Teacherâx80x99s Perception of Leadership - inflatable balls you can get inside

by:JOY Inflatable     2021-02-16
Teacherâx80x99s Perception of Leadership  -  inflatable balls you can get inside
There are various schools of thought about what leadership style is best suited to a particular organization.Some school environments may require the application of a participatory leadership style.e.Transformation style.On the other hand, others may find it more appropriate to use a supportive style or a transactional leadership style.
Alternatively, some principals can apply for an achievement or a mix of the two.In some cases, the principal failed to use any of the above methods and adopted a method of laissez-faire.(Northouse, 1997) the first leadership style (participatory) is more appropriate in the case of older teachers in the school.
The second type (supportive) is more appropriate when teachers are just beginning to work on this profession, and they need some guidance in completing their daily tasks and duties.However, if the school environment changes, some principals may decide to adopt a mix of these leadership styles.This approach is advantageous considering environmental factors.
Because the environment is constantly changing, it is crucial to prioritize external and internal factors.This paper will study the relationship between the nature of leadership and teacher job satisfaction.Some of the research carried out in the leadership field highlights the fact that the most effective leaders are those who are good at capturing the environment.
This reveals the different approaches used by the two types of leaders;Transformation leaders and transaction leaders.Transactional leaders tend to adjust according to their environment.(Weisman & Nathanson, 1985) they are affected by the surrounding environment and adjust their way of doing things on that basis.
On the other hand, transformative leaders have adopted different approaches.They have the ability to change their environment to suit their specific goals.Their approach is more proactive than passive.
These leaders usually make sure that the environment in which they choose to work is acceptable to them, not to their environment more easily.The organizational culture and atmosphere are largely influenced by the leadership style.In this case, the school's learning environment will be influenced by the chosen leader.
Transactional and Liberal leadership is not very effective in changing the school environment.On the other hand, transformation leaders are very good at this, which means that their school environment depends largely on the changes they make.The biggest question to be answered is what kind of leadership style in the above three leadership styles will improve the job satisfaction of teachers.
(Sheridan et al, 1984) the most appropriate person will have the ability to improve the job satisfaction of teachers to an unprecedented level.A good leadership approach will make most teachers feel motivated to add some extra effort and improve their efficiency at work.As seen earlier, transformation leaders have the ability to change their given environment to suit their goals.
So if teachers need something, they can rely on their principal/administration to change their environment.This is of great help to improve the environment in which they work.Its role is to motivate teachers.This makes them dynamic and their overall job satisfaction may be higher than expected.
There are some outcome measures to indicate the level of job satisfaction of teachers.Therefore, it is reasonable to link transformative leadership with leadership based on high job satisfaction.In this measure, the transactional leadership style is also likely to score second, with the least impact of laissez-faire on job satisfaction.
The basis of this assumption is that the latter two leadership styles are avoidance leadership styles.These leaders often try to stay away from problems by not facing them, and they may only get worse over time.It should be noted that many factors are taken into account when measuring job satisfaction.
Some studies on this topic highlight some factors that may be considered key indicators of job satisfaction.These include;Teachers with high scores in any of the following indicators will show that their job satisfaction is quite high.It is necessary to examine the external factors that affect whether leaders will affect their teachers, I .
E;Whether it's a transactional, liberal or transformative leadership approach.Research shows that there are some internal factors that greatly affect the leadership style adopted, thus affecting the job satisfaction adopted.For example, if a school has a large capacity, it is likely that the principal will take a transactional leadership approach.
The overall effect is that teachers in big schools are unlikely to be more satisfied with their work than teachers in small schools.This assumption is based on some research conducted in chain stores.The study attempts to identify internal and external factors that affect employee satisfaction.
It is found that the leader who runs a large store has lower control capacity, so the employees are not very satisfied with their work, while the leader who is located in a small store is quite satisfied with their environment.This applies equally to the school environment, as even the school environment, the HR management principles can be applied in any case.Other factors related to job satisfaction are slo.
The study found that gender has a certain role in determining the type of leadership style adopted by the principal.In a non-workerThe school environment is being asked what factors indicate their past leaders, most of whom consider gender issues to be fundamental.It should be noted that before teachers are satisfied with their school environment, they need to judge their environment in the context of another scene they witness.
Therefore, the previous work experience of teachers has greatly affected the way these teachers perform their duties.If a teacher is in a school with a transactional leadership model, then it is likely that the teacher will expect the same leadership model in their next school.(Mueller and mcloski, 1990) the same factor will apply to the principal itself.
If they can take a laissez-faire approach in school, then they will do the same in the next school, which seriously affects the job satisfaction of teachers.If the principal chooses to continue to adopt inappropriate leadership at the new school, it is likely that the teacher will not be satisfied with their work.On the other hand, when a school leader applied for transactional leadership in their previous school and continued to do so in their next school, teachers are likely to be satisfied with their performance.
Another key factor in determining teachers' views on their leadership is their level of experience in a particular school or in the profession.For example, there may be situations where a teacher has worked as a teacher for most of his life.Expectations always change over time.Older teachers tend to have more expectations for the government.
They understand the systems and procedures in their particular school or educational environment.These teachers may need to lead more involvement.(Rogg et al, 2001) there may be fewer expectations for teachers who may not be familiar with the profession.
Some of them may not know the most effective leadership approach, so even if their leadership tends to show a low level of commitment and engagement, they will be happy with their work.But there is another side to this argument that some teachers may have entered the teaching environment with the ideal expectations of their school.But after seeing the actual situation, they realized that things were not as easy to solve as they expected.
Such new teachers may be disappointed with their leadership when some ideals are not realized.Therefore, they may end up scoring very low in the results base measure of job satisfaction.Some teachers may work closely with a certain principal or leader in their school, environment.
Maybe leaders are not the best example, maybe they tend to avoid the problem and only adopt the way of transactional leadership or laissez-faire.However, because such a teacher has been working with this leader for a long time, they may get used to the way he/she performs his/her duties.Such teachers may be very satisfied with the leadership style, which greatly improves their satisfaction.
On the other hand, some teachers attach great importance to their teaching positions.This is because most of them may have a vision of where they want to go in the next few years.When a teacher happens to hold positions below their expectations, it is likely that most of them will not have a very positive attitude towards their leaders.
These teachers may feel that their leaders are unfair to them given that they have not been promoted.These teachers are also likely not satisfied with their work.The human mind always has some preconceived ideas or prejudices about some people.
Some employees tend to despise female bosses.There is a certain competition between female employers and female subordinates.Employees claim that employers see them as threats and may do their best to reduce their importance.
(Nir, Kranot, 2006) on the other hand, female employers claim that these subordinates made a mistake in thinking that they could get away with any punishment because their employers have the same gender as them.In this case, teachers may not be happy with their work because there is a lot of friction between them and their principal.Age problems cannot be ignored when people try to solve some factors that affect teachers' job satisfaction.
(Rubin et al, 1990) take a school where a relatively young principal tries to lead a relatively older teacher as an example, and this arrangement may face some obstacles.Teachers may disregard some of the principal's instructions for age differences.These people may claim that they have more experience than their client and may object to her instructions.
This situation can create confrontation, which will have a negative impact on the work done by their teachers.Therefore, these teachers will not be satisfied with their work.There is also another point about age and job satisfaction.
Some studies have shown that young employees tend to have higher job satisfaction because most of them expect less from their colleagues.(Price, 1981) it should be noted that the more people who work in an organization, the more interaction they have with their colleagues, and the more colleagues need them.Such arguments also apply to the school environment.
Young teachers tend to be less stressed, so job satisfaction is higher.On the other hand, older persons in institutions or organizations often have higher demands for many pathways.For example, people may find that they are supporting their families and have to fulfill other obligations.
As a result, it may be difficult to find such people claiming that they are satisfied with their work.Older employees tend to have great demands on their leadership.(Tett & Meyer, 1993) some people are close to retirement age and they may need to be financially prepared for this, which also adds to the problem.
As a result, the number of complaints from older teachers in some schools is higher than that of younger teachers.This also means that most of them tend to perform poorly in job satisfaction measures.Principals can have a very big impact on their teachers, which has an intrinsic impact on their job satisfaction.
It is the responsibility of the principal, for example, to express their vision and beliefs.They should convince their teachers what they want to achieve in the future.If there is any hope of achieving this vision, teachers should share it.
The level of communication between teachers and leaders is also highly relevant to their job satisfaction.When principals implement a leadership approach that focuses primarily on their vision without taking into account the views of their teachers, it is likely that these teachers will be dissatisfied with their work.There are two main types of methods that the principal can adopt.
First, they can decide to implement a task-centric leadership approach.In this task-centric approach, decision-making power is likely to be determined by the principal himself.As a result, most of these principals have a lower level of interaction with the teacher and the teacher may be dissatisfied with the performance.
If the principal decides to adopt a people-oriented approach to the leader, it is likely that the decision will be made by the teacher at his own discretion.This means that the level of delegations will be very high in this context.In addition, this approach requires a high level of communication between the principal and the teacher.
These principals are also likely to take the teacher's advice very seriously.Therefore, teachers can communicate their needs effectively and their job satisfaction will be higher.It should be noted that the principal is the only person who truly represents the school and its administrative department.
This means that teachers' perception of school management will be greatly influenced by their perception of the principal.A principal who uses good communication between himself and his subordinates is most likely to have a positive impact from his followers.(Haser & Nasse, 2003) In addition, it is likely that the principal who allows the teacher to make a decision will create a favorable environment for the subordinates.
This means that these responsible persons will register a lower level of conflict between the administration and the subordinates.This means that the work will be done in a faster way and the job satisfaction of the teachers will be higher.It should be noted that the principal adopting this approach is identified as the leader of the transition.
Similar approaches may be adopted by some principals;These principals tend to assign tasks to all their teachers.In addition, these leaders usually ensure that their teachers are aware of all the rules and procedures that apply to the school.As a result, these teachers often determine their roles and duties.
This means that they will complete the task in a more efficient way, so there will be job satisfaction.Leaders who do not have a clear overview of work and tasks tend to create a lot of ambiguity in the workplace.So teachers will waste their time trying to figure out what they should and should not do.
This means that there will be less work done and more teachers who are not satisfied with the task.It should be noted that there is a big difference between assigning and clarifying roles and supervising teachers.The previous approach involves expressing the principal's expectations of the teacher and allowing them to achieve these goals on their own.
The approach we saw earlier produced good results.On the other hand, principals tend to always supervise their teachers, often creating too much tension in a classroom or school environment.The level of emotional exhaustion is very high, and in the end these teachers often perform very poorly.
In this negative environment, teachers tend to focus all their energy on pleasing their supervisors rather than fulfilling their obligations.Some teachers may already be working under pressure because they have deadlines to catch and they still need to instill knowledge.(Stordeur et al., 2001) so the last thing teachers need is greater stress.
The principal's close monitoring of them will only increase this pressure, so teachers are not satisfied with their work.The close supervision of the principal will also have a negative impact, as teachers will love that their leaders do not trust them.If, in order to proceed with the task, the supervisor must be there at all times, it is rarely done.
Such a teacher will form a low self-image, which really reduces job satisfaction.One cannot underestimate the impact of good communication on teacher job satisfaction.A good way to communicate is that teachers and principals listen to each other.
Usually, teachers have certain expectations for themselves in their work.If these expected results are not close enough to the actual results, they are likely to be dissatisfied with their work.If the school administration does not meet many expectations through adequate communication, it is possible for teachers to begin to express signs that they are not satisfied with their work.
(Tumulty et al, 1994) The principal needs to pay attention to any of the following qualities as they are key indicators;Leaders have the ability to change the job satisfaction of their teachers in the way they choose.Leaders who use transformative leadership forms tend to directly meet the needs of teachers, delegate duties and reduce supervision, thus improving the job satisfaction of teachers.However, those who use laissez-faire or transactional leadership tend to avoid problems and may end up with low job satisfaction.
There are other factors related to leadership that may determine the outcome of the teacher.These include;Age, gender, previous jobs and level of communication between administration and teachers.Northouse, P.(1997): Leadership: theory and practice;US: SAGE Publications.
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