The Relationship Between School Principals' Leadership Styles, School Culture and Organizational Change

Atasoy, Ramazan

doi:10.29329/ijpe.2020.277.16

Cited by 43 publications

(38 citation statements)

References 39 publications

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“…The goal of this qualitative research study is to describe how principals managed the COVID-19 outbreak to ensure that school operations and learning continue. While they exhibit transformational leadership characteristics (Atasoy, 2020), their leadership styles vary across degrees of challenging circumstances (Berkovich, 2018) and have a significant impact on organizational learning (Kızıloğlu, 2021). During the pandemic, it is thought that principals took personal and context-based actions and did not seek anything in return for their contributions (Shen & Li, 2021) in the academic community.…”

Section: Introductionmentioning

confidence: 99%

Principal’s Leadership Practices during the COVID 19 Pandemic: An Exploratory Study

Pedroso

Siason

2021

ijahs

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This qualitative research study looked into principals' leadership practices during the COVID-19 pandemic. It enlisted the participation of five school principals using convenient sampling based on inclusion criteria. To collect data, a semi-structured written interview based on Hersey and Blanchard's Situational leadership theory was used. To display the narratives, the data were transcribed, examined, compared, and carefully categorized into several themes. The findings reveal that school principals employed: 1. Strengths-based Practices; 2. Values-based Practices; and 3. Needs-based Practices. The findings of this study highlighted the need of applying situational leadership practices to strengthen principals' instructional and administrative duties, particularly during times of global crises.

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Section: Introductionmentioning

confidence: 99%

Principal’s Leadership Practices during the COVID 19 Pandemic: An Exploratory Study

Pedroso

Siason

2021

ijahs

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“…In contrast, EBP implementation climate and implementation leadership have been shown to be more directly related to EBP implementation outcomes (Ehrhart et al, 2014;Lyon et al, 2018;Williams et al, 2020). It is possible that other facets of school leadership that were not examined in the present study (e.g., transformational leadership; Atasoy, 2020;Leithwood & Jantzi, 2005), rather than strategic leadership behaviors specific to EBP implementation, are important in shaping these broader aspects (i.e., culture, culture stress, learning climate, and available resources) of a school's organizational context. Alternatively, it may be that strategic leadership behaviors effect these molar constructs through mediating variables (e.g., years of experience).…”

Section: Individual School Characteristics and Organizational Contextmentioning

confidence: 66%

Organizational Context in General and Special Education: An Exploratory Investigation to Describe the Perspective of School Leaders

Moore

Landa

Azad

2021

Glob Implement Res Appl

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Organizational context (e.g., climate, culture, resources) can impede or enhance implementation of evidence-based practices in general education settings or special education settings serving students with autism spectrum disorder. We examined the relations between organizational context and individual (i.e., implementation leadership, administrator- or service provider-role) or school (i.e., enrollment size, public/nonpublic school type) characteristics. Participants were administrative or service providing leaders (n = 34) from 11 schools in one state on the East Coast of the United States. School leaders’ average ratings of the organizational context were generally more positive for special education than general education; however, greater culture stress was reported for special education. Correlation analyses indicated being an administrator and implementation leadership were positively associated with implementation climate in both education settings. Being an administrator was also positively associated with cultural effort (i.e., how hard people work towards achieving goals) in special education, but negatively associated with culture stress in general education. In special education, nonpublic schools had better climates (both learning and implementation), but more culture stress. Additionally, school enrollment size was negatively related to available resources and implementation climate in special education. Investigating the similarities and differences in organizational context across educational settings is needed in future research.

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“…The principal's leadership style also affects the work motivation of teachers and education staff (Sukiyanto & Maulidah, 2020) and (Ulum et al, 2020). Principal leadership also affects school quality (Timor, 2018), school effectiveness (Khun-inkeeree et al, 2019) and (Mulyani et al, 2020) parental involvement (Keetanjaly et al, 2019), school culture (Atasoy, 2020), effective learning (Indra et al, 2020), organizational trust (Kars & Inandi, 2018) and teacher job satisfaction (Cansoy, 2018). Variables that are influenced by the principal's leadership can be seen in the following figure: Based on the figure above, it is known that to improve performance, work motivation, school quality, school effectiveness, school culture, learning effectiveness, job satisfaction and organizational trust, it is necessary to improve the leadership quality of the principal.…”

Section: Improving Teacher Performance Through Principal Leadershipmentioning

confidence: 99%

Factors Affecting and Affected by Principal Leadership Effectiveness: A Systematic Literature Review

Hardianto

Aida

Sari

2022

JPP

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This study aims to determine the effectiveness of the principal's leadership by looking at the urgency of the principal's leadership, the variables that affect the principal's leadership and the variables that are influenced by the principal's leadership. Methods: The research method used is the literature study method. The data obtained were then compiled and concluded based on the research objectives. Findings: The research findings show that the principal's leadership plays a very important role in realizing educational goals. There are three variables that affect the principal's leadership and eight variables that are influenced by the principal's leadership. Conclusion: Recruitment of school principals must be in accordance with the rules and training for existing school principals is necessary. Mastery of the 4C formula must be owned by the principal.

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The Relationship Between School Principals' Leadership Styles, School Culture and Organizational Change

Cited by 43 publications

References 39 publications

Principal’s Leadership Practices during the COVID 19 Pandemic: An Exploratory Study

Principal’s Leadership Practices during the COVID 19 Pandemic: An Exploratory Study

Organizational Context in General and Special Education: An Exploratory Investigation to Describe the Perspective of School Leaders

Factors Affecting and Affected by Principal Leadership Effectiveness: A Systematic Literature Review

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