Educational Leadership: The Effects of Perceived Support, Organization-Based Self-Esteem, and Citizenship Behaviors on Student Performance

Abstract

It is important to retain qualified teachers in any educational environment. This is especially true for teachers who work in a structured environment fraught with administrative, logistical, and political challenges. The principal is responsible for providing a supportive educational environment, which is necessary for an atmosphere where the teacher feels comfortable. This study suggests that leadership style influences the citizenship behaviors of teachers and student performance through a covenantal model that goes beyond economic, social, and psychological exchange models. Leadership style is measured with a triangulated design where the principal's self-reported leadership style is compared with administrators' and teachers' evaluations so that a top-down and bottom-up measure of leadership style is assessed. The covenantal model also shows a significant positive relationship to student performance as measured by the objective state assessment scores. Limitations of the study, implications for administrators, and directions for future research issues are discussed.

The Role of Emotional Intelligence in the Experience of Burnout among South African Leaders Working in Financial Roles

“…Despite the smaller size of the burnout group, the significant differences obtained on the OLBI and its subscales between the burnout group and non-burnout group confirmed the presence of burnout amongst the former (see Table 7). The higher scores obtained on the exhaustion subscale confirmed research findings indicating that exhaustion is a core dimension of burnout (Metin, 2010;Twigg and Kang, 2011). Exhaustion is often the result of the over-consumption or depletion of energy sources (Bakker et al, 2004;Basinska and Gruszczynska, 2020;Bosman et al, 2005;Demerouti and Bakker, 2008).…”

“…Exhaustion is frequently viewed as the core dimension of burnout. Exhaustion is the dimension that people identify with the most (Metin, 2010;Twigg and Kang, 2011) and thus forms the primary focus of research on burnout (Penny, 2018). Xanthopoulou and Meier (2014) defined exhaustion as a state of energy-draining that takes the form of mental, emotional, and physical tiredness.…”

Dağıtılmış Liderliğin Okullardaki Görünümü: Bir Yapısal Eşitlik Modelleme Çalışması

“…Likewise in educational organizations, giving importance to participation of school members into decision making processes about education, appreciating all the efforts and giving importance to happiness enable school members as a volunteer to take part in school activities and exhibit greater performance. In this sense, attainment of success in educational processes depends on positive relations between administrators and teachers, trustful and comfortable school atmosphere (Korkmaz, 2006;Twigg, 2008). Established supportive environment in the school also brings about involvement of all the school members in leadership responsibilities and their working in cooperation, thus it prepares a ground for the achievement of the objectives.…”

“…Eğitim örgütlerinde de benzer şekilde, okul bireylerinin eğitimle ilgili karar süreçlerine katılımlarına önem verilmesi, çabalarının takdir edilmesi ve mutluluklarının önemsenmesi okul etkinliklerinde gönüllü olarak yer almalarını ve yüksek performans göstermelerini sağlamaktadır. Bu anlamda eğitim süreçlerinde başarıya ulaşılması yöneticiler ve öğretmenler arasındaki olumlu ilişkilere, güvenli ve rahat okul atmosferinin oluşturulmasına bağlıdır (Korkmaz, 2006;Twigg, 2008). Ayrıca okullarda oluşturulan destek ortamı öğretmenlerin ve diğer okul bireylerinin liderlik gerektiren sorumluluklara dâhil olmalarını ve işbirliği içinde çalışmalarını sağlamakta, böylelikle ulaşılmak istenen hedeflere erişilmesine zemin hazırlamaktadır.…”

Strategically Prophetic Priests: An Analysis of Competing Principal Influence on Clergy Political Action

“…Findings contrary to Smith's (2008) conclusion about clergy influence aside (see Djupe and Gilbert 2009), this line of thinking assumes that clergy are willing carriers of a political message, with minimal concern about the real or perceived consequences they may encounter as the messengers. But, because clergy are individual interlocutors of church or denomination teachings, it is not a given that clergy provide a reliable or uniform representation of institutional policy preferences (Wilson 1973; Calfano 2009; Twigg and Kang 2012). And, since clergy messages are often received by different constituencies, their behavior on salient political issues may run afoul of competing audience expectations.…”