Rapid progression of United Arab Emirates' higher education sectors and the competition among private universities, increase the need to explore the influencing factors which leading to improve the organization performance. The purpose of the study current research was to examine the relationships between leadership styles and job satisfaction among the private university employees in the UAE. A random sampling technique was employed to collect data of 241 faculty members and staff from seven private universities in UAE. The method used to collect data was quantitative in nature and two different types of instruments were used: Multifactor Leadership Questionnaire (MLQ) and the Minnesota Satisfaction Questionnaire (MSQ). The result of the Pearson correlation analysis showed that there was positive and significant relationship between transformational style and employee Job Satisfaction. However, the relationship between transactional leadership style and job ISSN 2161-7104 2016 111 satisfaction was observed to be negative and significant. This study provided validity evidence for the adapted instruments based on context of UAE universities, empirical evidence on the importance of leadership styles in enhancing job satisfaction among employees in higher education organizations. It is expected to be very helpful to faculty, academic leaders and supervisors as it might offer them new insights to facilitate better understanding and smooth functioning at the academic workplace.
Journal of Public Administration and Governance
This study was conducted to identify the influence of teaching and learning supervision on the attitude of teachers towards the supervision in secondary schools in Kubang Pasu District, Kedah. The supervisory model developed by Glickman, Gordon and Ross-Gordon ( 2004) and the research instrument involves a set of questionnaires containing 23 items. Respondents of the study involved 372 teachers in secondary schools in Kubang Pasu District, Kedah. The data were analyzed using descriptive statistics using Statistical Packages of Social Sciences and inferential statistics using the Partial Least Squares software through the SMART PLS 3.0 software. The result shows that there is a significant influence between the dimensions of knowledge and the technical skills with the teachers' attitude towards supervision while the dimensions of interpersonal skills do not have a significant influence on teachers' attitudes. The findings can be used as guidance to the Ministry of Education, to overcome all the shortcomings and weaknesses in the existing teaching supervision practices based on the established supervisory regulation.
The main purpose of this study is to identify the relationship between principals' transformational leadership style and secondary school teachers' commitment in the southern zone of Sungai Petani district in Kedah. A questionnaire was distributed to the respondents which composed of 235 teachers randomly selected from 10 schools in the southern zone of Sungai Petani district, Kedah. The results showed that there was no difference in the level of education and the level of transformational leadership style practiced by the principals. The study also showed a significant relationship between principals' transformational leadership and teachers' commitment where principals' inspiring motivation dimension is the domain of transformational leadership style.
This quantitative study aims to identify the supervisory performance in the elements of teaching and learning supervision in secondary schools in the Kubang Pasu district, Kedah. Theory of classroom teaching and learning supervision by Glickman (2004) is the basis of the study. Research instruments are adapted and modified from teaching and learning supervision by Ebmeir (2003), while teacher's attitude towards supervision was taken from the questionnaire by Ramin (2014) and teacher's teaching competency instruments were taken from the questionnaire by Sayer (1992). The research instrument involved a set of questionnaire consisting of 23 items. The respondents of the study involved 120 teachers in secondary schools in Kedah. The data were analyzed using descriptive statistics and inferential statistics. The results of the analysis showed that there was no significant relationship between the elements of confidence in the classroom teaching and learning supervisor, supervisor support towards teaching with student participation. However there is a significant positive relationship between confidence in the supervisor, supervisor support towards teaching with teacher attitude towards supervision. The findings of this study can be used as a guide for educators to improve classroom teaching and learning supervisory performance in order to improve the teaching profession in the school.
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