Principal's Leadership Presence in Social Media Networks

Elyakim, Nitzan; Buskila, Yaffa; Chen-Levi, Tamar; Altarac, Haia; Shaked, Lea

doi:10.21125/edulearn.2020.1795

Cited by 1 publication

(1 citation statement)

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“…In their study, Elyakim et al (2023) identified four modalities of the principal's ongoing leadership presence in social media networks: branding and communicative, transformational, supportive-protective, and enforcement presence. In this study, transformational leadership is employed as a focal variable, aligned with the UAE perspective, given the prevalent utilization of transformational leadership by school leaders in the UAE (Alshammari & Al-Mahdy, 2018;Al-Taneiji & McLeod, 2019;Alzaydi & Alghamdi, 2019).…”

Section: Introductionmentioning

confidence: 99%

The impact of transformational leadership on classroom interaction in UAE secondary schools

Abuhassira,

Razak,

Hoque

2024

Educ Inf Technol

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Department heads play a critical role in executing school plans, particularly in adopting contemporary instructional methods, integrating technology, assessing student progress, and maintaining high standards of classroom interactions. They facilitate essential interactions within the classroom, spanning teacher-student, student–student, and student-content interactions, aligning with transformational leadership practices. This study explores the influence of department heads' transformational leadership on classroom interaction, mediating teachers' teaching experience in enhancing leadership capacity. Using a straightforward random sampling procedure, 374 teachers from 226 privately owned secondary schools were selected. Descriptive statistics were employed to represent the extent of department heads' engagement in transformational leadership practices. Findings indicate that teachers' role in clarifying activities and assignments to encourage classroom involvement received the highest average rating, emphasizing the importance of diverse instructional approaches. The study reveals a significant, positive influence of teachers' years of experience as a moderating factor in the relationship between department heads' transformational leadership and classroom interaction. A positive correlation was observed between student–teacher interactions and department heads' use of transformational leadership practices, with teachers' experience levels shaping these relationships. Notably, the study suggests that teachers' experience partially affects this phenomenon. The research concludes with recommendations for policymakers and educators to leverage their pedagogical expertise in fortifying the impact of school leadership on heightened student participation within the classroom.

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Section: Introductionmentioning

confidence: 99%