Title 1
EFFECTS OF SCHOOL PRINCIPALS’ LEADERSHIP STYLES ON LEADERSHIP PRACTICES
ABSTRACT
Leadership practices play a crucial role on teacher performance and hence the school effectiveness. Therefore, the principal focal point of the present research was to investigate the predictive level of the leadership styles of school principals for leadership practices according to teacher perceptions. In research, relational survey model was preferred from quantitative research models. The research population consisted of 7644 teachers and the research sample consisted of 404 teachers, all working at public schools in Istanbul. Data were collected using the “Multi-Factor Leadership Questionnaire” and “Leadership Practices Inventory.” Data were analyzed by correlation and regression analysis techniques. According to the findings, a significant correlation was found between the leadership styles and leadership practices and its sub-dimensions. As perceived by teachers, the transformational leadership style affects the leadership practices positively while the laissez-faire style affects the leadership practices negatively. Although the transactional leadership style as perceived by teachers is significantly predictive of the leadership practices, the significance level was found not to be notable.
ÖZGENEL, M & KARSANTIK, I. 2022. Teacher Leadership and Student Outcomes in a US University Intensive English Program. MALAYSIAN ONLINE JOURNAL OF EDUCATIONAL SCIENCES APRIL 2020, 8 (2)
EFFECTS OF SCHOOL PRINCIPALS’ LEADERSHIP STYLES ON LEADERSHIP PRACTICES
ผลของรูปแบบความเป็นผู้นําของผู้อํานวยการโรงเรียนต่อแนวปฏิบัติในการเป็นผู้นํา
บทคัดย่อ
Title 2
Teacher Leadership and Student Outcomes in a US University Intensive English Program
Abstract
This study applies the Full Range of Leadership Model (Bass & Avolio, 1994), which includes the popular concepts of transformational, transactional, and non-leadership, in a university intensive English program (IEP) with the goal of better understanding effective teacher leadership practices in a TESL context. Fifty-nine pre-collegiate IEP students completed an adapted form of the Multifactor Leadership Questionnaire 5x-Short (Avolio & Bass, 1995). Correlation and regression analyses were used to explore the associations between teacher leadership style, student course satisfaction, and student grades. Across analyses, transformational leadership had the strongest positive relationships with student course satisfaction. More specifically, course satisfaction was most strongly associated with the inspirational motivation factor of transformational leadership and the contingent reward factor of transactional leadership. The inspirational motivation leadership factor was also a significant predictor of student course grades. These findings indicate that teachers should be enthusiastic, establish a vision for their class, challenge students, and use rewards strategically.
DeDeyn, R. 2021. Teacher Leadership and Student Outcomes in a US University Intensive English Program. The Electronic Journal for English as a Second Language. February 2021 – Volume 24, Number 4.
Teacher Leadership and Student Outcomes in a US University Intensive English Program
ภาวะผู้นําครูและผลการเรียนของนักศึกษาในหลักสูตรภาษาอังกฤษแบบเร่งรัดของมหาวิทยาลัยในสหรัฐอเมริกา
Title 3
A Thematic Literature Review about Academic Leadership Development: Exploring and Comparing Latin American with Non-Latin American Leadership Literature
Abstract
This report is part of the International Study of Leadership Development in Higher Education project (ISLDHE) project which is examining leadership development for university leaders. This paper presents an update to our original exploration of the literature about university contexts and leadership development, but also compares the themes as they relate to Latin American countries and those emerging from other countries. We identified the skills that university leaders should have to appropriately manage the challenges of contemporary universities. We also report on themes pertaining to currently available leadership development programs. The review showed a high coincidence in the skills required for leaders in Latin American contexts to those in non-Latin American universities. We noted that the lack of clarity in the characteristics and formats of optimal leadership development programs were pervasive throughout both western and Latin American literature; however, there was a distinct lack of research on leadership and leadership development emerging from Latin America. One significant difference in Latin American leadership literature was the emphasis on senior leadership levels, whereas in non-Latin American countries, leadership and power were more distributed to decanal and head of department levels as well as senior leadership levels.
Kri, F., Scott, S., & Scott, D.E. (2021). A thematic literature review about academic leadership development: Exploring and comparing Latin American with Non-Latin American leadership literature. Research in Educational Administration & Leadership, 6(2), 378-430. DOI: 10.30828/real/2021.2.2
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การสํารวจและเปรียบเทียบละตินอเมริกากับวรรณกรรมผู้นําที่ไม่ใช่ละตินอเมริกา
(Dedeyn, 2021)
(Machado et al., 2022)
(Kri et al., 2021)
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