charismatic principals
144229662
A structural equation model (SEM) of the impact of transformational, visionary, charismatic and ethical leadership styles on the development of wise leadership among Filipino private secondary school principals
In recent years, wisdom is seen as a key resource for school leaders in dealing with the dynamics of the changing school environments. This study purports to expand the growing interest on wisdom by testing a model that describes the impact of transformational, visionary, charismatic and ethical leadership styles on wise leadership development among a select group of 320 Filipino secondary school principals through structural equation modeling. A multi aspect questionnaire was used to characterize the respondent principals' leadership orientation and styles. Specifically, the following adapted tools were used: the Transformational Leadership Behavior Inventory, the Ethical Leadership Scale, the Charismatic Leadership Scale, the Visionary Leadership Scale and the Wisdom Development Scale. Results of the structural equation model revealed that: (1) each of the four types of leadership has a significant positive impact on wise leadership development, (2) high charismatic qualities of principals could lead to higher capability for wise leadership, (3) transformational and visionary leadership appeared to have the most impact on wise leadership development and (4) five pairs of leadership styles (visionary and charismatic, charismatic and ethical, transformational and ethical, transformational and visionary, and transformational and charismatic) when any of them is practiced by the school principals indicate stronger effect on wise leadership. Implications for practice, theory and policy are also discussed in this paper.
Marishirl Parco-Tropicales Allan B De Guzman
144780505
Factors Affecting Charismatic Leadership of Primary Schools Principals
Abstract The research study examined the expression of charismatic leadership and factors affecting charismatic leadership of primary school principals. The samples were 840 primary school principals among the Basic Education Commission selected by the multi stage random sampling method. The instrument used was the rating scale questionnaires for charismatic leadership and causal factors with the reliability coefficient of 0.98. The study showed a high level of charismatic leadership of the primary school principals. The levels of the 3 causal factors of the primary school principals, namely motivation, creativity, self conceptualization was also high. It was found that charismatic leadership scores of motivation, creativity, and self conceptualization were 0.39, 0.28, and 0.26, at a significant difference at 0.01 level of difference. The proportion in reliability coefficient of causal factors could explain the primary school principals' charismatic leadership at approximately 74%
Srisai Ponsombut Somprach Kanokorn Sombatteera Sujanya
210464658
Power Sources Used by School Principals: A Mixed Method Study
This study has been conducted through mixed method approach to investigate the views of school principals and teachers regarding the power sources preferred by the principals. The study uses sequential explanatory design. First, quantitative data on teachers' perceptions of power sources is obtained from 320 secondary school teachers. After the analysis of quantitative data, qualitative data is obtained through interviews with six secondary school principals and six teachers in order to provide an in depth analysis of the quantitative data. The analyses of the teachers' views on power sources demonstrate that school principals use legitimate power, reward power, and expert power at most; they use charismatic power moderately and coercive power at least. The results are consistent with quantitative findings of the research. This study shows that diverse power sources, instead of relying on authority, make a positive impact on teachers' performance. Therefore, informing school principals about the power sources is vital for an effective administration.
Journal of History Culture and Art Research
Yasemin Yesilbas Bertan Akyol
157201249
Principal's Charismatic Leadership and Teacher's Self Concept In Improving Teacher's Work Ethic
The aim of the research is to describe and analyze teacher's work ethic, which is affected by the charismatic leadership of school principals and teacher's self concept. Survey method was adopted by using casual approach as an assessment method. The research was conducted in 15 state elementary schools with a sample of 149 teachers located in Pesanggrahan sub district, south Jakarta Indonesia. The result shows that principal's charismatic leadership has a direct and positive effect on teacher's work ethic, teacher's self concept has a direct and positive effect on teacher's work ethic, and principal's charismatic leadership has a direct and positive effect on teacher's self concept. It is inferred that teacher's work ethic will be able to be achieved optimally by increasing school principal's charismatic leadership and teacher's self concept. Thus, it can be said that the improvement of self concept and work ethic is interrelated with the capability of the school principal to perform his/her charismatic leadership.
Abdul Madjid Latief Novita Sari
153407858
Comparative analysis of teachers' perceptions of the principals' charismatic leadership, managerial behavior and school climate in traditional and charter elementary schools in North Carolina
Freddie Elton Williamson
156428974
The Influence of Principals' Leadership Styles on School Innovation in Jambi (Case Study in Several Senior High Schools in Jambi)
School leadership styles that affect school innovation is essential to bring schools' changes. This study aimed to determine school leadership styles and its effect on school innovation at the senior high school level in Jambi city. This study uses ten leadership styles, they are participative, laissez faire, authoritarian, democratic, charismatic, transformational, situational, trust, grid, and three dimensional leaderships. The framework of the research are developed by associating ten leadership styles with school innovations including (1) the principal's role in doing innovation in the schools, (2) the forms of innovation implemented in the areas of academic achievement, (3) the form of innovations carried out in the field sports and (4) the form of innovations implemented in the institutional field, and (5) the forms of innovation undertaken in the field of school' culture. There are 32 teachers and 32 principals were taken as samples. This study used mixed methods research. Data were analyzed using mean, standard deviation, and correlation. The results showed that the overall principal's leadership style is not sufficient to affect senior high school innovation in Jambi city, this is evidenced by there are only three of those ten leadership styles have positive relationship when they are doing school's innovations in Jambi city. Thus, the principals should give attention to all the leadership styles to do innovation at senior high school in Jambi city to improve the quality of schools.
Samsu Samsu Rusmini Rusmini
152823122
Leadership and mental models. Study of school principals' awareness
The main purpose of the proposed paper is to analyze paradigms (theoretical frames) of leadership owned and used by school principals. The analysis is based on the results of the research conducted for the purpose of defi ning and describing the school principals' way of thinking about leadership for education. For the purpose of building framework for research it was assumed that four leadership paradigms might be defi ned. Leadership might be understood through classic paradigm of leadership (domination of the signifi cant person or elite group) or transactional paradigm (infl uence and negotiations) or visionary paradigm (called sometimes charismatic where the most import ant is clear vision) or organic paradigm (existing in multicultural and diverse world where leadership is fl exible and leaders change dependently on a situation) Three methods have been used: interview with 99 principals of schools (of different type) observation in the same number of schools and analyses of the blogs (written on line by school principals) It is common to ignore the mental models (or paradigms) used by people what brings certain outcomes for every initiative. It is necessary for policy making, change projects or developmental initiatives to recognize and take under consideration the diversity of possible perspectives (mental models) owned by those who are working in the concerned area, in this case head teachers. Civilization changes infl uence context and demands towards schools. Those challenges impact the modernization of schools. One of the common expectation towards management are more open participative mode of the decision making process and the involvement of employees in sharing responsibilities. Unfortunately different initiatives towards inclusion of employees into management and leadership processes bring rather disappointing results because they ignore ideologies and assumptions of people who decide about school functioning. Analysis of the results of the research should improve the understanding of the school reality by showing strategies and decisions adequate to the state of "educational consciousness"
Grzegorz Mazurkiewicz
157959098
Educating in the spirit: An exploration of the perceived role of the the Holy Spirit by principals at Evangelical Christian schools in South Africa
The issue this study attempted to address was the perceived role of the Holy Spirit by principals at two Evangelical Christian schools in South Africa. The rationale was that, since such schools submitted to the Bible and Scripture recognizes the preeminence of the Holy Spirit, these schools would seek to comply with this position. The literature review provided an understanding of the Spirit's role from the perspective of Scripture and a wide range of Christian theologians and writers. This range extended from the Reformed to the Pentecostal/Charismatic positions. In this review, I also resourced those Christian educational writers, though few in number, who paid particular attention to the purpose and importance of the Spirit for Christian education. In Chapter 3, I illustrated that the employment of semistructured interviewing in a qualitative, cross case research design suited the study in hand. I sought to encapsulate the in depth experience of two principals, one from a Reformed and the other from a Pentecostal/Charismatic Christian school. Through a within case analysis of each interview, important themes were identified. In the subsequent cross case comparative analysis, the most important themes included the importance to interviewees of their personal philosophies, guidance by authority, transmission of truth, the Bible as ultimate authority, emphasis upon curriculum, the relationship between the learner and the Holy Spirit, the relationship between the Holy Spirit and the Bible, the challenge of turning theory into praxis, staff concerns, and goals and objectives. Next, a number of suggestions for future study were provided. Conclusions reached were that in their pursuit of biblical theory and praxis, Christian educators needed accurately to identify the source from which they were to draw, moving beyond theological interpretations to knowing what the Bible actually says. The core issue for the recommendations made in the final chapter was the need to address the same grassroots problem. This problem was the need to abandon untrustworthy theory to develop biblical theory and praxis. Since the importance of the Spirit's role had been established beyond doubt, the challenge became the development of theory and praxis that recognized the ascendancy of the messenger over the message but also followed the Spirit's example in the employment of the message.
Thyra Cameron
154319911
Developmental Strategies Used by Principals to Develop Small Schools in Sri Lanka: A Case Study
The demand for most under privileged small government schools in Sri Lanka is being decreased rapidly. However, there are very few exceptions and very good example for that in Sri Lanka. This study used a case study approach to study about those schools, and this study is qualitative nature. Three schools were selected purposively and interviews, observations and documents surveys used to gather data. Thematic analysis used to analyze data. Findings of this study very important and anybody can use those findings to develop their small schools. These principles has applied principles and theories of management correctly as change agents; work depending on the "attitudes and quality first" philosophy. They utilize their foreign experiences and charismatic leadership depending on one aim, one dream and have used open door policy to develop their school up to better standard. Personality, educational and professional background, positive attitudes, management and leadership skills, networking, commitment, excellent communication skills, genuine shared leadership, understanding of rules and regulations, outstanding marketing strategies, charismatic leadership of the leaders directly affect for the successfulness of these schools.
Chandana Kasturi Arachchi
221509298
Implementation of principal leadership at Pax Christi junior high school Manado, Indonesia
This study aims to describe the implementation of the Principal's leadership at the Pax Christi Catholic Middle School in Manado, with supporting and inhibiting factors as well as solutions to overcome them. This study uses a qualitative descriptive approach that is designed with reference to ethnography, by describing and interpreting culture and social systems in Pax Christi Catholic Middle School in Manado. Data collected by observation, interview and documentation. The research subjects consisted of 7 people consisting of 1 Principal, 4 Deputy Principals, 1 Student and 1 Parent. The results of this study are the leadership of the Principal of Pax Christi Manado Catholic Middle School implemented through a democratic style, charismatic model, and through his duties. Supporting factors for the implementation of the Principal's leadership are the training of teachers, the development of students' interests and talents, good organizational culture, and the pride and love of teachers, students, and parents for the school. The inhibiting factors are the minimum support or involvement of students' parents in the implementation of character values, and significant absence from the School Principal. Alternatives to overcome this are increased awareness and acceptance of teachers, increased communication and delegation of comprehensive leadership tasks, and maximum utilization of infrastructure. From the results of this study, it is recommended that the Principal continue to implement his leadership through his style, model, and tasks well, while making the supporting factors for the implementation of his leadership a strength, and making the inhibiting factors as evaluation material to develop, and using alternatives alternatives that have been analyzed and consider them as active steps to overcome the obstacles to the implementation of leadership.
Casparina Weridity J A M Rawis Norma Monigir