The purpose of this article is to determine the relationship between transformational leadership of vocational school principals on vocational teachers’ organizational commitment. A random sample of 340 vocational teachers responded to a three-part instrument (the transformational leadership questionnaire, the organizational commitment questionnaire and a demographic section). Means, standard deviations, Pearson correlations and stepwise regression analysis were used to analyse the data. The findings indicated that a strong, positive and significant relationship exists between transformational leadership (overall) and the organizational commitment dimension. Furthermore, the relationship between each component of transformational leadership and organizational commitment was found to be moderate, positive and significant. Finally, it is suggested that more workshops and training courses in transformational leadership should be sponsored by the Ministry of Education in Jordan to promote organizational commitment among vocational teachers.
Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in nature and was conducted using a survey design. A variety of statistical techniques were utilised in this research. The Pearson product moment correlation coefficient (r), means and standard deviations were used as the main statistical techniques. Findings of this study revealed that Jordanian teachers practise the instructional classroom management style more than the other management styles: behaviour management and people management. However, people management was rated the style least practised by Jordanian teachers. Further, Jordanian teachers who participated in this study perceived themselves to have a higher level of personal teacher efficacy compared to general teacher efficacy. Finally, personal teacher efficacy has the highest and significant relationship with each of the classroom management styles and classroom management styles overall. However, general teacher efficacy was found to be correlated insignificantly with each of the classroom management styles and classroom management styles overall.
If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.
The purpose of this study was to determine the degree to which Kouzes and Posner's Transformational Leadership Model is being practiced by school principals as perceived by their teachers in Jordanian schools. Means, standard deviations, t-tests, and one-way analysis of variance (ANOVA) were utilized in this study. Results indicated that transformational leadership is being moderately practiced and applied by Jordanian principals. Furthermore, statistical results indicated that gender and school type had an influence on teachers' perceptions in favor of female teachers and basic schools respectively. Finally, there were no significant differences among the three experience level groups of teachers (new hiring, middle career, and long experience) in their perceptions of each dimension of Kouzes and Posner's model.
Purpose -Two main purposes guide this study. The first is to assess the level of individual, group, and organizational learning at Qatar University (QU), and the level of career resilience among its faculty members. The second is to explore the relationships between these levels of learning at QU and the career resilience of its faculty members. Design/methodology/approach -This study is quantitative in nature and was conducted using a survey methodology as its research design. A variety of statistical techniques were utilized in this research. A multiple regression model, the Pearson production-moment correlation coefficient (r), means, and standard deviations were used as the main statistical techniques. Findings -The findings of this study indicated that faculty members at QU practice three different levels of learning -i.e. individual learning, departmental learning, and university learningseparately or combined in a moderately high way. Further, the results clarified that faculty members at QU perceived themselves to have a moderately high level of career resilience. In terms of the relationship between career resilience and the three different levels of learning, the results of the Pearson production-moment correlation coefficient (r) and the coefficient of determination, R 2 , statistically confirmed the positive, modest, and significant relationship between career resilience and the three levels of learning combined. Originality/value -A hypothesized correlation between career resilience and organizational learning is affirmed. The results of this study confirm the feasibility of connecting two emerging frameworks, i.e. organizational learning and career resilience. Therefore, studying the organizational learning of faculty members is a device that can be used to predict the possibility of faculty members adopting the characteristics and values of a learning organization in their academic life individually or organizationally, while displaying minimal dysfunctional behavior through their career resilience.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.