The Role of Charismatic Leader in School Culture

Özgenel, Mustafa

doi:10.14689/ejer.2020.86.5

Cited by 16 publications

(15 citation statements)

References 65 publications

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“…In this context, teachers primarily view school administrators as charismatic leaders who articulate a vision, are tuned to environmental situations, oppose the status quo and bureaucratic structure, take risks, and attend to members' needs. They believe that these administrators help the school culture (Ozgenel, M., 2020).…”

Section: Research Objectivementioning

confidence: 99%

Charismatic Leadership of School Heads, Supervisory Relationship and Reciprocity Beliefs: Path Model on Work Ethics of Public Elementary School Teachers

Rubio

2023

EJES

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The goal of this study was to identify the model that best match with the work ethics of public elementary school teachers as estimated by charismatic leadership, supervisory relationship and reciprocity beliefs of school heads in Region XI, Philippines. Conducted from June 2021 to November 2022 using a correlation approach and path analysis, which study employed a quantitative, non-experimental research design. A stratified sampling approach was used to determine the 432 teachers of public elementary schools. Statistics methods employed included mean, Pearson r, and path analysis. Moreover, adapted survey questionnaires were used. The result reveals that the levels of charismatic leadership, supervisory relationship and reciprocity beliefs of schools and work ethics of teachers were very high. Further, when each independent variable correlates with work ethics of teachers, results showed that charismatic leadership was significantly correlated with work ethics. There was also a significant relationship between supervisory relationship and work ethics as well as between reciprocity beliefs and work ethics. Model 3 came out as the best fit model that predicts work ethics. The model showed that charismatic leadership and reciprocity beliefs predicts work ethics among public school teachers. Article visualizations:<img src="/-counters-/edu_01/0095/a.php" alt="Hit counter" />

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Section: Research Objectivementioning

confidence: 99%

Charismatic Leadership of School Heads, Supervisory Relationship and Reciprocity Beliefs: Path Model on Work Ethics of Public Elementary School Teachers

Rubio

2023

EJES

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“…School culture and teachers' resistance to digital innovation Hart and Laher (2015) noticed that schools had their own identity, with elaborated traditions of personal connections and a set of cultural and moral standards were the first to use the term culture to characterize life inside schools (Schipper et al, 2020). In the 1980s, the concept of school culture began to gain attraction in the research community (Effectiveness and Improvement; Schoen and Teddlie, 2008;Tezci, 2011;Kalkan et al, 2020) and termed a component associated with system effectiveness (Tezci, 2011;Ozgenel, 2020). Education experts may have paid less attention to culture because it is linked to an organization's assumed beliefs, underlying assumptions, expectations, collective memories, and definitions (Kalkan et al, 2020).…”

Section: Business/entrepreneurship School Innovation Climate and Teac...mentioning

confidence: 99%

Teachers' psychological resistance to digital innovation in jordanian entrepreneurship and business schools: Moderation of teachers' psychology and attitude toward educational technologies

et al. 2022

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The current study aimed to highlight the factors that may influence teachers' psychological resistance to digital technologies in entrepreneurship and business schools. Theoretically grounded in the diffusion of innovations theory and the theory of planned behavior, the current research investigates teachers' psychological resistance to digital innovation, school culture and climate, and moderation of teacher attitudes toward educational technologies. A cross-sectional field survey of 600 business and entrepreneurship school teachers was conducted in Jordan. In this study, partial least square-structural equation modeling (PLS-SEM) was used to assess the variables' “direct and moderating impacts” using the Smart PLS software 3.0. According to the results, school culture and school innovation climate had a considerable positive impact on teachers' resistance to digital innovation. Additionally, teachers' attitudes toward educational technologies moderated the relationship between study constructs in the framework. The study is a significant advance to the literature related to entrepreneurship, business education, and digital innovation. Several key policy insights and recommendations for further research, as well as theoretical and practical implications, are suggested.

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“…The researcher uses charismatic leadership theory for instructional leadership as the independent variable for many reasons. First, this theory is popular and reliable for leadership in educational organizations since it has a constructive relationship with the performance of subordinates who work in the organizations (Brinkman, 2015;Ozgenel, 2020;Özgenel & Aksu, 2020). Second, the charismatic theory has broad characteristics such as power and ability, motivation and communication, and behavior and confidence, which can be applied well in the educational context (House, 1977).…”

Section: Theories Related To Instructional Leadership and Teacher Eff...mentioning

confidence: 99%

The Correlation Between Instructional Leadership and Efficacy Among the Cambodian Public Lower Secondary School Teachers

Tep¹

2022

JAS

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Researchers have explored instructional leadership's correlation with teacher efficacy in developed countries, yet there is no research to broadly study in developing country contexts, especially in the public schools of Cambodia. Hence, the research objective is to find a significant correlation between the instructional leader and the efficacy of Cambodian public lower secondary school teachers. The researcher uses a quantitative method to collect data through a survey questionnaire. Also, the researcher uses the Pearson Correlation coefficient, a tool in SPSS version 23, to find the correlation between the instructional leader and teacher efficacy. There were 100 participants who were public lower secondary school teachers who participated in the data collection process. The key finding points out that the instructional leader has a high positive correlation with teacher efficacy, which is statistically significant. Thus, the instructional leader certainly correlates with efficacy among Cambodian public lower secondary school teachers. The result is significant for instructional leaders and relevant stakeholders in improving teachers' efficacy to fulfill their tasks better than before. Besides, future studies should focus on similar topics with different theories and a larger sample size at other institutions across the country. Finally, future studies should also emphasize qualitative and mixed-method designs.

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The Role of Charismatic Leader in School Culture

Cited by 16 publications

References 65 publications

Charismatic Leadership of School Heads, Supervisory Relationship and Reciprocity Beliefs: Path Model on Work Ethics of Public Elementary School Teachers

Charismatic Leadership of School Heads, Supervisory Relationship and Reciprocity Beliefs: Path Model on Work Ethics of Public Elementary School Teachers

Teachers' psychological resistance to digital innovation in jordanian entrepreneurship and business schools: Moderation of teachers' psychology and attitude toward educational technologies

The Correlation Between Instructional Leadership and Efficacy Among the Cambodian Public Lower Secondary School Teachers

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