Academic literature on the topic 'Educational leadership behaviour'
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Journal articles on the topic "Educational leadership behaviour"
E. Mafigu and B.C. Chisaka. "The Role of Rural Educational Leadership in Influencing Societal Behaviour: A Case Study of Goromonzi District: Educational Leaders’ Perceptive." International Journal of Linguistics, Literature and Translation 3, no. 5 (May 31, 2020): 149–64. http://dx.doi.org/10.32996/ijllt.2020.3.5.17.
Full textFaisal, Dr Abdullah, Muhammad Azeem, Farrukh Aysha, Farrukh Amina, Dr Farhat Saleem, and Rubina Nadeem. "Impact of Educational Leadership on Institutional Performance in Pakistan." Journal of Public Administration and Governance 2, no. 1 (January 2, 2012): 57. http://dx.doi.org/10.5296/jpag.v2i1.1385.
Full textLawrason, Sarah, Jennifer Turnnidge, Luc J. Martin, and Jean Côté. "A Transformational Coaching Workshop for Changing Youth Sport Coaches’ Behaviors: A Pilot Intervention Study." Sport Psychologist 33, no. 4 (December 1, 2019): 304–12. http://dx.doi.org/10.1123/tsp.2018-0172.
Full textStorey, Valerie A., and Malcolm O. Asadoorian III. "Educational leadership – perceptions and determinants of moral and ethical behaviour." International Journal of Behavioural and Healthcare Research 1, no. 3 (2009): 258. http://dx.doi.org/10.1504/ijbhr.2009.028460.
Full textMickson, Michael K., and Alex Anlesinya. "Enhancing job satisfaction among local government servants in Ghana." International Journal of Public Leadership 16, no. 1 (August 27, 2019): 1–16. http://dx.doi.org/10.1108/ijpl-03-2019-0007.
Full textSyamsuddin, Syamsuddin, and Binti Maunah. "PARSING THE SIGNIFICANCE OF THE TRANSFORMATIONAL LEADERSHIP IMPLEMENTATION TO ISLAMIC EDUCATIONAL INSTITUTIONS." MANAGERE : Indonesian Journal of Educational Management 2, no. 3 (December 31, 2020): 256–68. http://dx.doi.org/10.52627/ijeam.v2i3.56.
Full textGondlekar, Sonam J. "Personality and Leadership as Antecedents of Organizational Citizenship Behaviour: A Study of Mining Company in Goa." Ushus - Journal of Business Management 13, no. 2 (June 15, 2014): 1–38. http://dx.doi.org/10.12725/ujbm.27.1.
Full textStegen, Gerti, Daniel Leveson, Susan Llewelyn, and Riccardo De Giorgi. "Trainee Leadership Board: learning about NHS leadership." BMJ Leader 2, no. 1 (January 24, 2018): 46–48. http://dx.doi.org/10.1136/leader-2017-000047.
Full textMarasan, Rohani Binti, Andrew Lim, Dg Norizah Ag Kiflee@Dzulkifli, and Colonius Atang. "Exploring the Natural Attributes of Principals as Educational Leaders." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 3 (March 8, 2021): 365–76. http://dx.doi.org/10.47405/mjssh.v6i3.725.
Full textSuleman, Qaiser, Makhdoom Ali Syed, Saqib Shehzad, Ishtiaq Hussain, Alam Zeb Khattak, Irfan Ullah Khan, Muhammad Amjid, and Iqleem Khan. "Leadership empowering behaviour as a predictor of employees’ psychological well-being: Evidence from a cross-sectional study among secondary school teachers in Kohat Division, Pakistan." PLOS ONE 16, no. 7 (July 22, 2021): e0254576. http://dx.doi.org/10.1371/journal.pone.0254576.
Full textDissertations / Theses on the topic "Educational leadership behaviour"
Numkanisorn, Nicholas Phiranant, and res cand@acu edu au. "An Exploration of the Impact of Principal Leadership Behaviour on School Culture." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp53.29082005.
Full textBranson, Christopher Michael, and res cand@acu edu au. "An Exploration Of The Concept Of values-Led Principalship." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp64.25092005.
Full textSanders, Sherri Lynn. "The leadership behaviors and styles of selected female academic deans /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Full textCooper, Paul D. "An Examination of the Interaction between Servant Leadership, Destructive Leadership, and Employee Engagement in the Service Industry." Thesis, Dallas Baptist University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10680776.
Full textThe current study contributed to an understanding of the relationship between leader, follower, and organization by exploring the interactions between multi-factor models of servant leadership, destructive leadership, and employee engagement. The sample consisted of 107 self-identified employees of the service industry in the United States. Analysis included the calculation of correlation coefficients and multiple linear regression. The results indicated that servant leadership and destructive leadership are not antithetical. There was no significant relationship between courage and subordinate-directed behaviors and only forgiveness and accountability had negative relationships with organization-directed behaviors. It appeared that transparency limits opportunities for destructive leadership as the absence of empowerment and forgiveness predicted subordinate-directed behaviors, and the absence of accountability and forgiveness predicted organization-directed behaviors. Followers are engaged when provided with latitude and honest feedback regarding performance. Forgiveness was the only exception in a set of positive correlations between the factors of servant leadership and employee engagement. The servant leadership factors of empowerment, courage, authenticity, and forgiveness predicted the factors of employee engagement. The lack of significant relationships between destructive leadership and employee engagement indicate that destructive leadership can be persuasive rather than abusive. To be effective, the servant leader must provide the follower with both support and challenge to achieve positive, long-term developmental goals.
Ragaisis, James A. "The Influence of Servant Leadership and Transformational Leadership on Faculty Job Satisfaction and Performance in Higher Education." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826237.
Full textLeaders in higher education are discovering that autocratic leadership is ineffective in meeting the challenges faced by educational institutions. Through leadership styles of managers, organizations in the 21st century must create a balance between interdependence and diversity. Leaders must govern by moral principles in behavior, life, and a personal schema. This popular approach to leading with morals and ethics results in increased job satisfaction and improved job performance. Leadership decision making is most often based on the central tenets of the mission and vision of the organization.
This survey research study triangulated collected quantitative and qualitative data. A correlational research design was used for the quantitative approach to leadership styles and job satisfaction and a university student survey was used for the qualitative approach. A correlational research design was chosen to examine relationships between the explanatory variables (servant leadership and transformational leadership) and faculty job satisfaction as a response variable. Job performance was measured using quantitative and qualitative data from the University Student Survey.
Statistical findings indicated a strong positive correlation between servant leadership and transformational leadership and faculty job satisfaction. Participating faculty members demonstrated strong traits and attributes of servant and transformational leadership, correlated with positive student reviews in measuring faculty job performance.
Perez, Joan. "How Superintendents' Leadership Behaviors Influence Educational Reform." Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815084.
Full textPurpose. The purpose of this qualitative multicase study was to examine how the leadership behaviors of California school superintendents influence the implementation of educational reform initiatives in the districts they serve.
Methods. The conceptual framework of this study centers on the interrelationship between the role of the superintendent, models of educational leadership, and the context of educational reforms. The constructs will link the elements of the research process and the influence of educational reforms on the behaviors of superintendents. The conceptual framework used Fullan and Quinn’s (2016) coherence framework as a lens to examine the constructs and to determine whether superintendents are applying proven transformational and instructional leadership behaviors.
Methodology. A multicase qualitative study was used to explore how leadership behaviors of 7 superintendents influence educational reform in public school districts. The study was not bound by site or district; it investigated a contemporary phenomenon in depth and within a real-world context (Yin, 2014). Purposeful sampling was used to recruit acting superintendents in the Los Angeles and Orange County regions. The sampling criteria were (a) the superintendents served for a minimum of 3 years, (b) in a public school district, and (c) were referrals from trusted superintendent colleagues. Seven superintendents agreed to participate.
Findings. Examination of the qualitative data from the 7 interviews indicated superintendents’ leadership behaviors have influence in the implementation of educational reforms. To develop whole-system reform, superintendents must build a system for continuous improvement. Answers to 6 interview questions were carefully analyzed to provide an understanding of how superintendent leadership behaviors are influencing whole-system improvement.
Conclusions and Recommendations. The findings of this study were consistent with the coherence framework (Fullan & Quinn, 2016), which specifically identified 4 integrated components (focusing direction, cultivating a collaborative culture, deepening learning, and securing accountability) for sustainable whole-system reform. It was concluded superintendents build coherence for reform by simultaneously implementing the 4 components. The data revealed educational reform requires leaders to think holistically about the framework. While district leadership is key to influencing the outcome of whole-system change, a culture of continuous improvement is achieved with coherency and collaboration at all levels.
Carroll, Diane F. "Teacher Morale As Related to School Leadership Behavior." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2651.
Full textThomas, Sherree L. "The Effects of Principal Leadership Behavior on New Teachers' Overall Job Satisfaction." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611474.
Full textTeacher attrition has become a concern at local, state, and national levels. As a result, a number of researchers have examined the factors that affect teacher job satisfaction and retention. However, in spite of all the efforts in research to find a solution, problems associated with teacher attrition have not significantly improved. This study was developed to examine new teachers' job satisfaction as based on their perceptions of principals' transformational and transactional leadership behaviors. Hezberg, Maunser, and Snyderman's 2-factor theory and Burns's and Bass's transformational and transactional leadership theory guided the research questions. A convenience sample of 71 new teachers with 1 to 3 years of experience participated in this study. Instruments used to collect data for the study were the Multifactor Leadership Questionnaire and the Job Satisfaction Survey. Pearson product-moment correlations and partial correlational methods were employed to examine the relationships between the variables. Findings revealed statistically significant positive relationships between new teachers' perceptions of principals' transformational leadership behavior and their overall job satisfaction. Further, the findings showed that perceptions of more transactional leadership behavior were significantly and negatively related to their overall job satisfaction. Results suggest that organizational leaders who adopt the transformational leadership model and implement effective leadership practices can cultivate positive change within the organization through the development of a team-centered environment that fosters inclusion, support, growth, recognition, stability, and satisfaction.
Rashad, Kaleb. "Teacher Perceptions of Trust| Principal Behaviors and School Practices." Thesis, Azusa Pacific University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825910.
Full textWe are experiencing powerful and exponential shifts in our economy (Schwab, 2015), marked by rapid advancements in automation, information technology, and robotics (Ford, 2016) and the displacement of millions of Americans in the middle class (Goldin & Katz, 2008; Keeley, 2015; Pew Research Center, 2015). Our current education paradigm is “no longer effective” (Zhao, 2016) to prepare students/graduates for a dynamic, volatile, and ambiguous future. These economic shifts have profound social and political impacts. In order for schools to retool and transform, trust creation will become increasingly important to school improvement efforts. The purpose of this study was to understand how teachers perceive trustworthy principal behaviors and what school practices promote trust between teachers and principals and among the teaching faculty. Using primarily a phenomenological methodology, this study examined trust-rich environments in two schools in Southern California. Two questions guided this study: What principal behaviors do teachers perceive as being trustworthy? What sorts of school practices are used to build trust among the adults in school? Teachers in this study were willing to be vulnerable with each other, to experiment with new practices, to initiate change efforts, and to engage in public problem-solving and collective decision-making. The findings suggested that teachers perceived the following three principal behaviors and school practices as important elements in creating trust: (a) Exercising Empathy and Openness, (b) Relating to Teachers as Whole People, and (c) Creating Practices of Voice and Choice. The findings suggest that we may need less industrial-style school leaders and more school leaders who are deeply empathic and skilled facilitators in leveraging the individual and collective strengths, interests, and values of their people.
Mike, Jeff. "Generative Leadership and Emergence| Case Studies in Higher Education." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743301.
Full textIncreasing complexity and rapid change associated with globalization and the knowledge economy have diminished the relevance of traditional linear models of leadership. Researchers have begun to view leadership not in terms of individuals and hierarchal exchanges but as a collective influence process among members of a group to achieve shared objectives that focus on enabling learning and adaptation in organizations rather than predicting outcomes and controlling behaviors. Complexity theory and its central phenomenon, emergence, are particularly well-suited to study both new leadership approaches and how to manage social systems at a time when prediction and control are elusive.
At the same time, institutions of higher education have come to play an increasingly important role in knowledge-based economies and as important actors in economic and human development. Leadership research and practice in higher education have not kept up with this trend, and require a new approach in order to meet the demands of a highly dynamic and disruptive environment. Generative leadership, which focuses on constructing the rules, conditions and constraints for interaction, collaboration and experimentation throughout organizations, fostering innovation and adaptation, and may be particularly well-suited for the creation, dissemination and application of knowledge in higher education. In this context, a qualitative, multiple case study design was used to explore how generative leadership might foster emergence in four initiatives designed to increase the ability to create, disseminate and apply knowledge in an institution of higher education.
Two major findings resulted from this study. The first relates to the increased incorporation of generative leadership, emergence, and complexity theory into the existing research and practice on teams. The second major finding relates to the role that the study’s results, along with the notions of generative leadership and emergence, can inform higher education pedagogy for continued transition into the knowledge age and beyond. The researcher hopes that this study, its results and findings promote a continued shift towards complexity- and emergence-based thinking to solve some of our most pressing knowledge challenges as we continue to move through a time of change and disruption. Ultimately the results and findings of this study could promote additional research on generative leadership, emergence and knowledge capacity in higher education for the benefit of local, regional and global social and economic ecosystems.
Books on the topic "Educational leadership behaviour"
Bala, Manju. Leadership behaviour and educational administration. New Delhi: Deep & Deep Publications, 1990.
Find full textMagagula, Cisco M. Relationships between headteacher's leadership behaviour and teacher commitment to work: Research paper. Kwaluseni, Swaziland: University of Swaziland, Faculty of Education, In-Service Education, 1992.
Find full textReznik, Semen. Organizational behavior. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1089957.
Full textC, Valesky Thomas, ed. Organizational behavior in education: Leadership and school reform. Upper Saddle River, N.J: Pearson, 2011.
Find full textOwens, Robert G. Organizational behavior in education: Leadership and school reform. Upper Saddle River, N.J: Pearson, 2011.
Find full textIntroduction to educational leadership and organizational behavior: Theory into practice. 2nd ed. Larchmont, NY: Eye on Education, 2009.
Find full textS, Kaplan Leslie, ed. Leadership and organizational behavior in education: Theory into practice. Upper Saddle River, N.J: Pearson, 2011.
Find full textC, Valesky Thomas, ed. Organizational behavior in education: Adaptive leadership and school reform. 9th ed. Boston, MA: Pearson/Allyn and Bacon, 2007.
Find full textOwens, Robert G. Organizational behavior in education: Adaptive leadership and school reform. 8th ed. Boston: Pearson/A and B, 2004.
Find full textOwens, Robert G. Organizational behavior in education: Instructional leadership and school reform. 7th ed. Boston: Allyn and Bacon, 2001.
Find full textBook chapters on the topic "Educational leadership behaviour"
Kaplan, Leslie S., and William A. Owings. "Allocating Educational Resources." In Organizational Behavior for School Leadership, 347–82. New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315669502-11.
Full textSugai, George, Breda V. O’Keeffe, Robert H. Horner, and Timothy J. Lewis. "School Leadership and School-Wide Positive Behavior Support 1." In Handbook of Leadership and Administration for Special Education, 371–92. Second edition. | New York : Routledge, 2018. | “First edition published by Routledge 2012”–T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315226378-22.
Full textGacel-Ávila, Jocelyne. "The Importance of Internationalization Today and the Leadership Role of IAU." In The Promise of Higher Education, 89–94. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_14.
Full textFidan, Tuncer, and Ali Balcı. "Principal Proactivity." In Advances in Educational Marketing, Administration, and Leadership, 29–58. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0460-3.ch003.
Full textSousa, Bruno Barbosa, and Filipe Sequeira Magalhães. "Social and Strategic Partnership in Marketing Contexts." In Advances in Educational Marketing, Administration, and Leadership, 122–45. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3285-0.ch008.
Full textEdmondson, Kimberly R. "Death Reminders." In Advances in Educational Marketing, Administration, and Leadership, 218–44. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-5200-1.ch011.
Full textNagy, Judy. "Chapter 7 Coalface Academic Leadership in Australian Higher Education: Discretionary Behaviour Through Empowerment." In Advances in Educational Administration, 169–96. Emerald Group Publishing Limited, 2012. http://dx.doi.org/10.1108/s1479-3660(2012)0000013012.
Full textAjayi, Kassim Olusanmi, and Kehinde O. Muraina. "Collective Bargaining as a Tool for Industrial Conflict in Organization and Conflict Resolution." In Advances in Educational Marketing, Administration, and Leadership, 189–204. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9850-5.ch008.
Full textTeeuwen, Justin. "People First, Students Second." In Advances in Educational Marketing, Administration, and Leadership, 252–71. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2430-5.ch014.
Full textLam, Judy Sin Lai. "The Consequences of Ranking." In Advances in Educational Marketing, Administration, and Leadership, 87–108. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0819-9.ch005.
Full textConference papers on the topic "Educational leadership behaviour"
Hamdi, Sameer, Alaa Jameel, Aram Massoudi, and Abd Rahman Ahmad. "Leadership Styles and organizational citizenship behaviour in secondary schools." In 3rd International Conference on Administrative & Financial Sciences. Cihan University - Erbil, 2021. http://dx.doi.org/10.24086/afs2020/paper.231.
Full textDiana, Sri. "Behaviour Management Plan for Elementary School Students." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.53.
Full textNawangsari, Lenny Ch, and Ahmad Hidayat Sutawidjaya. "The Impact of Human Resources Practices Affecting Organization Citizenship Behaviour with Mediating Job Satisfaction in University." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.64.
Full textIsbianti, Pandit. "Teacher Leadership Behaviors on Sport Class." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.44.
Full textVonny Angelia Sudharta, Vonny, Amalia Amalia Rosidah, and Maria Maria Mujiati. "School Principal's Leadership Behavior in Psychology Perspective." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.6.
Full textSeo, Hae-Ae, and Jae-Ho Sim. "INDIVIDUAL BEHAVIORS AS MOTIVATION, TASK COMMITMENT, AND LEADERSHIP EXHIBITED BY SCIENCE GIFTED STUDENTS AT SCIENCE GIFTED EDUCATION CENTER AND ITS IMPLICATIONS FOR DIFFERENTIATED INSTRUCTION." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.203.
Full text"Discussion on the Relationship between Paternalistic Leadership and Employee Voice Behavior." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000672.
Full textNurdin, Diding, and Bambang Ismaya. "Implementation of Transformational Leadership Aspect of "Inspirational Motivation" - Behavior in Leadership of Higher Education Academic Development." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007044305500553.
Full textSusilawati, Evi. "The Effect of Modeling Learning Strategy and Cooperative Behavior on Civic Education Learning Achievement." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.56.
Full textDebora. "Effect of Leadership Behaviour on Teacher's Performance and Self-Learning." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.51.
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