Organizational Structures and Processes, Perceived School Effectiveness, Loyalty, and Job Satisfaction

Miskel, Cecil; Fevurly, Robert; Stewart, John M.

doi:10.1177/0013131x7901500308

Cited by 84 publications

(54 citation statements)

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“…Bu bulgular, önceki araştırma çalışmalarıyla benzerlik göstermektedir (ör. Ebadollah, 2011;Hoy ve Ferguson, 1985;Miskel, Fevurly ve Stewart, 1979;Mott, 1972).…”

Section: Müdürün öğRetimsel Liderliği (Il) Ve Okul Verimliliği (Se)unclassified

Teachers’ Perceptions of the Relationship between Principals’ Instructional Leadership, School Culture, and School Effectiveness in Pakistan

Ali

2017

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Pakistan'da devlet okullarında ortaya çıkan düşük performansın birçok nedeni arasında düşük liderlik seviyesi (Ali, Sharma ve Zaman, 2016) GirişFarklı uluslar arasında eğitimin hedefleri açısından farklılıklar mevcut olmasına rağmen, eğitimin yalnızca verimli kuruluşlar yoluyla mümkün olduğu düşüncesinde fikir birliği sağlanmıştır. Farklı çalışmalar (ör. Aggarwal-Gupta ve Vohra, 2010;Bredeson, 1985; Ali vd., 2016;Reynolds ve Teddlie, 2000) okul verimliliğinde iç faktörlerin etkili olduğunu belirlerken, Coleman ve diğerleri (1966) okul verimliliğinin dış faktörler tarafından şekillendirildiğini ortaya çıkarmıştır. Girdiler (ör. Reynolds ve Teddlie, 2000), çıktılar (ör. Yeşil ve Kaya, 2012), ve süreç (ör. Brookover, Beady, Flood ve Schweithzer, 1979Edmonds, 1979;Rutter, Maughan, Mortimore ve Ouston, 1979) gibi faktörler de okul verimliliğine katkıda bulunmaktadır.

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“…Bu bulgular, önceki araştırma çalışmalarıyla benzerlik göstermektedir (ör. Ebadollah, 2011;Hoy ve Ferguson, 1985;Miskel, Fevurly ve Stewart, 1979;Mott, 1972).…”

Section: Müdürün öğRetimsel Liderliği (Il) Ve Okul Verimliliği (Se)unclassified

Teachers’ Perceptions of the Relationship between Principals’ Instructional Leadership, School Culture, and School Effectiveness in Pakistan

Ali

2017

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“…These three features showed the strongest relationship with job satisfaction. In addition to the fact that work stress of employees can be reduced by a supervisor's social support (49), a flattened organizational structure -as it can be found in parents' initiatives -also fosters teachers' involvement and job satisfaction (50).…”

Section: Job Satisfaction and Centre Typementioning

confidence: 99%

Determinants of Day Care Teachers' Job Satisfaction

Kusma¹,

Groneberg²,

Nienhaus³

et al. 2012

Cent Eur J Public Health

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SUMMARYBackground: Although job satisfaction is among the most widely researched topics, relatively little research has been done on this issue as it relates to early childhood educators. This study was designed to contribute significantly to the deficient body of knowledge about working conditions and job satisfaction of day care teachers, in particular with regard to differences in job satisfaction depending on day care centres' ownership.Methods: Analyses were based on cross-sectional comparison of 469 questionnaires (42.55% response rate) from day care teachers working at public day care centres with those working at day care centres run by churches or parents' initiatives.Results: A significant difference in job satisfaction was found between these three types. The important interaction between socio-demographic characteristics, psychosocial working conditions, and job satisfaction could be demonstrated.Conclusion: The present study is one of the few that examines the impacts of day care centres ownership on pedagogical staffs' job satisfaction and indicates that the type of the centre is a potential factor explaining variations. Results provide a valuable basis for the development of solution-focused approaches to improve pedagogical staff working conditions.

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“…The scale consisted of 8 items asking the respondents to describe their perceptions of organizational effectiveness of their schools on a 7-point scale. The estimated Alpha reliability of this measure ranged from 0.82 to 0.90 in previous studies (Cheng, 1986(Cheng, , 1990Miskel et al, 1979Miskel et al, , 1983Mott, 1972). The estimated reliability in the present study was found to be 0.86.…”

Section: Instruments and Operational Definitions Of Variablesmentioning

confidence: 77%

“…Based on Cheng (1991Cheng ( , 1993Cheng ( , 1994a, Miskel, Fevurly, andStewart (1979), Miskel, McDonald, andBloom (1983), and Mott (1972), the index of perceived organizational effectiveness is the extent to which the school as a whole is effective in terms of productivity, adaptability, and flexibility as perceived by school members. Productivity is the degree to which the school produces good quality and quantity of work, and is efficient in resource utilization.…”

Section: Instruments and Operational Definitions Of Variablesmentioning

confidence: 99%

Four Types of School Environment: Multilevel Self-Management and Educational Quality

Cheng¹,

Cheung²

2004

Educational Research and Evaluation

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How school-based management in the form of multilevel self-management is related to educational quality is a crucial issue in current educational reforms. An empirical study was conducted to explore this issue in a sample of 68 primary schools in Hong Kong. It was found that the school environment of sampled schools could be classified into 4 types: Bottom-level Self-Managing (BSM), Top-level Self-Managing (TSM), Mediocre Self-Managing (MSM), and Poor Self-Managing (PSM). The performances of the school, groups, and individual teachers among these 4 types were significantly different. Some implications were drawn for practice and policy formulation.

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Organizational Structures and Processes, Perceived School Effectiveness, Loyalty, and Job Satisfaction

Cited by 84 publications

References 0 publications

Teachers’ Perceptions of the Relationship between Principals’ Instructional Leadership, School Culture, and School Effectiveness in Pakistan

Teachers’ Perceptions of the Relationship between Principals’ Instructional Leadership, School Culture, and School Effectiveness in Pakistan

Determinants of Day Care Teachers' Job Satisfaction

Four Types of School Environment: Multilevel Self-Management and Educational Quality

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