Relationship between Principal Leadership Style and Student Achievement: A Comparative Study between Germany and China

Dan, Chen

doi:10.1177/21582440221094601

Cited by 16 publications

(11 citation statements)

References 115 publications

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“…Knowing the composite parts of collective academic optimism has the added benefit of suggesting a wider set of techniques for boosting optimism within the school. This is a benefit that adds to the overall value of having this knowledge (Chen, Ning & Bos, 2022). The leaders of the school have three different options available to them: they may either boost the academic emphasis, improve the collective efficacy, or enhance the trust that the faculty has in the student and their parents.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

A Study on Academic Optimism on the Academic Achievement of Secondary Education School in China

Zhang¹

2022

DREAM

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Finding the features of schools that lead to improved student accomplishment is one of the challenges that educational researchers, legislators, and school reformers face. The task at hand is unambiguous but challenging. Optimism and self-efficacy are a self-regulatory mechanism that influences students' academic behavior in academic settings because it affects how they perceive their own competence for a specific task and their capacity to adjust to and manage future academic demands. Higher self-efficacy students view homework as a task to be met with self-assurance and to put their skills into efficient and responsible practice. In an effort to address these concerns, this paper investigates the connections between students' academic optimism and their performance. Previous studies on academic optimism have been limited by their narrow focus on its defining traits; this approach may help remedy this. The research aims to shed light on the nature of academic optimism and the ways in which it manifests itself to improve teaching and learning and, by extension, to expand human understanding. The researcher selects the Theory of Planned Behavior in order to strengthen and support the entire body of study. The purpose of this article development and suggested framework on academic optimism and its relationship with student achievement in China's schools. The proposed study design is critical for subsequent analysis to confirm that both exogenous factors and endogenous factor were strongly related to the contingency of institutional efficiency can affect student progress.

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Section: Discussion and Recommendationsmentioning

confidence: 99%

A Study on Academic Optimism on the Academic Achievement of Secondary Education School in China

Zhang¹

2022

DREAM

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“…However, contingency theorists thought that the leader was the main focus of the leader-subordinate interaction, despite the fact that they thought that employees played a significant part in defining the leader-subordinate relationship. Although the contingency approach still places a lot of emphasis on the leader, it also emphasises the importance of group dynamics (Chen, Ning & Bos, 2022). Some of our current concepts of group dynamics and leadership have been developed as a result of these examinations into the interactions between groups and their leaders.…”

Section: Conceptual Developmentmentioning

confidence: 99%

The Importance of Leadership Style Towards Perceived Organizational Politics in China School: A Review of Transactional Leadership

Zhu¹

2022

DREAM

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Leadership is most effectively understood as a social exchange of resources, and as such, leaders are effective to the extent that they can encourage followers to engage in extra-role behaviour that boosts workers' productivity as well as inspire followers to reach or surpass performance requirements. The researcher contends that political skill is one of these crucial abilities that is essential to effective leadership. While effective leadership required extensive political abilities in order to motivate and mobilize individuals to collaborate in order to achieve important goals and objectives. Organizational politics are a fundamental truth that cannot be avoided. Organizational politics in a company take the shape of competition for resources, interpersonal strife, contests for leadership, and tactical influence used by individuals and groups to gain authority, establish personal stature, restrict information access, conceal true objectives, and forge alliances. In this present study, investigation focuses on the transactional leadership styles of school’s principals have relationship towards organizational politics within the climate of the school; the attitudes that teachers have toward leadership; the turnover rate of instructors; and the academic achievements of students. By analyzing the connections between transactional leadership philosophies and organizational politics, this study aims to address these issues. The proposed framework on transactional leadership style and its relationship with perceived organizational politics in China's schools was to understand where each leadership style was applied and how leadership styles are linked to organizational politics in China school. In addition, the future findings will illuminate the situational and contingency theories, paving the way for the next stages of research. Utilizing transactional leadership approaches and enforcing effective organizational politics, principals create conditions that allow for improved leadership on their part. The methodological implications for scholars and policymakers can be taken into account in future studies.

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“…The study found a strong and positive correlation between the principal autocratic leadership style and teacher job performance in Faisalabad city. Chen et al (2022) compared the relationship between principal leadership style and student achievement in Germany and China. They found significant differences between leadership styles adopted in Germany and China.…”

Section: Literature Reviewmentioning

confidence: 99%

Principal leadership styles as correlates of secondary school teachers work attitude in South Senatorial District of Edo State, Nigeria

IMAKPOKPOMWAN¹,

Erhabor²,

ADEYEMI³

2022

ntegr. J. Edu. Train.

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The study investigated the relationship between principal leadership style and teachers work attitude. It adopted the descriptive survey. The population of the study consisted of 125 public secondary school principals and 1,523 teachers in the South Senatorial District of Edo State, Nigeria. Of the seven Local Government Areas, three were sampled for analysis while 175 teachers were sub-set of the study. Three research questions were raised. While one was answered directly, the other two were hypothesised. Descriptive statistics and Pearson moment correlation coefficient were used to analyse data. While 60% of respondents believe their principals used democratic leadership style, 25.6% of respondents believe their principals employ an autocratic leadership style whereas 18 teachers (14.4%) feel their principals are neither democratic nor autocratic but laissez-faire in their style of leadership. Thus, the study found that secondary school principals in sampled schools predominantly employed a democratic leadership style. Perhaps the newfound democratic governance in the country since 1999 may be influencing the democratic leadership disposition of the secondary school management. Suggestions were made to sustain the team spirit existing in the public secondary schools in the district.

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Relationship between Principal Leadership Style and Student Achievement: A Comparative Study between Germany and China

Cited by 16 publications

References 115 publications

A Study on Academic Optimism on the Academic Achievement of Secondary Education School in China

A Study on Academic Optimism on the Academic Achievement of Secondary Education School in China

The Importance of Leadership Style Towards Perceived Organizational Politics in China School: A Review of Transactional Leadership

Principal leadership styles as correlates of secondary school teachers work attitude in South Senatorial District of Edo State, Nigeria

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