The relationship between leadership styles and teachers' job satisfaction (Record no. 20156)

MARC details
000 -LEADER
fixed length control field 04625nam a2200253Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20200212124925.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Mattouk, Rouba
Miscellaneous information Master Education-School Management and Educational Leadership
245 14 - TITLE STATEMENT
Title The relationship between leadership styles and teachers' job satisfaction
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Notre Dame University.Humanities
Date of publication, distribution, etc. 2013
300 ## - PHYSICAL DESCRIPTION
Extent 96 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. One of the primary goals of education is to provide an appropriate atmosphere in which to teach academic skills, while another important goal is to instill values that are consistent with successful functioning in the society. It is believed that both the individual and society are served by fulfilling these goals. Dealing with the disruptive actions of students has an impact on the actions that these students will choose in their future lives; actions that may, in turn, impact their communities and society as a whole. Classroom routines help instill in our students the ability to solve their problems based on certain routines they are taught in class. These routines provide the student with the basic skills of self-regulating their behavior to remain on task for a longer period of time and get higher grades. The goal of this quasi-experimental study is to determine if classroom routines lead to (a) an increase in classroom engagement (b) a decrease in disruptive behavior and (c) higher academic performance in Civics lessons of upper elementary students. Three classes in grade 4 - and a total of 30 students- from a private Catholic school in the Metn area participated in this study. Results from Chi-square tests indicate that when the students are taught to follow specific classroom procedures their on-task behavior increases and their disruptive behavior decreases. However, the students' academic scores do not show statistically significant differences from before to after following the classroom routines according to the ANOVA test performed. Moreover, the study shows that once the classroom routines are practiced by students, the teacher does not have to repeat them over time. Students' results are similar between the treatment group who stopped rehearsing the procedures and students whose teacher kept rehearsing over till the experiment is over. Thus, continuous treatment is not effective in improving the students' behavior even more. While following classroom routines proves to be beneficial to improve behavior, it does not affect students' class work performance. //// The study investigated the relationship between the three leadership styles; transformational, transactional and laissez-faire, and 73 Elementary I female teachers’ job satisfaction in 10 schools (5 private and 5 public) in Lebanon. The instruments used were the Multi-Factor Leadership Questionnaire, Fifth Edition, Short Form (MLQ-5X Short, the Job Descriptive Index (JDI, 2009 revised) and Job in General Scale. Correlation and descriptive analysis (one-way ANOVA) were used to analyze data. The results revealed that both transformational and transactional leadership were positively and significantly correlated with job satisfaction while laissez-faire leadership was negatively and significantly correlated with job satisfaction. It was also found that both transformational and transactional leadership were positively correlated with the five facets of job satisfaction which are: supervision, promotion, people on the present job, pay and work. While Laissez-faire leadership was negatively correlated with the five facets of job satisfaction listed above. Moreover, the results indicated that no significant difference existed between the demographic variables (age, education and experience) and job satisfaction while they indicated that female teachers working in public schools are more satisfied that those working in private schools. It was recommended that principals encourage teachers to develop and improve as well as take the JDI and JIG yearly to stay up-to-date with their level of satisfaction. Moreover, principals should be well trained to use a combination of transactional and transformational leadership.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Gestion scolaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Job Satisfaction School management
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Leadership
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Leadership
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Satisfaction professionnelle
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الرضى الوظيفي الادارة المدرسية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element القيادة
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=89566">http://search.shamaa.org/FullRecord?ID=89566</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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