The relationship of teacher's transformational leadership behavior and process-based curriculum with democratic classroom climate and participatory citizenship (Record no. 21733)

MARC details
000 -LEADER
fixed length control field 02977nam a2200301Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211131706.0
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Al Khatib, Layan
Miscellaneous information Master Educational administration and supervision
245 14 - TITLE STATEMENT
Title The relationship of teacher's transformational leadership behavior and process-based curriculum with democratic classroom climate and participatory citizenship
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Haigazian University. Social and behavioral sciences
Date of publication, distribution, etc. 2015
300 ## - PHYSICAL DESCRIPTION
Extent 118 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The study examined Gutmann’s (1987) theoretical framework of democratic education in an empirical context of some private middle schools operating in Lebanon. The research examined the relationship of teachers’ Transformational leadership (TL) behavior and process-based curriculum with democratic classroom climate, as democratic means, and student’s participatory citizenship, as democratic ends, for middle school students in Lebanon. The sample consisted of 12 teachers and 301 students from grades 6, 7, and 8 in 4 schools. The instruments used were Multifactor Leadership Questionnaire (5x), Democratic Classroom Climate, and Participatory Citizenship. The results indicated no significant correlation between teacher’s TL behavior and Democratic Classroom Climate. Also, there was no significant correlation between teacher’s TL behavior and middle school students’ participatory citizenship. On the other hand, process-based curriculum schools scored significantly higher than non-process-based curriculum schools on democratic classroom climate. Moreover, process-based curriculum schools scored higher than non-process-based curriculum schools on students’ participatory citizenship with marginal significance. Further analyses showed that process-based curriculum schools score significantly higher than non-process based curriculum schools on teacher’s Transformational Leadership behavior. Thus, it is concluded that democratic means and ends, in addition to teacher’s TL behavior, are more evident at process versus non-process-based curriculum schools. Finally, as part of further analyses, a significant positive correlation between democratic classroom climate and participatory citizenship gives further support for Gutmann’s framework of democratic education in its means and ends
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Citizenship education Leadership
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Climat scolaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Curricula
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Curriculum
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Education à la citoyenneté
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 Performance professionnel
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Professional performance School Climate
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الاداء المهني المناخ المدرسي
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التربية المواطنية القيادة
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المناهج
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=108410">http://search.shamaa.org/FullRecord?ID=108410</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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