Differences and Similarities between Coaching, Instructional and Educational Leadership Styles

Daučianskaitė, Agnė; Žydžiūnaitė, Vilma

doi:10.2478/atd-2020-0022

Cited by 7 publications

(6 citation statements)

References 35 publications

(50 reference statements)

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“…If there are promotion opportunities, negative feelings toward the organization, with the leader turning them away from the organization, sooner or later leaving the organization is a warning (Nasurdin et al, 2014). It proves the importance of leadership style has been confirmed through leadership performance as well as employee's work engagement and dedication to the organization, so the research on leadership style continues to be conducted to discover the right leadership style practice and find authentic leaders although this is not a new topic (Daučianskaitė & Žydžiūnaitė, 2020;Hallinger et al, 2019). Therefore, the relationship between leadership style and employee engagement has received extensive research attention from academia (Abasilim et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Transformational, Transactional, Laissez-faire Leadership Styles and Employee Engagement: Evidence From Vietnam’s Public Sector

Thanh

Quang

2022

Sage Open

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Leadership style is considered one of the critical factors in employee engagement with the leader, the organization, and the organization’s success. So far, there have been studies on the relationship between leadership style and employee engagement. However, there has been no research on the relationship between leadership style and the engagement of civil servants in Vietnam’s provincial public sector, which is a gap that needs to be researched. Therefore, this study examines the relationship between three leadership styles, namely transformational leadership, transactional leadership, and laissez-faire leadership concerning engagement to work and performance of public sector employees, and at the same time determines the relationship of leadership styles with demographic variables and with employee engagement in the Vietnamese public sector. The study data were collected from a convenient sample of leaders from the departmental level to the board of directors, and the survey sample was also collected from employees in state agencies who were feedback by answering questionnaires at a time. A total of 325 people, who are leaders and civil servants in the provincial public sector in Vietnam, responded. SPSS statistical software version 26.0 was used to process the data obtained through surveying the opinions of respondents in the leadership style questionnaire and the employee participation questionnaire. The results of the analysis show that leadership styles are closely related to employee engagement. The study also discovered that the level of an employee’s engagement to work depends largely on leadership style. Recommendations are made when a leader practices the right leadership style to increase employee engagement and vice versa.

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Section: Introductionmentioning

confidence: 99%

Transformational, Transactional, Laissez-faire Leadership Styles and Employee Engagement: Evidence From Vietnam’s Public Sector

Thanh

Quang

2022

Sage Open

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“…Weakening negative motivation means breaking down individual students' fears and apprehension of failure, which cannot be done without an accompanying positive climate on the part of the entire class (Mareš & Ježek, 2006). One of the most difficult tasks of a teacher in the strengthening of positive motivation is to estimate the adequate form and content of the student's school workload and not to reduce the demands on him in the long run or in turn to increase the demands above the acceptable limit (Daučianskaitė & Žydžiūnaitė, 2020).…”

Section: Discussionmentioning

confidence: 99%

Primary School Students’ Performance Orientation - The Czech Republic Research

Vomáčková

Chytrý

2021

Acta Educationis Generalis

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Introduction: The current school is strongly focused on student performance. Each student faces a large number of learning tasks, which place considerable demands on them, arouse in them a different degree of interest, evoke a different degree of commitment to work, are associated with different expectations or have a different degree of attractiveness. Performance situations are associated with pleasant experiences but also with experiences of failure, which in their essence affect the activity or passivity of the student, and thereby affect the prioritization of the necessity to excel or the need to avoid failure. These needs are the basis of performance orientation, which is analysed in the paper. The aim is to verify whether the motivational orientation of students is related to their beneficial outcomes. Methods: The quantitative nature of the paper made it possible to use both indicators of descriptive statistics (mean, median, mode, standard deviation) and inductive statistics (Mann-Whitney U test, Pearson's Chi-square test, Shapiro-Wilk normality test). The surveyed sample of 363 respondents consisted of an available selection of students from 14 primary schools in five regions of the Czech Republic in 2019. The data were collected physically at schools using a standardized questionnaire. Students were acquainted with its purpose and content. Statistical analysis of the data was carried out electronically, both in terms of methodology in accordance with the research design of Hrabal and Pavelková (2011). Results: The analysis of the data of the sample of respondents revealed that the performance orientation of problem students differs statistically significantly from that of the performance motivation of non-problem students in two cases: 1) the need for successful performance, where differences were verified using hypothesis H1 and 2) in the ratio of performance needs, where the differences were verified using hypothesis H4. In other cases, no statistically significant difference was found between the two groups. Discussion: The presented findings correspond to current domestic (Krykorková & Váňová, 2010) and foreign research (Weiner, 2000). They draw attention to the importance of a positive motivation of the student in terms of his degree of involvement in the development of his own dispositions, which affects the benefit of the student. Positively motivated students achieve better results with a comparable intellect than non-motivated students (Man & Mareš, 2005). The role of the teacher and his knowledge of motivational types of students is of paramount importance in this respect. Limitations: The sample under examination of respondents does not bring a representative sample in terms of the representation of students according to school years, regions of the Czech Republic or according to the representation of so-called problem or non-problem students. The outcomes of the survey can thus be applied only to a given sample of respondents. Conclusion: The benefitting for students in the sample showed lower positive motivation than their intellectually comparable non-problem classmates. It is a question of reserves, the use of which is a challenge not only for themselves, but also for the school and parents. The largest differences between the two groups were recorded in the specific ratio of positive and negative motivation 4: 2 within the T1 type and in the ratio 1: 3 within the T6 type. The attempt to determine the causes of this fact, especially proposing a remedy, is a topic for further research in this area.

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“…Leadership in education is crucial as it has the potential to affect both learning outcomes and relationships between teacher and student. This contributes to the creation and maintenance of an effective learning climate, the development and improvement of teamwork during educational process (Daučianskaitė & Žydžiūnaitė, 2020). An essential indicator of leadership in education can be a leader support perceived by teachers in schools.…”

Section: Leader Supportmentioning

confidence: 99%

Organizational Justice, Perceived Stress and Leader Support as Predictors of Teachers’ Job Satisfaction

Çelik

Kalkan

2022

Acta Educationis Generalis

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Introduction: Teachers’ job satisfaction which has a positive effect on the quality of education, students, teachers and schools is significant for the successful functioning of schools. On the other hand, the increase in the level of dissatisfaction causes disciplinary problems, inefficiency, job dissatisfaction, alienation from the job, or leaving the job. Therefore, research on teachers’ job satisfaction can help to understand the general and specific aspects of teachers’ job satisfaction, which in turn this information can provide a scientific basis for solving problems. Methods: The study uses quantitative research methodologies based on a correlational research. The research data obtained the convenience sampling method from 396 teachers who work for public schools in the province of Denizli in Turkey. Multiple regression was used for analysis. Results: The results of the study showed that organizational justice, perceived stress and leadership support are all significant predictors of teachers’ job satisfaction. The relative importance order of the specified variables in predicting teachers’ job satisfaction is organizational justice, perceived stress and leader support, respectively. Predictor variables account for approximately 50.4% of the total variance in teachers’ job satisfaction. Discussion: Within the scope of the research, the relationships determined between job satisfaction, organizational justice, perceived stress and leader support are consistent with the results of the research conducted on teachers and other professional groups in the literature. Implications of the study results were discussed in detail. Limitations: In addition to its contributions to the literature, the research also has some limitations. Basically, correlational research results can be useful to reveal the existing relationships between variables, but it should be emphasized that these relationships are not causal ones. Furthermore, the use of convenience sampling method among non-random sampling methods can be considered as another limitation. However, the consistency of the relationships determined between the variables of the study with the existing literature indicates that the bias due to this limitation is relatively low. Conclusion: The results of the study indicated that the order of relative importance in educational policies and practices that will take teachers’ job satisfaction into account should be structured as organizational justice, perceived stress and leader support. However, it is thought that holistic approaches that include all variables can be more effective, since variables of organizational justice, perceived stress and leader support are significantly associated with teachers’ job satisfaction.

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Differences and Similarities between Coaching, Instructional and Educational Leadership Styles

Cited by 7 publications

References 35 publications

Transformational, Transactional, Laissez-faire Leadership Styles and Employee Engagement: Evidence From Vietnam’s Public Sector

Transformational, Transactional, Laissez-faire Leadership Styles and Employee Engagement: Evidence From Vietnam’s Public Sector

Primary School Students’ Performance Orientation - The Czech Republic Research

Organizational Justice, Perceived Stress and Leader Support as Predictors of Teachers’ Job Satisfaction

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