Mental Models of the School Principals on “Leadership” (original) (raw)
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Proceedings of the Proceedings of The 5th Annual International Seminar on Trends in Science and Science Education, AISTSSE 2018, 18-19 October 2018, Medan, Indonesia, 2019
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This study was conducted to identify leadership styles, traits and competencies of secondary school heads. Significance of this research was that we want to know that what Leadership styles, traits and competencies work better for the secondary school heads, educational planners, and supervisors, developers of the in-service training programs, recruitment authorities and selection as well as the preparation of educational administrators. The objectives of this study were: To identify the leadership styles, skills and the qualities of the secondary school head teachers further more to suggest for the other perspectives for research on the topic. The study may divulge the facts that may pave the way for the provision of better leadership to secondary schools through probing into the qualities that need improvement. The study was delimited to 100 secondary school heads selected on the basis of their informed consent to be the respondents to the study. A comprehensive rating scale was developed containing fours parts. Part one was related to personal information of the heads, Part two covered leadership styles, Part three embraced leadership traits and Part four was stretched over leadership competencies. Data was collected by the researchers personally, analyzed statistically through statistical package for social sciences, and the analyzed part has been presented in the tabular form. The findings of the research show that majority approved that professional growth is very essential; leaders agreed that shared decision making should be managed and relied upon the most. The respondents agreed that integrity should be maintained and leaders should have self-confidence so as to inculcate the same in the subordinates. The majority of secondary school heads apply authoritarian styles of leadership to run the institutions. A few respondents were in favor of democratic style of leadership. So far as the traits were concerned majority was of the opinion that the heads of secondary school teachers should have sincerity to the school and cause of teaching. It was also pointed out by the respondents that the heads should have the mastery over time and stress management, exercise and practice of cooperation, learning habits should be such like that learned may be translated into aspired and desired skills. In the light of analysis of data and findings of the study, following conclusions were drawn for the selection of potential leaders, should not solely be based on academic qualification; selection criteria should also contain leadership styles, traits and competencies. Besides modern knowledge, perspectives of leadership should be included in the curriculum of teacher education. As it is analyzed that Islamic concept of leadership is the best so the schools heads be enabled to know and apply the Islamic style of leadership in their routine practice. Leadership in education must be committed to vision of excellence, laying equal emphasis on knowledge.
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In the research, it was aimed to learn the leadership expectations of secondary school students in the context of school principals. In this context, focus group interviews were conducted with sixteen students studying at different grade levels in the research conducted with a phenomenological design, and the data obtained were subjected to content analysis. When the findings were examined, it was seen that the leadership expectations of the students from the school principals were shaped in four subthemes (behavior, values, skills and abilities, and characteristics). According to the results obtained, students from school principals about leadership; In the behavior sub-theme, they expect the most discipline and valuing ideas, they expect the most fairness, tolerance and understanding in the values sub-theme, they expect the most professional expertise in the skills and abilities subtheme, and they expect the most compassion and sincerity in the characteristics sub-theme. The results show that the expectations of the students, which are the basic elements of the education process, should be taken into account by the school leaders.
Effects of School Principals' Leadership Styles on Leadership Practices
Malaysian Online Journal of Educational Sciences, 2020
Rapid changes in science and technology cause individuals, societies, organizations and nations to experience changes in many fields such as social, economic and cultural. It seems impossible to avoid this change. Therefore, individuals, societies, organizations and states should adapt to this change. In fact, it is necessary to increase the competitiveness by leading change and innovation. Effective managers are needed more in order to survive and adapt to and manage changes successfully. Although leadership, as a domain that goes beyond a concept of social change (Bass & Riggio, 2006, p. 3) and is one of the oldest concerns of the world (Bass, 2000, p. 24) it has been a point of interest since the ancient times, scientific studies started in the early 20th century (Abu-Tineh, Khasawneh, & Al-Omari, 2008, p. 267). There are different views and the classifications for leadership theories (Bateman & Snell, 2009; Yukl, 2010). In the present research, the leadership theories were dealt with in three main groups including trait, behavioral and situational theories. The trait theory that differs leaders from others and is also known as the Great Man Theory (Robbins, Decenzo, & Coulter, 2012) sought to describe leadership according to personal traits of a leader (Bateman & Snell, 2009; Hodgetts, 1990). However, the trait theory was found not to suffice alone to define leaders since it disregards the interaction between a leader and group members and the situational factors (Robbins et al., 2012). Therefore, behavioral theories were developed which argue that behaviors exhibited by 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.