School Principals Transformational Leadership Styles and Their Effects on Teachers Self-Efficacy

Francisco, Christopher Dc.

doi:10.21474/ijar01/9875

Cited by 21 publications

(20 citation statements)

References 51 publications

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“…Another author supported the said findings when he claimed that there is a correlation between teacher job satisfaction and years of experience and between teacher job satisfaction and the age of the educator [15]. Another paper also mentioned that transformational leadership styles of school heads affect a teacher's self-efficacy in varying degrees [16]. However, a research paper showed in his study regarding untrained, under-qualified, and become incompetent teachers which result in skipping to teach some difficult topics in the syllabus [17].…”

Section: Introductionmentioning

confidence: 85%

Teachers’ Personal and Professional Demographic Characteristics as Predictors of Students’ Academic Performance in English

Francisco¹

2020

IJMTS

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This study aimed at investigating the effects of teachers’ personal and professional demographic characteristics on students’ academic performance in English. To achieve this aim, the researcher used a sample of 37 English secondary teachers and 400 students in the District of Plaridel, Schools Division Office of Bulacan during the academic year 2018-2019. The researcher used the descriptive-correlational method of research, which used a researcher-made questionnaire as the primary data gathering technique. The results of the regression analysis show that the eight (8) variables of the personal demographic characteristics and the four (4) variables of the professional demographic characteristics affect students’ academic performance in English to a various extent as shown by the non-zero coefficients. Results of the analysis of variance of the regression of personal and professional demographic characteristics on students’ academic performance revealed an Fvalue of .955 with a p-value of .490 and an F-value of 1.197 with a p-value of .331. Since the associated probability of the F-value is higher than alpha (0.05), the null hypothesis has to be sustained. This means that all variables of the personal and professional demographic characteristics do not exert significant effects on students’ academic performance in English. Conclusions were drawn and recommendations were offered.

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Section: Introductionmentioning

confidence: 85%

Teachers’ Personal and Professional Demographic Characteristics as Predictors of Students’ Academic Performance in English

Francisco¹

2020

IJMTS

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“…It is procedurally defined as the roles and tasks assigned to the school principal and required to implement them effectively, with respect for all parties and appreciation of their efforts. Mental stimulation: the manager's ability to encourage and motivate employees to think about the tasks and activities required of them, to ask questions and solve problems they face in the work environment (Francisco, 2019). It is defined procedurally as the degree that the respondent obtains on the Intellectual stimulation scale prepared by the study.…”

Section: Study Terminologymentioning

confidence: 99%

“…In addition, the concept of transformational leadership is based on raising workers to the level of the organization's vision and working on their development and development individually or collectively, by committing to a number of dimensions, namely: attractiveness and influence, mental arousal, inspiration and motivation, and attention to individual feelings, in order to raise expectations Achievement and achieving everything that serves the goals of the institution in practical life (Francisco, 2019). It also means a continuous process through which the leader changes the employees' values and motives and transforms them for the general interest of the organization by formulating a future vision that supports the organization's future position (Kwan, 2020).…”

Section: Transformational Leadershipmentioning

confidence: 99%

“…In addition, Intellectual stimulation depends on the workers' development of new ideas to overcome the problems they face in multiple ways, using logical thinking, and the leader must encourage this through dialogue and the use of slogans and symbols to direct efforts and provide the opportunity to participate in achieving common goals and provoke the workers' thinking for creativity and innovation, by offering new alternatives to facilitate the completion of tasks, providing a work environment that encourages constructive dialogue and encouraging them to exchange experiences and adopt change as a basic method in their work (Francisco, 2019).…”

Section: Mental Stimulationmentioning

confidence: 99%

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The Degree of School Principal's Practitioners for Their Leadership Role in the Intellectual Stimulation of Teachers in the Light of Transformational Leadership from the Teachers’ Point of View in the Al-Taybeh Al-Wasatiyah District Education Directorate

2022

JEP

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The study aimed to identify the degree to which school principals practice their leadership role in Intellectual stimulation of teachers in the light of transformational leadership from the teachers' point of view in the Al-Taybeh Al-Wasatiyah District Education Directorate of Irbid Governorate, and to identify the differences in teachers' responses according to some personal variables. To achieve the objectives of the study, the researcher used the descriptive analytical method, and the study tool was represented by the questionnaire, which was used as the main tool for collecting data from the study sample members, which in its final form consisted of (15) paragraphs. The questionnaire was applied to a sample of teachers in the Directorate of Education of the Middle Taybeh District of Irbid Governorate, and they numbered (200) male and female teachers in the academic year (2022/2023). The results concluded that the degree to which school principals exercised their leadership role in Intellectual stimulation of teachers in the light of transformational leadership from the teachers' point of view was high. The results also revealed that there were no differences in the average responses of teachers due to gender and years of experience, while the results indicated that there were statistical differences Among the average teachers' responses due to the educational qualification variable and in favor of the PhD holders. The study recommended holding training programs and workshops in the field of transformational leadership for principals and teachers, and introducing them to its importance in educational work.

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“…Research shows that principals who practice transformational leadership can increase teachers' self-efficacy, job satisfaction, and motivation (Adarkwah & Zeyuan, 2020, Baptiste, 2019, Francisco, 2019. Northouse (2019) described transformational leadership as a "process whereby a person engages with others and creates a connection that raises the level of motivation and morality in both the leader and the follower" (p. 164).…”

Section: Access Learning Principalsmentioning

confidence: 99%

Virtual learning in elementary school: a phenomenological study of student engagement

Howard¹

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The Covid-19 pandemic necessitated an unprecedented shift to virtual learning in America. It is unlikely that this method of instruction will end when it is safe to return to in-person instruction, even though there is limited research supporting virtual learning at the K-5 level. This phenomenological qualitative study explored the professional identities of virtual elementary school teachers, and what strategies they used to engage their K-5 students in a synchronous virtual setting in the state of Missouri. Data for the present study were collected through a census survey sent to all virtual elementary teachers, two focus groups of the same teachers, and two one-on-one interviews with the assistant principals of virtual learning from one large virtual learning provider in Missouri. Through basic descriptive statistical analysis, findings regarding professional identities showed that teachers had a wide range of backgrounds and expertise areas; but most reported a lack of preparation to teach elementary school online. To investigate engagement strategies, Fredericks et al.'s (2004) Multidimensional Engagement Framework was used. Using a combination of inductive and deductive analysis, findings suggest there are certain teacher dispositions that contribute to successful engagement in elementary virtual learning. In addition, several specific strategies for cognitive, affective, and behavioral engagement were uncovered as well as several challenges regarding engagement in K-5 virtual learning. This research begins the important work of uncovering best practices in virtual learning at the K-5 level and paves the way for future research on the topic.

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School Principals Transformational Leadership Styles and Their Effects on Teachers Self-Efficacy

Cited by 21 publications

References 51 publications

Teachers’ Personal and Professional Demographic Characteristics as Predictors of Students’ Academic Performance in English

Teachers’ Personal and Professional Demographic Characteristics as Predictors of Students’ Academic Performance in English

The Degree of School Principal's Practitioners for Their Leadership Role in the Intellectual Stimulation of Teachers in the Light of Transformational Leadership from the Teachers’ Point of View in the Al-Taybeh Al-Wasatiyah District Education Directorate

Virtual learning in elementary school: a phenomenological study of student engagement

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