000			02977nam a2200301Ia 4500
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040			_aLB-BrCRDP
100	1		_aAl Khatib, Layan _gMaster Educational administration and supervision
245	1	4	_aThe relationship of teacher's transformational leadership behavior and process-based curriculum with democratic classroom climate and participatory citizenship
260			_aBeirut _bHaigazian University. Social and behavioral sciences _c2015
300			_a118 pages
500			_aالنوع : Mémoire
520	3		_aThe 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	_aCitizenship education Leadership
650		4	_aClimat scolaire
650		4	_aCurricula
650		4	_aCurriculum
650		4	_aEducation à la citoyenneté
650		4	_aLeadership
650		4	_aPerformance professionnel
650		4	_aProfessional performance School Climate
650		4	_aالاداء المهني المناخ المدرسي
650		4	_aالتربية المواطنية القيادة
650		4	_aالمناهج
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=108410
942			_cLAESDATA _2ddc
999			_c21733 _d21733