Effect Size of Spiritual Leadership: In the Process of School Culture and Academic Success

Karadag, Mehmet; Aksal, Fahriye Altınay; Gazi, Zehra Altınay; Dağlı, Gökmen

doi:10.1177/2158244020914638

Cited by 28 publications

(25 citation statements)

References 42 publications

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“…The latter gives positive impact on students' success. Principal might influence students' achievement by monitoring and supervising students, by creating high level of satisfaction toward education and by showing high quality leadership such as providing learning resources for high quality education and by evaluating and improving teacher quality (Karadağ et al, 2020;Phipps, 2012). Spiritual leadership focuses on improvement of teachers' performance and academic achievement of the school (Fry, 2003).…”

Section: Spiritual Leadership and Its Effect On Teachers' Performancementioning

confidence: 99%

The Effect of Instructional, Transformational and Spiritual Leadership on Elementary School Teachers’ Performance and Students’ Achievements

Nurabadi

Irianto

Bafadal

et al. 2021

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Persistence for achievement reflected from the willingness and determination of principal to implement quality leadership will facilitate the improvement of teachers’ performance, and the two will be the determinant factors for the students’ ultimate achievement. This study aims at analyzing empirical data on the effect of instructional, transformational and spiritual leadership as independent variables, with school quality as the dependent variable. In addition, the intervening variable is teachers’ performance. This study employed the quantitative approach in which samples of 181 teachers were re taken using the proportional random sampling technique. All data were then analysed using the SEM technique with the AMOS 24 application. The findings show that: (1) there is a direct effect of instructional leadership on teachers’ performance, transformational leadership on teachers’ performance, spiritual leadership on teachers’ performance, instructional leadership on students’ achievement, transformational leadership on students’ achievement, spiritual leadership on students’ achievement, and teachers’ performance on students’ achievement. In addition, (2) there is an indirect effect of instructional leadership on students’ achievement through teachers’ performance, transformational leadership on students’ achievement through teachers’ performance and spiritual leadership on students’ achievement through teachers’ performance.

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Section: Spiritual Leadership and Its Effect On Teachers' Performancementioning

confidence: 99%

The Effect of Instructional, Transformational and Spiritual Leadership on Elementary School Teachers’ Performance and Students’ Achievements

Nurabadi

Irianto

Bafadal

et al. 2021

View full text Add to dashboard Cite

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“…Schools with a strong culture are often considered successful in a variety of aspects, functional and verbal symbols, cooperation and trust, effective communication, teacher commitment and principals' characteristics (Fullan, 2005; Karadağ et al , 2020; Tschannen-Moran, 2014). Specifically, principals create a strong culture by constructing the school vision, sharing responsibility to help students learn, providing individualized support, promoting teacher collaboration, modeling best practice and organizational values while setting high expectations for academic standards (Lee and Louis, 2019).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

A “cracking” school culture: leading resource exploitation during implementation of a national reform

Tamir

2021

JEA

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PurposeThe study explores characteristics of strong school cultures through principals' exploitation of additional resources within implementation of a national reform.Design/methodology/approachAn interpretive approach was utilized to analyze qualitative data from semi-structured interviews with 35 Israeli high school principals who implemented a national reform in state and religious-state schools from all school districts.FindingsThe article presents four types of cracking cultures led by the principals: (1) a school values-based culture, such as respect; (2) a caring culture based on trust and a positive atmosphere; (3) a maintenance achievement-oriented culture; and (4) a creative culture that supports the teachers and takes risks in using resources beyond their intended purpose.Originality/valueExploring principals' exploitation of resources within a cracking culture may promote school improvement and innovation during national reform implementation.

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“…In recent years, character education has emerged [28][29][30], likewise in Indonesia. Reffering to Article 3 the Indonesian Law Number 20 the Year of 2003, it states that the aim of educational goal is to achieve a holistic balance of human growth.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Spiritual Leadership Management in Strengthening the Character of Students in Integrated Islamic Primary Schools

Usman¹,

Murniati²,

Irani³

2021

Proceedings of the 4th International Conference on Research of Educational Administration and Management (ICREAM 2020)

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This research aims at describing the sources, programs, and strategies of spiritual leadership management in strengthening the character of students in integrated Islamic primary schools. This research is a qualitative descriptive study. The instruments used are observation, interview, and documentation. Through this paper, we describe the sources that build student character values, the principal's spiritual leadership programs in strengthening the character of students, and the spiritual leadership strategies of principals. The results show that the sources that build student character values are from religion, nation, education, culture and norms. The principal's spiritual leadership program is integrated into curricular and extracullicular activities, habitution, and behaviour models; and the spiritual leadership strategy is carried out through exemplary, vision, mission and school goals, school distinctiveness icons, simulation and character building workshop, school activities and programs, and school management structure in charge of school culture and character.

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Effect Size of Spiritual Leadership: In the Process of School Culture and Academic Success

Cited by 28 publications

References 42 publications

The Effect of Instructional, Transformational and Spiritual Leadership on Elementary School Teachers’ Performance and Students’ Achievements

The Effect of Instructional, Transformational and Spiritual Leadership on Elementary School Teachers’ Performance and Students’ Achievements

A “cracking” school culture: leading resource exploitation during implementation of a national reform

Spiritual Leadership Management in Strengthening the Character of Students in Integrated Islamic Primary Schools

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