Teachers’ perspectives on leadership practices and motivation in Islamic private schools, Southern Thailand

Othman, Azam; Wanlabeh, Natyada

doi:10.1108/20463161211270464

Cited by 12 publications

(10 citation statements)

References 6 publications

(7 reference statements)

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“…Tajasom and Ahmad (2011) indicated that principals in private schools have greater power and effects on teacher motivation than in public schools when they use transformational rather than transactional leadership. A similar conclusion was drawn in Islamic schools in Thailand, where Othman and Wanlabeh (2012) found that although teachers perceived that their principals exhibited transformational leadership more frequently than transactional leadership, the principals were viewed to display more idealized influence and inspirational motivation rather than individual consideration and intellectual stimulation practices.…”

Section: Literature Overviewsupporting

confidence: 65%

Gender, school leadership and teachers’ motivations

Massry-Herzallah

Arar

2019

IJEM

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Purpose The research investigates perceptions of teachers in the Arab education system in Israel concerning the effect of their principal’s leadership and gender on their motivation. Relying on Hofstede’s cultural dimensions as an analytic tool to understand the Arab school, the purpose of this paper is to answer the following research questions: first, how do the teachers perceive the leadership style and gender of their principal and what influence do these perceptions have on their motivation? Second, what are the influences of the different dimensions of culture described by Hofstede on the teachers’ motivation? Design/methodology/approach To answer these questions, 18 teachers from different schools in the Arab education system (10 female and 8 male) were interviewed. Findings The research revealed three themes which describe the teachers’ perceptions of their principals’ leadership styles with consideration of the principals’ gender: the principals’ involvement and sharing of school operations and decision making with the teachers; the extent of autonomy given to teachers; and establishment of principal–teacher relationships. Originality/value The paper concludes with implications of these leadership styles for teachers’ motivation for work, and suggestions are given to improve Arab principals’ practices and thus to enhance teachers’ motivation.

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Section: Literature Overviewsupporting

confidence: 65%

Gender, school leadership and teachers’ motivations

Massry-Herzallah

Arar

2019

IJEM

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“…Students tend to have big challenges to focus on learning. A major challenge for students in urban areas is environmental influences and uncontrolled technological advances [46], [47]. While students in rural areas stated in the interview as:…”

Section: Understanding the Conceptual Of Islamic Education In Madrasa...mentioning

confidence: 99%

Motivation and implementation of Islamic concept in madrasah ibtidaiyah school: Urban and rural

Amin

Asiyah

Sirajudin

et al. 2022

IJERE

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<span>This study aimed to see how students' motivation and understanding of the concept of Islamic religion in students in rural and urban areas. This research uses mixed-method research. Qualitative data will be supporting data for quantitative data. The sample of this study consisted of 87 students and eight teachers in urban and 99 students and eight teacher rural Islamic elementary school students with random sampling technique. Instrument in the study used a questionnaire for motivation with a Likert scale of 4 and a test for understanding the concept of Islam. In this study, there are two types of data analysis used, namely quantitative analysis using descriptive statistics (mean, standard deviation, and category), and inferential statistics (independent sample t-test) using the SPSS 21 application, for qualitative using reducing analysis, analyzing, and interpreting findings from Miles and Huberman. The findings of this study illustrated that motivation was good (M=2.88, SD=0.78) and understanding of student concepts (M=81, SD=0.77) was good too, but in rural areas are better than in urban areas. This finding has implications that the challenges of Islamic religion in urban areas are greater for students. The novelty in this study is the implicit finding of this study that external factors (school social environment, community social environment, family environment) have a major influence on motivation and understanding of Islamic religious concepts.</span>

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“…When combined with appropriate work discipline, teachers with intrinsic and extrinsic motivation will be more successful. Othman and Wanlabeh (2012) conducted research and discovered a link concerning transformational leadership techniques and teacher motivation. Same assessment and evaluation in the research study of Eyal and Roth (2011), which resulted to school administrators' leadership style had a significant impact on teacher motivation.…”

Section: Teacher Work Motivationmentioning

confidence: 99%

Transformational Leadership and Teacher Work Motivation in Private Educational Institutions

Morales¹

2022

IJRP

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Leadership in educational institution is essential for achieving high performance of teachers. There is hesitation about whether school administrators have the requisite management abilities, style of leadership, and techniques to ensure that schools operate efficiently. Teaching and development in transformational leadership style, which studies have evaluated shown to increase performance within organizations and institutional settings, may offer advantage to educational leaders. This research study aimed to provide school leader on the information related to transformational leadership to create an action plan in relation to teacher work motivation. An effective involvement and development strategy can be a contributing factor for the educational institutions to meet its common objective and improve its overall performance. The researcher conducted a survey questionnaire. Quantitative and descriptive method of research were utilized. The participants were teachers from Early Childhood Education to College Level from different renowned private educational institutions in Metro Manila via random sampling. A total of 134 teachers (35 male and 99 female) participated in the study. The results revealed that majority of the respondents were less than 30 years old, mostly female, single, bachelor degree holders, 64 of them are teaching in the Secondary level, and 37% of them have been in their institution for 5 to 10 years. The respondents mostly evaluated frequently on the dimensions of transformational leadership. Majority of the respondents in the educational institutions were Females which are composed of 73.9% of the population that shows a significant difference in transformational leadership and teacher work motivation in terms of sex. There is a significant difference between the dimensions of transformational leadership in terms of age. There is a significant difference between the dimensions of Idealized Influenced Attributes and Individualized Consideration in terms of Educational Attainment. There is a significant difference between the dimension of inspirational motivation in terms of level taught. There is a significant difference between the dimensions of intrinsic motivation and identified regulation in terms of civil status and age. There is no significant difference between transformational leadership in terms of civil status, subjects taught and length of service. The dimensions of transformational leadership show a significant relationship with motivation at work in terms of intrinsic motivation, identified regulation, introjected regulation and external regulation. The institutional management may organize teachers' development training workshops or programs to further improve the relationship between transformational leadership and teacher work motivation and to promote effectiveness and efficiency among the members.

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Teachers’ perspectives on leadership practices and motivation in Islamic private schools, Southern Thailand

Cited by 12 publications

References 6 publications

Gender, school leadership and teachers’ motivations

Gender, school leadership and teachers’ motivations

Motivation and implementation of Islamic concept in madrasah ibtidaiyah school: Urban and rural

Transformational Leadership and Teacher Work Motivation in Private Educational Institutions

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