Principal Leadership Style

The Relationship between Teacher Job Satisfaction and Principal Leadership

Style
This study made use of Hersey and Blanchard's concept of situational leadership to investigate the
relationship between teacher job satisfaction and the leadership behaviors of “telling,” “selling,”
“participating,” and “delegating.” Questionnaires were mailed to a sample of 520 teachers, stratified by
gender and school type. Three hundred and thirty-nine usable responses were returned (65 percent)
and analyzed by correlation and analysis of variance procedures.
About 42 percent of the respondents were either “very dissatisfied” or “dissatisfied.” Teachers were
least satisfied with the financial aspects of teaching and most satisfied with their co-workers. There
were no differences in satisfaction by teacher gender, principal gender, experience, or school type.
Additionally, job satisfaction was not significantly related to leadership style. Suggestions for further
research speak to the need to take into account the “consideration” aspect of leadership style and to
measure job satisfaction in specific task areas such as curriculum development, faculty evaluation,
staff development, and instructional organization.

https://journals.sagepub.com/doi/abs/10.1177/105268469300300108

Understanding the Impact of Perceived Principal Leadership Style On Teacher

Commitment.

 Source: International Studies in Educational Administration . 2004, Vol. 32 Issue 2, p18-

31. 14p.

 Author(s): Jingping Sun

 Abstract: This article, based on research conducted in 2003, explores the influence of
teacher-perceived leadership styles on teacher commitment. Data were collected from
interviews with twelve elementary teachers from several school districts located in a large
Canadian urban centre. This study conceptualizes the perceived leadership styles as
including three components: the 6 variables of a values syntax (see Begley 2003),
authenticity (or inauthenticity), and the personal relationship between the leader and the
follower. Findings suggest that the extent to which leaders influence individual teachers
is determined largely by how well the principal's value system, as perceived by the
teacher, is understood to align with the teacher's value orientations. This study posits that
values are the medium in which leadership power exists and through which it functions,
and that leadership influence is a function of the interaction between the follower's value
system and that of the leader.

https://web.b.ebscohost.com/abstract?
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%3d15153901
Leadership for School Reform: Do Principal Decision-
Making Styles Reflect a Collaborative Approach?

Economic growth in New Brunswick is increasingly dependent on the improvement of our educational system.
Current initiatives to reform education and improve student performance are based on transforming the
province’s schools into professional learning communities (PLCs). A key factor that will determine this reform’s
success is the capacity of principals to adopt a collaborative leadership style. This paper examines a study of
principal decision-making and the forces both for and against the adoption of the collaborative leadership
style required to implement the current school reform. While the majority of principals studied, exhibit the
capacity to lead using a collaborative decision-making style, the bureaucratic system in which they work may
be preventing them from doing so.

https://cjc-rcc.ucalgary.ca/index.php/cjeap/article/view/42734

Teachers Stress

TEACHER STRESS: PREVALENCE, SOURCES, AND SYMPTOMS

A questionnaire survey was used to investigate the prevalence, sources, and symptoms of stress among
257 schoolteachers in 16 medium‐sized, mixed comprehensive schools in England. About one‐fifth of the
teachers rated being a teacher as either very stressful or extremely stressful. There appeared to be little
association between self‐reported teacher stress and the biographical characteristics of the teachers.
Sources of stress with relatively high mean stress ratings included ‘pupils’ poor attitudes to work', ‘trying
to uphold/maintain values and standards’, and ‘covering lessons for absent teachers. A principal
components analysis of the sources of stress revealed four factors labelled' pupil misbehavior', ‘poor
working conditions’, ‘time pressures’, and ‘poor school ethos’. The most frequent symptoms of stress
reported were ‘exhaustion’ and feeling ‘frustrated’. A principal components analysis of the symptoms of
stress revealed one factor labelled ‘awareness of stress symptoms' which appeared to be largely defined
by reported frequency of feeling ‘very tense’.

https://onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-8279.1978.tb02381.x

TEACHER CHARACTERISTICS AS PREDICTORS OF TEACHER-STUDENT

RELATIONSHIPS: STRESS, NEGATIVE AFFECT, AND SELF-EFFICACY

Author: S.Yoon, Jina

Source: Social Behavior and Personality: an international journal, Volume 30, Number 5,
2002, pp. 485-493(9)

Publisher: Scientific Journal Publishers

Students' misbehavior has been consistently linked to teachers' reports of stress. The
purpose of this study was to investigate whether or not teacher stress, negative affect, and
self-efficacy predict the quality of student-teacher relationships. Participants included 113
elementary (K-5th) teachers in a metropolitan area in the United States. A survey method
was used to measure teacher perceptions in working with difficult students and their
relationships with students. Negative teacher-student relationships were predicted by
teacher stress. Significant correlations were found among negative affect, teacher stress and
negative relationships. Implications for teacher support and continuing education issues are
discussed.

https://www.ingentaconnect.com/content/sbp/sbp/2002/00000030/00000005/art00006
 A structural model of the dimensions of teacher stress

Gregory J. Boyle Mark G. Borg Joseph M. Falzon Anthony J. Baglioni Jr.

A comprehensive survey of teacher stress, job satisfaction and career commitment among 710 full‐time
primary school teachers was undertaken by Borg, Riding & Falzon (1991) in the Mediterranean islands of
Malta and Gozo. A principal components analysis of a 20‐item sources of teacher stress inventory had
suggested four distinct dimensions which were labelled: Pupil Misbehaviour, Time/Resource Difficulties,
Professional Recognition Needs, and Poor Relationships, respectively. To check on the validity of the
Borg et al. factor solution, the group of 710 teachers was randomly split into two separate samples.
Exploratory factor analysis was carried out on the data from Sample 1 (N=335), while Sample 2 (N=375)
provided the cross‐validational data for a LISREL confirmatory factor analysis. Results supported the
proposed dimensionality of the sources of teacher stress (measurement model), along with evidence of
an additional teacher stress factor (Workload). Consequently, structural modelling of the ‘causal
relationships’ between the various latent variables and self‐reported stress was undertaken on the
combined samples (N=710). Although both non‐recursive and recursive models incorporating Poor
Colleague Relations as a mediating variable were tested for their goodness‐of‐fit, a simple regression
model provided the most parsimonious fit to the empirical data, wherein Workload and Student
Misbehaviour accounted for most of the variance in predicting teaching stress.

https://onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-8279.1995.tb01130.x

Principals communication skills

THE RELATIONSHIP BETWEEN EFFECTIVE COMMUNICATION OF HIGH SCHOOL PRINCIPAL AND

SCHOOL CLIMATE

Source: Education . Winter2005, Vol. 126 Issue 2, p334-345. 12p. 2 Charts.

Author(s): Halawah, Ibtesam

Effective communication is one critical characteristics of effective and successful school principal.
Research on effective schools and instructional leadership emphasizes the impact of principal
leadership on creating safe and secure learning environment and positive nurturing school
climate. This paper was designed to study the relationship between effective communication of
high school principals and school climate. Two instruments were used to measure school climate
and communication effectiveness between principals and teachers. Participants were 555
students (293 males and 262 females) and 208 teachers (107 males and 208 females) from Abu
Dhabi District, UAB. Results indicated that school climate is positively associated with principal's
communication effectiveness. Better climate school was expected in schools where effective
communication between school principal and his/her teachers exists. In addition, schools were
found to be different in their principal's communication effectiveness and on their climate
especially on Security and Maintenance and Instructional Management. Significant differences
were also observed between males and females for the advantages of female schools on
Security and Maintenance, Student Behavioral Values, Student-Peer Relationships, and
Instructional Management. On the other hand, communication between principals and teachers in
male schools was more effective than that in female schools.

https://web.a.ebscohost.com/abstract?
direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=00131172&AN=19526502&h=sbJ6T0%2f2
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%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d00131172%26AN
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 Teacher perception of school principal interpersonal communication style: A
qualitative study of a Turkish primary school

https://www.researchgate.net/profile/Emre_ER/publication/309341020_Teacher_Perception
_On_School_Principal_Communication_A_Qualitative_Study_Of_A_Turkish_Primary_Sc
hool/links/58584dea08ae64cb3d47ea75/Teacher-Perception-On-School-Principal-
Communication-A-Qualitative-Study-Of-A-Turkish-Primary-School.pdf

Note: Maam / Sir dito po sa link na to maraming makukuwang RRL about principal
communication skills with reference narin sa baba.

Teacher sense of efficacy

Teacher efficacy in an early childhood professional development

school
Teacher efficacy is the belief teachers have in their ability to impact student learning. Efficacy includes
teacher confidence in instructional, management and collaboration skills. The following study addresses
teacher efficacy in an Early Childhood Professional Development School (PDS). The PDS experience
provides an opportunity for mentor teachers to share their knowledge with teacher candidates over
extended placements, typically more than 100 hours. Preschool through fourth grade teachers
participated in pre and post surveys and in a focus group discussion. Analysis revealed strong efficacy
across instructional and management aspects of teaching but relatively weaker teacher confidence in
assisting families to support their children’s success. Findings also suggest that early childhood teachers
in this PDS setting believe it is their responsibility to nurture strong self-efficacy among their students .

https://iejee.com/index.php/IEJEE/article/view/74

https://www.degruyter.com/downloadpdf/j/jtes.2016.18.issue-1/jtes-2016-0007/jtes-2016-0007.pdf

https://eis.hu.edu.jo/deanshipfiles/pub110457161.pdf