativo: una revisión internacional”","authors":"Juan Pablo Queupil Quilamán","doi":"10.17583/IJELM.2019.4387","DOIUrl":"https://doi.org/10.17583/IJELM.2019.4387","url":null,"abstract":"","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45943756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-16DOI: 10.17583/IJELM.2019.2680
Salvador Vidal Raméntol
Para mejorar la enseñanza aprendizaje de las matemáticas ha resultado de gran eficacia la creación y puesta en marcha del departamento de Matemáticas, como motor de un centro educativo para coordinar de forma vertical toda la enseñanza de esta materia desde educación infantil hasta la post obligatoria.Todos los profesores ejercen un liderazgo compartido y tienen su foro para debatir y acordar propuestas de innovación y restructuración de la enseñanza, introduciendo nuevos métodos y compartiendo materiales y experiencias de éxito en sus aulas.En este artículo se determina la creación de dicho Departamento y se definen las funciones que debe tener, cuáles deberían ser también las funciones de su jefe y que debería impulsar el Departamento. Una vez definidas sus funciones se proponen dos métodos para llevar a cabo las reuniones de forma eficaz. Un método son los Círculos de Calidad y otro Investigación – Acción. Los dos se presentan con ejemplos concretos de cómo se llevaron a cabo y los resultados obtenidos. El fruto del primer año de puesta en práctica, fue la creación de comisiones para impulsar la construcción del propio material de matemáticas que los profesores querían llevar a cabo en sus aulas. Se comprueba la importancia del liderazgo para crear organizaciones que funcionen.
{"title":"Liderazgo educativo en el Departamento de Matemáticas. Impulsar la formación didáctica de las matemáticas.","authors":"Salvador Vidal Raméntol","doi":"10.17583/IJELM.2019.2680","DOIUrl":"https://doi.org/10.17583/IJELM.2019.2680","url":null,"abstract":"Para mejorar la enseñanza aprendizaje de las matemáticas ha resultado de gran eficacia la creación y puesta en marcha del departamento de Matemáticas, como motor de un centro educativo para coordinar de forma vertical toda la enseñanza de esta materia desde educación infantil hasta la post obligatoria.Todos los profesores ejercen un liderazgo compartido y tienen su foro para debatir y acordar propuestas de innovación y restructuración de la enseñanza, introduciendo nuevos métodos y compartiendo materiales y experiencias de éxito en sus aulas.En este artículo se determina la creación de dicho Departamento y se definen las funciones que debe tener, cuáles deberían ser también las funciones de su jefe y que debería impulsar el Departamento. Una vez definidas sus funciones se proponen dos métodos para llevar a cabo las reuniones de forma eficaz. Un método son los Círculos de Calidad y otro Investigación – Acción. Los dos se presentan con ejemplos concretos de cómo se llevaron a cabo y los resultados obtenidos. El fruto del primer año de puesta en práctica, fue la creación de comisiones para impulsar la construcción del propio material de matemáticas que los profesores querían llevar a cabo en sus aulas. Se comprueba la importancia del liderazgo para crear organizaciones que funcionen.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49112447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-16DOI: 10.17583/ijelm.2019.3718
Emine Gumus
The aim of this research is to investigate mentorship process and programs which are designed for professional development of primary and middle school principals in the State of Georgia, U.S.A. With this aim, a qualitative research model and a semi-structured interview technique was used in order to gather in-depth knowledge The study group consisted of 7 experienced school principals who have served or are serving as mentors of novice and experienced principals, 7 new school principals who are being served or were served by experienced mentor principals in Georgia. In this study, face-to-face interviews with principals as both mentors and mentees were conducted by the researcher. From the views of the mentor principals, the mentorship process was described as following: The mentorship contracts generally last one year based on building trust between mentors and mentees. During this year, school visits of mentors are planned throughout the year. It is also found that both mentors and mentees indicated that mentorship was really important for improvement and professional development of new school principals. The results showed that mentors were thought as crucial support partners for new principals who helped them accustom to their jobs and provided them with valuable guidance.
{"title":"Investigation of Mentorship Process and Programs for Professional Development of School Principals in the U.S.A.: The Case of Georgia","authors":"Emine Gumus","doi":"10.17583/ijelm.2019.3718","DOIUrl":"https://doi.org/10.17583/ijelm.2019.3718","url":null,"abstract":"The aim of this research is to investigate mentorship process and programs which are designed for professional development of primary and middle school principals in the State of Georgia, U.S.A. With this aim, a qualitative research model and a semi-structured interview technique was used in order to gather in-depth knowledge The study group consisted of 7 experienced school principals who have served or are serving as mentors of novice and experienced principals, 7 new school principals who are being served or were served by experienced mentor principals in Georgia. In this study, face-to-face interviews with principals as both mentors and mentees were conducted by the researcher. From the views of the mentor principals, the mentorship process was described as following: The mentorship contracts generally last one year based on building trust between mentors and mentees. During this year, school visits of mentors are planned throughout the year. It is also found that both mentors and mentees indicated that mentorship was really important for improvement and professional development of new school principals. The results showed that mentors were thought as crucial support partners for new principals who helped them accustom to their jobs and provided them with valuable guidance.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46645688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-16DOI: 10.17583/IJELM.2019.3519
Mª Inmaculada Vicente de Vera García, M. I. G. Gambarte
El liderazgo pedagógico en Educación Secundaria supone el conocimiento de herramientas que minimicen los efectos nocivos en la salud y bienestar de los docentes, consecuentes a demandas físicas, mentales, emocionales y relacionales propios de este ámbito profesional. En esta dirección, la resiliencia, fortaleza que el ser humano desarrolla ante la adversidad, permite resistir el suceso estresante, rehacerse del mismo e incluso salir fortalecido de la experiencia. El presente estudio empírico pretende establecer relaciones entre las percepciones de burnout y de resiliencia en docentes. La muestra invitada está compuesta por el profesorado de Educación Secundaria de los 24 Institutos de la red pública de enseñanza de la provincia de Huesca (N=1.268), en el curso 2014. Mediante participación voluntaria, se conforma la muestra definitiva con n=167 docentes (13,17%). La recolección de datos se realiza a través de dos cuestionarios: a) adaptación al castellano del Maslach Burnout Inventory-General Survey (MBI-GS), de Salanova, Schaufeli, Llorens, Peiró y Grau (2000) y b) Cuestionario de Evaluación de Resiliencia de Serrano Martínez- Universidad de Zaragoza (2010). Los resultados confirman que las características personales y la resiliencia de la persona actúan como variables moduladoras frente al burnout , señalando una vía de mejora para el ejercicio de un liderazgo transformativo.
{"title":"Pedagogical leadership in High School: Contributions from the Assessment of Burnout - Resilience in Teachers","authors":"Mª Inmaculada Vicente de Vera García, M. I. G. Gambarte","doi":"10.17583/IJELM.2019.3519","DOIUrl":"https://doi.org/10.17583/IJELM.2019.3519","url":null,"abstract":"El liderazgo pedagógico en Educación Secundaria supone el conocimiento de herramientas que minimicen los efectos nocivos en la salud y bienestar de los docentes, consecuentes a demandas físicas, mentales, emocionales y relacionales propios de este ámbito profesional. En esta dirección, la resiliencia, fortaleza que el ser humano desarrolla ante la adversidad, permite resistir el suceso estresante, rehacerse del mismo e incluso salir fortalecido de la experiencia. El presente estudio empírico pretende establecer relaciones entre las percepciones de burnout y de resiliencia en docentes. La muestra invitada está compuesta por el profesorado de Educación Secundaria de los 24 Institutos de la red pública de enseñanza de la provincia de Huesca (N=1.268), en el curso 2014. Mediante participación voluntaria, se conforma la muestra definitiva con n=167 docentes (13,17%). La recolección de datos se realiza a través de dos cuestionarios: a) adaptación al castellano del Maslach Burnout Inventory-General Survey (MBI-GS), de Salanova, Schaufeli, Llorens, Peiró y Grau (2000) y b) Cuestionario de Evaluación de Resiliencia de Serrano Martínez- Universidad de Zaragoza (2010). Los resultados confirman que las características personales y la resiliencia de la persona actúan como variables moduladoras frente al burnout , señalando una vía de mejora para el ejercicio de un liderazgo transformativo.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46678420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-16DOI: 10.17583/IJELM.2019.4007
Itxaso Tellado
{"title":"Review: Global Women Leaders. Breaking boundaries.","authors":"Itxaso Tellado","doi":"10.17583/IJELM.2019.4007","DOIUrl":"https://doi.org/10.17583/IJELM.2019.4007","url":null,"abstract":"","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47787141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-16DOI: 10.17583/IJELM.2019.3573
Olowo Busuyi Francis, Fashiku Christopher Oluwatoyin
This study examined principals’ personnel characteristic skills and teachers’ classroom management in Ekiti State secondary schools. The research design was the descriptive survey. The population of the study was made up 187 principals and 7,323 teachers in all the 187 public secondary schools in Ekiti State. The sample was made up of 756 respondents which comprised 36 principals and 720 teachers using multistage sampling procedure. Simple random sampling technique was used to select the 36 school principals and 720 teachers across the three senatorial districts of the State. Two instruments used in this study were self-designed questionnaire. They were: Personnel Characteristic Skills Questionnaires (PCSQ) and Teachers’ Classroom Management Questionnaire (TCMQ). Data for the study were analysed using descriptive and inferential statistics. The two research questions raised were analysed using percentage scores while the hypothesis was tested using multiple regression analysis at 0.05 level of significance. The findings of the study showed that 58.9%, 38.3% and 2.8% of secondary school teachers of Ekti State secondary schools demonstrated high, moderate and low level classroom management skills respectively. The result further showed that supervision skill (91%), communication skill (89%), inter-personal relationship skill (88%), decision making skill (84%), and training and development skill (79%) were the personnel characteristic skills adopted by the principals. The study equally showed that the R square value was 0.859 which indicated that 85.9% of variance in the teachers’ classroom management can be accounted for by principals’ personnel characteristic skills. Furthermore, the result indicated that supervision skill (β= 0.519, p<0.05), training and development skill (β= 0.345, p<0.05), inter-personal relationship skill (β= 0.315, p<0.05), communication skill (β= 0.277, p<0.05) and decision making skill (β= 0.228, p<0.05) were significant predictors of teachers’ classroom management in Ekiti State secondary schools. The study therefore concluded that those principals’ personnel characteristic skills (supervisory, training and development, inter-personal relationship, communication, and decision making) positively influenced teachers’ classroom management in Ekiti State secondary schools.
{"title":"Principals´Personnel Characteristic Skills: a Predictor of Teachers´ Classroom Management in Ekiti State Secondary Schools","authors":"Olowo Busuyi Francis, Fashiku Christopher Oluwatoyin","doi":"10.17583/IJELM.2019.3573","DOIUrl":"https://doi.org/10.17583/IJELM.2019.3573","url":null,"abstract":"This study examined principals’ personnel characteristic skills and teachers’ classroom management in Ekiti State secondary schools. The research design was the descriptive survey. The population of the study was made up 187 principals and 7,323 teachers in all the 187 public secondary schools in Ekiti State. The sample was made up of 756 respondents which comprised 36 principals and 720 teachers using multistage sampling procedure. Simple random sampling technique was used to select the 36 school principals and 720 teachers across the three senatorial districts of the State. Two instruments used in this study were self-designed questionnaire. They were: Personnel Characteristic Skills Questionnaires (PCSQ) and Teachers’ Classroom Management Questionnaire (TCMQ). Data for the study were analysed using descriptive and inferential statistics. The two research questions raised were analysed using percentage scores while the hypothesis was tested using multiple regression analysis at 0.05 level of significance. The findings of the study showed that 58.9%, 38.3% and 2.8% of secondary school teachers of Ekti State secondary schools demonstrated high, moderate and low level classroom management skills respectively. The result further showed that supervision skill (91%), communication skill (89%), inter-personal relationship skill (88%), decision making skill (84%), and training and development skill (79%) were the personnel characteristic skills adopted by the principals. The study equally showed that the R square value was 0.859 which indicated that 85.9% of variance in the teachers’ classroom management can be accounted for by principals’ personnel characteristic skills. Furthermore, the result indicated that supervision skill (β= 0.519, p<0.05), training and development skill (β= 0.345, p<0.05), inter-personal relationship skill (β= 0.315, p<0.05), communication skill (β= 0.277, p<0.05) and decision making skill (β= 0.228, p<0.05) were significant predictors of teachers’ classroom management in Ekiti State secondary schools. The study therefore concluded that those principals’ personnel characteristic skills (supervisory, training and development, inter-personal relationship, communication, and decision making) positively influenced teachers’ classroom management in Ekiti State secondary schools.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49431208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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