Leadership Tenacity and Public-School Superintendents (original) (raw)
Related papers
ORGANIZATIONAL CULTURE AND GRIT ON INSTRUCTIONAL LEADERSHIP COMPETENCE OF SCHOOL ADMINISTRATORS
IJARW, 2024
This study investigates the relationship between organizational culture and grit on the instructional leadership competence of school administrators in the Department of Education, Division of Valencia City, for the School Year 2024-2025. Specifically, it examines the levels of organizational culturefocusing on leadership style, employee engagement, and organizational values-as well as grit, which encompasses passion for goals, perseverance, and goal alignment. Additionally, it assesses instructional leadership competence in areas such as framing and communicating school goals, supervising instruction, coordinating curriculum, and promoting professional development. Utilizing a descriptive-correlational research design, data were collected through surveys distributed to school administrators across multiple schools within the division. Statistical analysis employed descriptive statistics to evaluate mean scores and Pearson product-moment correlation to identify relationships between variables. The findings indicate that school administrators demonstrate a very high level of organizational culture, particularly in leadership style, alongside significant levels of grit, with passion for goals being the most prominent component. Furthermore, administrators exhibit high instructional leadership competence, especially in framing and communicating goals. A significant correlation was established between organizational culture and grit with instructional leadership competence, leading to the rejection of the null hypotheses that proposed no relationships among these variables. The study concludes that leadership style, perseverance, and employee engagement are critical predictors of instructional leadership competence among school administrators. These findings highlight the necessity of fostering a robust organizational culture and enhancing grit to improve educational leadership effectiveness in Valencia City.
Advances in Social Sciences Research Journal
The study aimed to investigate the relationships between personal resilience and leadership practices of school principals in Jordan. The sample consisted 800 teachers chosen randomly from Zarqa governorate schools. Two questionnaires: The Personal Resilience Questionnaire, and Leadership Practices Inventory (Observer) were used in this study. Results showed that regarding to LPI the mean of encouraging the heart is higher than all other means, followed by enabling others to act, challenging the process, modeling the way, and inspiring a shared vision. With regard to the seven dimensions of the PRQ Scale, the mean of organized is higher than all other means, followed by flexible: social, flexible: thoughts, proactive, focused, positive: the world, and positive: yourself. Statistically significant, positive relationships were observed among: Positive: The World with challenging the process, inspiring a shared vision, enabling others to act, modeling the Way, and encouraging the heart. Positive: Yourself with challenging the process. Focused with challenging the process, and inspiring a shared vision. Flexible: Thoughts with challenging the process, and inspiring a shared vision. Organized with inspiring a shared vision, and modeling the way. There were no significant differences between BSc. and Graduate teachers in all dimensions of LPI. There were significant differences in LPI overall, the differences were for BSc., there is no difference in teachers perceived the principals personal resilience related to their gender, education, and teaching experience.
2018
Given these pressures, it is imperative that principals identify and strengthen their emotional intelligence, resilience, and resonant leadership. The purpose of this qualitative study was to examine principals' self-perceptions of the relationship between emotional intelligence and resilience and how their perceptions of these concepts were applied to initiate, utilize, and sustain resonant leadership throughout their career. This study examined the ways in which principals demonstrated evidence of initiating, utilizing, and sustaining resonant leadership. The study also examined which skills of emotional intelligence and resilience principals drew on to initiate, utilize, and sustain resonant leadership. The data was triangulated utilizing the tenets of Goleman's
The literature of trust, self and collective efficacy, positive psychology, and positive organizational scholarship suggests a foundation for moving educational systems from deficit orientations to strengths-based approaches. This is especially critical in contemporary educational settings given the high systemic and individual stress levels due in part from No Child Left Behind. Individuals and systems under threat will often rigidly respond to stress, limiting the creative approaches necessary in these complex times. Therefore, an approach that creates resilience in the system to broaden its view and build its social, intellectual, and emotional capital is necessary. The authors offer in this conceptual piece the theoretical, the empirical, and the early stages of a developing, strengths-based, reflexive inquiry model necessary to support resilient organizations and facilitate leaders in implementing and deepening the processes of effective schools.
2020
This study examined the challenge of teacher attrition in urban school settings. Currently, there is a gap in the literature that addresses the type of teacher most likely to stay in the profession past the 5-year mark, particularly in urban districts. Using personality theory and resilience theory as the theoretical framework, this study explored the influence of select personality traits and resilience on teacher retention in an urban school district. This study sought to identify whether conscientiousness and emotional stability influence teacher retention past the 5-year mark. This study also sought to identify whether resilience influences teacher retention past the 5-year mark. A case study design was selected to explore the phenomenon of teachers who have demonstrated longevity by providing 5 or more years of service teaching in a select urban district in Northern New Jersey. A total of 20 volunteer participants were selected to take part in a confidential semi-structured interview that lasted approximately 45 minutes and included a selfrating scale on both personality traits and their perception of how (if at all) resilience played a part in their longevity as an urban educator. Upon completion of the interviews, the data was analyzed using four types of coding for the first cycle: emotion coding, in-vivo coding, value coding, and descriptive coding. Second cycle coding was done utilizing pattern code analysis. This study revealed that teacher resilience is crucial to teacher retention past the 5-year mark. Current literature indicates that two personality traits, emotional stability and conscientiousness, are indicators of employee retention in the general workplace. The findings of this study demonstrated that while emotional stability and conscientiousness do not influence teacher retention in an urban setting, resiliency does have an influence on teacher retention in an urban setting. The findings in this study also suggested that teachers do consider themselves resilient and believe resiliency to be a prerequisite to teaching in an urban school district.
The Journal of Management Theory and Practice (JMTP)
In this paper, we explore the modelling of resiliency among educational leaders which promote to resilient schools. The pandemic has a firmer grip on everybody and batters each of people more physically, mentally, and emotionally. Disruptions and change in daily activities caused by the pandemic have led to uncontrolled feelings of stress. Stress is, however, normal in daily life. It could stimulate creativity, promote diligent and increase performance. As a result, in most studies, the key to coping strategy is positive thinking which inhibit self-development. It is between being good stress and being positive thinking. They could have the best of intentions of spending their time on issues that matter most. The high performing head teachers have sustainable work done and they find ways to develop the resilience to focus their work from distractions. Resiliency is an absolute must keep people engaged, passionate, and committed to achieve challenging situations. This study lighted u...
Resilient leadership: a transformational-transactional leadership mix
Journal of Global Responsibility, 2015
Purpose – This paper aims to bring to bear the resemblance between the current resilient leadership theory and the transformational–transactional leadership theories. It does this with the view of re-focusing discussions of leadership on an effective mix of the transformational–transactional leadership theories to achieve the desired organisational performance, rather than a new look at leadership from the resilient leadership perspective – which is quite the same. Design/methodology/approach – It achieves this purpose by reviewing literature on the three leadership styles; and further goes on to draw a conceptual link among them to buttress the point that resilient leadership is a repetition of the ideas underlying the two already existing theories – transformational and transactional. Findings – A review of the three leadership theories in literature showed that qualities such as strategic thinking, emotional intelligence, adaptation/change orientation, learning, performance orien...
Teachers’ Resilience: A Challenge of Commitment and Effectiveness
International Journal of Research -GRANTHAALAYAH
Teaching is an emotionally demanding work. To teach, and to teach at one’s best over time, has always required resilience, otherwise conflict within the self and classroom routine will set in. Anchored on the theories of resilience, motivation, self-determination, personal values, and capability approach, this case study will describe on the consequences of teachers’ resilience on its commitment and effectiveness to teaching. Eight teachers of the Department of Education assigned in island schools in Guiuan, Eastern Samar will comprise as the participants. Data generated through in-depth interview, using a semi-structured interview guide will be used and will be kept strictly confidential. Data generated from the participants will be transmitted verbatim, in-vivo coded and will be compared and contrasted with previous research and theory based literature for triangulation of findings that will add to the body of knowledge and directions for future research activities.
European Proceedings of Social and Behavioural Sciences EpSBS, 2018
School resilience is too little the main issue within the Romanian educational system. It is addressing especially to children from disadvantaged backgrounds. We could say, without being wrong, that our investigative approach is almost a pioneer in the Romanian education system. We have operationalized the concept of resilience in the leadership of the school principal / deputy, the leadership of teachers, educational effectiveness, the trust of parents and students in school, teachers' trust in their mission. The research was conducted in 11 disadvantaged schools, selected based on process and context indicators, schools where the dropout rate is above the national average and well above the European target. In each school, focus groups with students and parents and teachers were organized, as well as an interview with the principal/ deputy. Questionnaires were also applied to the principals / deputies, teachers, students at risk and their parents. The hypotheses were confirmed in the sense that in the investigated schools, although with students at risk, the essential elements of developing an environment conducive to assisted resilience are not defined. Teachers from investigated schools do not trust their ability to change destinies, parents do not trust school, and the school does not trust parents. The principal is not a leader, he/ she does not value his / her staff. Therefore, in schools investigated, resilient students are sporadic, unscheduled, unassisted