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leadership</title> <meta name="description" content="Search results for: school leadership"> <meta name="keywords" content="school leadership"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="school leadership"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4044</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: school leadership</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4044</span> Exploratory Study of Contemporary Models of Leadership</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gadah%20Alkeniah">Gadah Alkeniah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Leadership is acknowledged internationally as fundamental to school efficiency and school enhancement nevertheless there are various understandings of what leadership is and how it is realised in practice. There are a number of educational leadership models that are considered important. However, the present study uses a systematic review method to examine and compare five models of the most well-known contemporary models of leadership as well as introduces the dimension of each model. Our results reveal that recently the distributed leadership has grown in popularity within the field of education. The study concludes by suggesting future directions in leadership development and education research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distributed%20leadership" title="distributed leadership">distributed leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20models" title=" leadership models"> leadership models</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20leadership" title=" moral leadership"> moral leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20leadership" title=" strategic leadership"> strategic leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=transformational%20leadership" title=" transformational leadership"> transformational leadership</a> </p> <a href="https://publications.waset.org/abstracts/96375/exploratory-study-of-contemporary-models-of-leadership" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96375.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">204</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4043</span> Conceptualizing Creative Leadership and Collaborative School Culture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zaidatol%20Akmaliah%20Lope%20Pihi">Zaidatol Akmaliah Lope Pihi</a>, <a href="https://publications.waset.org/abstracts/search?q=Suhaida%20Abd.%20Kadir"> Suhaida Abd. Kadir</a>, <a href="https://publications.waset.org/abstracts/search?q=Keetanjaly%20Arivayagan"> Keetanjaly Arivayagan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lately in educational organization, voluminous studies accentuate the momentous of leadership in mobilizing creativity. Creativity skill is seen as one of the important skills required for the 21st century leadership, which is also known as the tool for creative leader’s mind in engaging and stimulating ideas to execute outcomes. Hence, leaders should create an opportunity by involving every employee and stakeholders in schools to contribute their ideas towards developing creative solutions to enhance school productivity. The focal point of this article is to offer a conceptual framework on creative leadership practices among school leaders towards collaborative school culture. Intensive reviews of literature will be used in the fields of creative leadership and school culture with the aim to nurture leaders into better leaders and encourage collaborative school culture. The framework contributes a new shed on the implication of creative leadership practices and collaborative school culture. It also will contribute a new theory development and offered suggestions for follow up research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20leadership" title="21st century leadership">21st century leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20leadership" title=" creative leadership"> creative leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20culture" title=" school culture"> school culture</a> </p> <a href="https://publications.waset.org/abstracts/68659/conceptualizing-creative-leadership-and-collaborative-school-culture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68659.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4042</span> Leadership Dynamics and Teacher Engagement in Greek Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vasileios%20Floros">Vasileios Floros</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article delves into the intricate interplay between leadership styles and teacher satisfaction within the Greek educational framework, underscoring the pivotal role of school leadership in shaping educational success and fostering a conducive school culture. Through a comprehensive analysis, the study explores various leadership theories, the psychological contract between teachers and leaders, and the impact of leadership on teacher job satisfaction and group dynamics within educational institutions. It highlights how leadership efficacy can significantly influence the organizational climate, teacher motivation, and, ultimately, educational outcomes. The findings suggest that effective leadership, characterized by a deep understanding of teacher psychology, thoughtful engagement with the school culture, and strategic application of leadership styles, can lead to heightened teacher satisfaction and enhanced educational performance. This research offers valuable insights for educational policymakers, school leaders, and the broader academic community interested in optimizing leadership practices to foster an enriching educational environment in Greece. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title="educational leadership">educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20satisfaction" title=" teacher satisfaction"> teacher satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20culture" title=" school culture"> school culture</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20styles" title=" leadership styles"> leadership styles</a>, <a href="https://publications.waset.org/abstracts/search?q=Greek%20education" title=" Greek education"> Greek education</a> </p> <a href="https://publications.waset.org/abstracts/185782/leadership-dynamics-and-teacher-engagement-in-greek-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185782.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">50</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4041</span> Distributive School Leadership in Croatian Primary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iva%20%20Buchberger">Iva Buchberger</a>, <a href="https://publications.waset.org/abstracts/search?q=Vesna%20Kova%C4%8D"> Vesna Kovač</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Global education policy trends and recommendations underline the importance of (distributive) school leadership as a school effectiveness key factor. In this context, the broader aim of this research (supported by the Croatian Science Foundation) is to identify school leadership characteristics in Croatian schools and to examine the correlation between school leadership and school effectiveness. The aim of the proposed conference paper is to focus on the school leadership characteristics which are additionally explained with school leadership facilitators that contribute to (distributive) school leadership development. The aforementioned school leadership characteristics include the following dimensions: (a) participation in the process of making different types of decisions, (b) influence in the decision making process, (c) social interactions between different stakeholders in the decision making process in schools. Further, the school leadership facilitators are categorized as follows: (a) principal’s activities (such as providing support to different stakeholders and developing mutual trust among them), (b) stakeholders’ characteristics (such as developed stakeholders’ interest and competence to participate in decision-making process), (c) organizational and material resources (such as school material conditions, the necessary information and time as resources for making decisions). The data were collected by a constructed and validated questionnaire for examining the school leadership characteristics and facilitators from teachers’ perspective. The main population in this study consists of all primary schools in Croatia while the sample is comprised of 100 primary schools, selected by random sampling. Furthermore, the sample of teachers was selected by an additional procedure taking into consideration the independent variables of sex, work experience, etc. Data processing was performed by standard statistical methods of descriptive and inferential statistics. Statistical program IBM SPSS 20.0 was used for data processing. The results of this study show that there is a (positive) correlation between school leadership characteristics and school leadership facilitators. Specifically, it is noteworthy to mention that all the dimensions of school leadership characteristics are in positive correlation with the categories of school leadership facilitators. These results are indicative for the education policy creators who should ensure positive and supportive environment for the school leadership development including the development of school leadership characteristics and school leadership facilitators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distributive%20school%20leadership" title="distributive school leadership">distributive school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20effectiveness" title=" school effectiveness "> school effectiveness </a>, <a href="https://publications.waset.org/abstracts/search?q=school%20leadership%20characteristics" title=" school leadership characteristics"> school leadership characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20leadership%20facilitators" title=" school leadership facilitators"> school leadership facilitators</a> </p> <a href="https://publications.waset.org/abstracts/76949/distributive-school-leadership-in-croatian-primary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76949.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">249</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4040</span> Micropolitical Leadership in a Taiwanese Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsin-Jen%20Chen">Hsin-Jen Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Primary schooling in Taiwan is in a process of radical restructuring during the decade. At the center of these restructuring is the position of the principal and questions to do with how principals, as school leaders, respond to radical change. Adopting a case-study approach, the study chose a middle Taiwanese primary school to investigate how the principal learned to be political. Using micropolitical leadership, the principal at the researched site successfully coped with internal change and external demands. On the whole, judging from the principal’s leadership style on the mediation between parents and teachers, as well as school-based curriculum development, it could be argued that the principal was on the stance of being a leader of the cultural transformation instead of cultural reproduction. In doing so, the qualitative evidence has indicated that the principal seemed to be successful in coping with the demands of rapid change. Continuing learning for leadership is the core of working as a principal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=micropolitics" title="micropolitics">micropolitics</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=micropolitical%20leadership" title=" micropolitical leadership"> micropolitical leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20for%20leadership" title=" learning for leadership"> learning for leadership</a> </p> <a href="https://publications.waset.org/abstracts/89347/micropolitical-leadership-in-a-taiwanese-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89347.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4039</span> Principal Creative Leadership for Teacher Learning and School Culture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yashi%20Ye">Yashi Ye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Principles play vital roles in shaping the school culture and promoting teachers' professional learning by exerting their leadership. In the changing time of the 21st century, the creative leadership of school leaders is increasingly important in cultivating the professional learning communities of teachers for eventually improving student performance in every continent. This study examines under what conditions and how principal creative leadership contributes to teachers’ professional learning and school culture. Data collected from 632 teachers in 30 primary and middle schools in the cities of Chengdu and Chongqing in mainland China are analyzed using structural equation modeling and bootstrapping tests. A moderated mediation model of principle creative leadership effects is used to analyze professional teacher learning and school culture in which the mediator will be school culture and the moderator will be power distance orientation. The results indicate that principal creative leadership has significant direct and indirect effects on teachers' professional learning. A positive correlation between principal creative leadership, professional teacher learning, and school culture is observed. Further model testing found that teacher power distance orientation moderated the significant effect of principal creative leadership on school culture. When teachers perceived higher power distance in teacher-principal relations, the effects of principal creative leadership were stronger than for those who perceived low power distance. The results indicate the “culture change” in the young generation of teachers in China, and further implications to understanding the cultural context in the field of educational leadership are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=power%20distance%20orientation" title="power distance orientation">power distance orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=principal%20creative%20leadership" title=" principal creative leadership"> principal creative leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20culture" title=" school culture"> school culture</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20learning" title=" teacher professional learning"> teacher professional learning</a> </p> <a href="https://publications.waset.org/abstracts/149131/principal-creative-leadership-for-teacher-learning-and-school-culture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149131.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4038</span> The Impact of Purpose as a Principal Leadership Skill on the Performance Select Township Schools in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pepe%20Marais">Pepe Marais</a>, <a href="https://publications.waset.org/abstracts/search?q=Krishna%20Govender"> Krishna Govender</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the impact of “purpose” as a principal leadership skill on the performance of two township schools using a quantitative research design and collecting data from the school principals, teachers and matric learners, using the 28-scale Servant Leadership Test as well as Gallup’s Q12 Employee Engagement survey. The questionnaires addressed the key objectives, namely, the extent to which the principals of the participating schools exhibited servant leadership and their understanding of “purpose” as one word in leadership and how teachers and learners perceived the impact of a “one-word” purpose-driven leader on the performance of the selected schools. Although no relationship could be demonstrated between ‘’purpose’’ and the performance of the two township schools, it became evident that a significant increase in Servant Leadership leads to a significant increase in engagement and performance, as measured by the matric pass rate. It is recommended that workshops be facilitated with principals and teachers in order to entrench ‘’purpose’’ deeper throughout the schools. In addition, Servant Leadership training has to be conduced to increase the leadership ability of the school principals. Future research in the area of ‘’purpose as one word’’, as well as Servant Leadership as a principal skillset within South Africa’s public school leadership, is recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20leadership" title="school leadership">school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=servant%20leadership" title=" servant leadership"> servant leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=one-word%20purpose" title=" one-word purpose"> one-word purpose</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a> </p> <a href="https://publications.waset.org/abstracts/149253/the-impact-of-purpose-as-a-principal-leadership-skill-on-the-performance-select-township-schools-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149253.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4037</span> Evidence from the Ashanti Region in Ghana: A Correlation Between Principal Instructional Leadership and School Performance in Senior High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Blessing%20Dwumah%20Manu">Blessing Dwumah Manu</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawn%20Wallin"> Dawn Wallin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore school principal instructional leadership capabilities (Robinson, 2010) that support school performance in senior high schools in Ghana’s Northern Region. It explores the ways in which leaders (a) use deep leadership content knowledge to (b) solve complex school-based problems while (c) building relational trust with staff, parents, and students as they engage in the following instructional leadership dimensions: establishing goals and expectations; resourcing strategically; ensuring quality teaching; leading teacher learning and development and ensuring an orderly and safe environment (Patuawa et al, 2013). The proposed research utilizes a constructivist approach to explore the experiences of 18 school representatives (including principals, deputy principals, department heads, teachers, parents, and students) through an interview method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title="instructional leadership">instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20content%20knowledge" title=" leadership content knowledge"> leadership content knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=solving%20complex%20problems" title=" solving complex problems"> solving complex problems</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20relational%20trust%20and%20school%20performance" title=" building relational trust and school performance"> building relational trust and school performance</a> </p> <a href="https://publications.waset.org/abstracts/167970/evidence-from-the-ashanti-region-in-ghana-a-correlation-between-principal-instructional-leadership-and-school-performance-in-senior-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167970.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4036</span> Prefectorial Participation in Inclusive School Governance: A Shrewd Strategy for Building an Inclusive Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Jerome%20Yeboah">Thomas Jerome Yeboah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive school leadership is not a standalone project. It is spread across a broad array of individual leaders in the school. Successful inclusive education thrives on collaborative, shared, and participatory leadership. School prefects are generally not included in leadership discourses in respect of the implementation of inclusive education and the benefits inherent in it, yet they live at the closest proximity to the learners and wield much influence over them. The purpose of this study was to investigate how the participation of school prefects in inclusive school governance could be used as a strategy to prepare them to champion the course of individuals who live with disability and special needs in order to build a more inclusive society. The exploratory study employed a purposive sampling technique to select ten (10) school prefects from five (5) inclusive schools in Ghana. Semi-structured interview was used to glean information from the selected participants to answer the research questions raised in the study. Results from the study were thematically analysed. The study concluded that the school prefects could be agents of societal transformation who would be capable of creating an environment where those with disability and special needs would be accepted by society as ‘normal.’ <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20society" title="inclusive society">inclusive society</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20school%20leadership" title=" inclusive school leadership"> inclusive school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=societal%20transformation" title=" societal transformation"> societal transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20prefects" title=" school prefects"> school prefects</a> </p> <a href="https://publications.waset.org/abstracts/142233/prefectorial-participation-in-inclusive-school-governance-a-shrewd-strategy-for-building-an-inclusive-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142233.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4035</span> The Impact of Perception of Transformational Leadership and Factors of Innovation Culture on Innovative Work Behavior in Junior High School's Teacher</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Galih%20Mediana">Galih Mediana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Boarding school can helps students to turn all good qualities into habits. The process of forming one's personality can be done in various ways. In addition to gaining general knowledge at school during learning hours, teachers can instill values in students which can be done while in the dormitory when the learning process has ended. This shows the important role that must be played by boarding school’s teachers. Transformational leadership and a culture of innovation are things that can instill innovative behavior in teachers. This study aims to determine the effect of perceptions of transformational leadership and a culture of innovation on innovative work behavior among Islamic boarding school teachers. Respondents in this study amounted to 70 teachers. To measure transformational leadership, a modified measuring tool is used, namely the Multifactor Leadership Questionnaire (MLQ) by Bass (1985). To measure innovative work behavior, a measurement tool based on dimensions from Janssen (2000) is used. The innovation culture in this study will be measured using the innovation culture factor from Dobni (2008). This study uses multiple regression analysis to test the hypothesis. The results of this study indicate that there is an influence of perceptions of transformational leadership and innovation culture factors on innovative work behavior in Islamic boarding school’s teachers by 57.7%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformational%20leadership" title="transformational leadership">transformational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20work%20behavior" title=" innovative work behavior"> innovative work behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20culture" title=" innovation culture"> innovation culture</a>, <a href="https://publications.waset.org/abstracts/search?q=boarding%20school" title=" boarding school"> boarding school</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a> </p> <a href="https://publications.waset.org/abstracts/169032/the-impact-of-perception-of-transformational-leadership-and-factors-of-innovation-culture-on-innovative-work-behavior-in-junior-high-schools-teacher" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169032.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4034</span> Identifying and Exploring Top 10 Sustainable Leadership Practices of a School Leader to Improve School Leadership and Student Learning Outcomes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sapana%20Purandare">Sapana Purandare</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The landscape of school leadership is evolving with the changing world of the 21st century. In this era, it is crucial to adapt our approaches to school leadership, with the school leader playing an important role in shaping the educational system. During the implementation of the LEAD project, the volume of 67 practices was impractical for any school leader to effectively incorporate. Consequently, this study aims to address this issue by administering a questionnaire to school leaders, including those from Kotak Education Foundation partner schools and others operating within similar contexts. The goal is to pinpoint the practices that can enhance school leadership and Student Learning Outcomes (SLO) both presently and in the near future. Utilizing the Qualtrics tool, a survey was conducted to identify the top 15 practices that respondents believe will be crucial for improving SLO over the next 10-15 years. Additionally, focus group discussions (FGDs) and interviews were conducted to elucidate the challenges hindering the implementation of these practices within schools. The recommendations derived from the identified top 15 practices will be instrumental in devising scalable models for LEAD and advocating for their adoption at the state level. Practices with higher standard deviations and average scores hold particular significance for future development. Furthermore, demographic factors such as age, gender, and years of service influence individuals' perceptions of these practices and thus warrant consideration in our analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exploring%20top%20sustainable%20practices" title="exploring top sustainable practices">exploring top sustainable practices</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20implementation" title=" practice implementation"> practice implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20leadership" title=" school leadership"> school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning%20outcomes" title=" student learning outcomes"> student learning outcomes</a> </p> <a href="https://publications.waset.org/abstracts/186549/identifying-and-exploring-top-10-sustainable-leadership-practices-of-a-school-leader-to-improve-school-leadership-and-student-learning-outcomes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186549.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">48</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4033</span> Study on Principals Using Change Leadership to Promote School Innovation: A Case Study of a Primary School in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chih-Wen%20Fan">Chih-Wen Fan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Backgrounds/ Research goals : School improvement requires change leadership, which often means discomfort. Principals are the key people that determine the effectiveness of schools. In an era of organization’s pursuit of speed and effectiveness, school administration has to be accountable and innovative. Effective principals work to improve achievement by focusing on the administrative and teaching quality of improvement. However, there is a lack of literature addressing the relevant case studies on school change leadership. This article explores how principals can use change leadership to drive school change. It analyze the driving factors of principal changes in the case school, the beliefs of change leadership, specific methods, and what impact they have. Methods: This study applies the case study research method to the selected primary school located in an urban area for case study, which has achieved excellent performance after reform and innovation. The researchers selected an older primary school located in an urban area that was transformed into a high-performance primary school after changes were enacted by the principal. The selected case was recommended by three supervisors of the Education Department. The case school underwent leadership change by the new principal during his term, and won an award from the Ministry of Education. Total of 8 teachers are interviewed. The data encoding includes interviews and documents. Expected results/ conclusions: The conclusions of the study are, as follows: (1) The influence for Principal Lin's change leadership is from internal and external environmental development and change pressures. (2) The principal's belief in change leadership is to recognize the sense of crisis, and to create a climate of change and demand for change. (3) The principal's specific actions are intended to identify key members, resolve resistance, use innovative thinking, and promote organizational learning. (4) Principal Lin's change leadership can enhance the professional functions of all employees through appropriate authorization. (5) The effectiveness of change leadership lies in teachers' participation in decision-making; the school's reputation has been enhanced through featured courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=change%20leadership" title="change leadership">change leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=crisis%20awareness" title=" crisis awareness"> crisis awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a> </p> <a href="https://publications.waset.org/abstracts/151880/study-on-principals-using-change-leadership-to-promote-school-innovation-a-case-study-of-a-primary-school-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151880.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4032</span> Perceived Role of Business School in Developing Leadership in Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ranala%20Nirmala">Ranala Nirmala</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajanala%20Krishna%20Gopal"> Rajanala Krishna Gopal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Business schools train management graduates to join the industry in managerial positions. Most of the managerial positions require leadership competency and while some of the business schools have leadership development as a course, many assume leadership development among students through their curriculum. While literature supports the need for leadership development among students, there are few studies which explored the role of department and leadership skills in business management students. This paper is based on an empirical study of students of a university based business school and explored the relationship between the perceived role of department, including the faculty, infrastructure, etc on the leadership skills and potential of the students. Students have been administered an instrument that captured different leadership aspects of the students and the data was reduced into fourteen dimensions including leadership skills perceived by student, role of department in developing leadership skills, leadership potential of students, etc. Anova and regression analysis are the primary statistical tools were used (using SPSS 17.0) and the results revealed that there is a significant relationship between the student perceptions of their leadership potential and the role of department, the faculty, the curriculum, etc. This study supports introducing focused courses in management curriculum to promote leadership among students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=students" title="students">students</a>, <a href="https://publications.waset.org/abstracts/search?q=management%20education" title=" management education"> management education</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=role%20of%20institution" title=" role of institution"> role of institution</a> </p> <a href="https://publications.waset.org/abstracts/27011/perceived-role-of-business-school-in-developing-leadership-in-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27011.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">487</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4031</span> Managing and Leading through African Philosophies at Secondary Schools in South Africa: A Case Study of King Cetshwayo District</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alan%20Bhekisisa%20Buthelezi">Alan Bhekisisa Buthelezi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to explore African management and leadership philosophies at secondary schools in post-apartheid South Africa. The research was conducted in the King Cetshwayo district of KwaZulu-Natal province in South Africa. Apart from the literature on participative management, the paper reports on a research in which an empirical investigation based on a quantitative research paradigm was used to collect data from secondary school principals. The literature findings revealed that secondary school principals need to rethink their management and leadership philosophies in the twenty-first century. The findings of this research further reveal that ubuntu (humanness) and lekgotla (Sesotho term for “an African participatory approach to decision-making”) should be embedded in the art of school management and leadership in the South African context. The paper concludes with the submission that ongoing capacity-building workshops should be fast-tracked on matters pertaining to management and leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distributed%20leadership" title="distributed leadership">distributed leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20leadership" title=" team leadership"> team leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=decentralization%20of%20power" title=" decentralization of power"> decentralization of power</a>, <a href="https://publications.waset.org/abstracts/search?q=transformational%20leadership" title=" transformational leadership"> transformational leadership</a> </p> <a href="https://publications.waset.org/abstracts/167458/managing-and-leading-through-african-philosophies-at-secondary-schools-in-south-africa-a-case-study-of-king-cetshwayo-district" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167458.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4030</span> Managing and Leading Through African Philosophies at Secondary Schools in South Africa: A Case Study of King Cetshwayo District</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alan%20Bhekisisa%20Buthelezi">Alan Bhekisisa Buthelezi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to explore African management and leadership philosophies at secondary schools in post-apartheid South Africa. The research was conducted in the King Cetshwayo district of KwaZulu-Natal province in South Africa. Apart from the literature on participative management, the paper reports on research in which an empirical investigation based on a quantitative research paradigm was used to collect data from secondary school principals. The literature findings revealed that secondary school principals need to rethink their management and leadership philosophies in the twenty-first century. The findings of this research further reveal that ubuntu (humanness) and lekgotla (Sesotho term for ‘an African participatory approach to decision-making’) should be embedded in the art of school management and leadership in the South African context. The paper concludes with the submission that ongoing capacity-building workshops should be fast-tracked on matters pertaining to management and leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformational%20leadership" title="transformational leadership">transformational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20leadership" title=" distributed leadership"> distributed leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20leadership" title=" team leadership"> team leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=decentralisation%20of%20power" title=" decentralisation of power"> decentralisation of power</a> </p> <a href="https://publications.waset.org/abstracts/192687/managing-and-leading-through-african-philosophies-at-secondary-schools-in-south-africa-a-case-study-of-king-cetshwayo-district" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192687.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">18</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4029</span> A Grounded Theory of Educational Leadership Development Using Generative Dialogue</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Hartney">Elizabeth Hartney</a>, <a href="https://publications.waset.org/abstracts/search?q=Keith%20Borkowsky"> Keith Borkowsky</a>, <a href="https://publications.waset.org/abstracts/search?q=Jo%20Axe"> Jo Axe</a>, <a href="https://publications.waset.org/abstracts/search?q=Doug%20Hamilton"> Doug Hamilton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this research is to develop a grounded theory of educational leadership development, using an approach to initiating and maintaining professional growth in school principals and vice principals termed generative dialogue. The research was conducted in a relatively affluent, urban school district in Western Canada. Generative dialogue interviews were conducted by a team of consultants, and anonymous data in the form of handwritten notes were voluntarily submitted to the research team. The data were transcribed and analyzed using grounded theory. The results indicate that a key focus of educational leadership development is focused on navigating relationships within the school setting and that the generative dialogue process is helpful for principals and vice principals to explore how they might do this. Applicability and limitations of the study are addressed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=generative%20dialogue" title="generative dialogue">generative dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20principals" title=" school principals"> school principals</a>, <a href="https://publications.waset.org/abstracts/search?q=grounded%20theory" title=" grounded theory"> grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20development" title=" leadership development"> leadership development</a> </p> <a href="https://publications.waset.org/abstracts/92456/a-grounded-theory-of-educational-leadership-development-using-generative-dialogue" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92456.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4028</span> Culturally Responsive School Leadership in Indigenous Schools in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nalini%20Murugaiyah">Nalini Murugaiyah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Indigenous students require a positive school environment where meaningful learning ought to be there to minimise myriad challenges. Therefore, Orang Asli student’s school environment should be culturally responsive and equipped with student-centred activities or provide constructively designed curriculum and pedagogy. This study sought to extend the knowledge of culturally responsive school leadership practises which relevant and responsive to Orang Asli students through th lens of a theoretical framework, Culturally Responsive School Leadership. The aim of the proposed study is to examine and understand the real-world application of leadership practices that are relevant and responsive to Orang Asli students in Malaysia. This study will also include the often-voiceless voices’ of Orang Asli students, parents, and community leaders to gain a deeper understanding of the process and experience of engaging in culturally responsive school leadership. The study will explore the differences between school leaders, teachers, parents, and community leaders in relation to culturally responsive school environment, non-Orang Asli school leaders’ and teachers’ support to the needs of Orang Asli children, children’s perspectives of teachers’ practices in the classroom align with their culture; and, the demonstration of teacher’s culturally responsive behaviour in the classroom. A basic qualitative study is the proposed research design for this study, and the data is collected through semi-structured interviews and focus group interviews. This qualitative research is designed to gain in-depth knowledge about how the principal’s leadership is culturally responsive towards the school environment, which will improve the quality of education received by the Orang Asli community in Malaysia, hence reducing the drop-out rates in Orang Asli students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20leadership" title="indigenous leadership">indigenous leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=equity" title=" equity"> equity</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a> </p> <a href="https://publications.waset.org/abstracts/176719/culturally-responsive-school-leadership-in-indigenous-schools-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176719.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4027</span> Assessing the Leadership Succession Plan in Faith-Based Senior High Schools in Ghana and Its Associated Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20E.%20Cobbinah">J. E. Cobbinah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the most challenging issues confronting schools is good leadership succession planning. Experts argue that, although the idea of leadership succession planning is one of the strategies or practices that can help sustain improvement and promote continuity of good leadership, seem to have been neglected in many schools over the years. Appointment of head teachers in senior high schools is based on long service or one’s ability to demonstrate his/her competence in a leadership selection interview. There is no clear and well-structured leadership succession plan, before leadership position is filled, while school leadership succession planning seem to be an issue that nobody talks about. In faith-based schools the issue is even worse, because religious groups impose whoever they consider strong in the faith on schools as leaders, irrespective of the individual competence, ability to take up challenges associated with individuals’ preparedness to take up leadership position. Therefore, the present study examined the nature (including type) of leadership succession plans in faith-based senior high schools and its associated challenges. Convergent mixed method design was employed to effectively achieve the objectives of the study. The data collection strategies involved the use of interviews, questionnaires, and reviews of secondary data. The data was gathered from students, school leaders (head teachers, deputy heads, and head of departments), selected parents teachers associated members, school management committee members and members from school governors. The results show that governors of faith-based schools are making efforts to enhance education quality, by making school leadership accountable, the absence and the neglect of clear, and well-structured leadership succession plan has some negative outcomes. Unsustainable students’ academic performance, lack of support from existing staffs and senior leaders and lack of support in the implementation of school improvement plan. It would be concluded that, faith-based schools should focus on leadership competence and abilities in the selection process of potential school leaders to achieve a good succession plan rather than appointing leaders who are affiliates of one’s faith. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20leadership" title="school leadership">school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=succession%20planning" title=" succession planning"> succession planning</a>, <a href="https://publications.waset.org/abstracts/search?q=faith-based%20schools" title=" faith-based schools"> faith-based schools</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20governors" title=" school governors"> school governors</a> </p> <a href="https://publications.waset.org/abstracts/70922/assessing-the-leadership-succession-plan-in-faith-based-senior-high-schools-in-ghana-and-its-associated-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70922.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4026</span> Servant Leadership and Organisational Climate in South African Private Schools: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christo%20Swart">Christo Swart</a>, <a href="https://publications.waset.org/abstracts/search?q=Lidia%20Pottas"> Lidia Pottas</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Maree"> David Maree</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: It is a sine qua non that the South African educational system finds itself in a profound crisis and that traditional school leadership styles are outdated and hinder quality education. New thinking is mandatory to improve the status quo and school leadership has an immense role to play to improve the current situation. It is believed that the servant leadership paradigm, when practiced by school leadership, may have a significant influence on the school environment in totality. This study investigates the private school segment in search of constructive answers to assist with the educational crises in South Africa. It is assumed that where school leadership can augment a supportive and empowering environment for teachers to constructively engage in their teaching and learning activities - then many challenges facing by school system may be subjugated in a productive manner. Aim: The aim of this study is fourfold. To outline the constructs of servant leadership which are perceived by teachers of private schools as priorities to enhance a successful school environment. To describe the constructs of organizational climate which are observed by teachers of private schools as priorities to enhance a successful school environment. To investigate whether the participants perceived a link between the constructs of servant leadership and organizational climate. To consider the process to be followed to introduce the constructs of SL and OC the school system in general as perceived by participants. Method: This study utilized a qualitative approach to explore the mediation between school leadership and the organizational climate in private schools in the search for amicable answers. The participants were purposefully selected for the study. Focus group interviews were held with participants from primary and secondary schools and a focus group discussion was conducted with principals of both primary and secondary schools. The interview data were transcribed and analyzed and identical patterns of coded data were grouped together under emerging themes. Findings: It was found that the practice of servant leadership by school leadership indeed mediates a constructive and positive school climate. It was found that the constructs of empowerment, accountability, humility and courage – interlinking with one other - are prominent of servant leadership concepts that are perceived by teachers of private schools as priorities for school leadership to enhance a successful school environment. It was confirmed that the groupings of training and development, communication, trust and work environment are perceived by teachers of private schools as prominent features of organizational climate as practiced by school leadership to augment a successful school environment. It can be concluded that the participants perceived several links between the constructs of servant leadership and organizational climate that encourage a constructive school environment and that there is a definite positive consideration and motivation that the two concepts be introduced to the school system in general. It is recommended that school leadership mentors and guides teachers to take ownership of the constructs of servant leadership as well as organizational climate and that public schools be researched and consider to implement the two paradigms. The study suggests that aspirant teachers be exposed to leadership as well as organizational paradigms during their studies at university. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=empowering%20environment%20for%20teachers%20and%20learners" title="empowering environment for teachers and learners">empowering environment for teachers and learners</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20thinking%20required" title=" new thinking required"> new thinking required</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20climate" title=" organizational climate"> organizational climate</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20leadership" title=" school leadership"> school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=servant%20leadership" title=" servant leadership"> servant leadership</a> </p> <a href="https://publications.waset.org/abstracts/135518/servant-leadership-and-organisational-climate-in-south-african-private-schools-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135518.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">223</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4025</span> Restructuring and Revitalising School Leadership Philosophy in Nepal: Embracing Contextual and Equitable Approaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shankar%20Dhakal">Shankar Dhakal</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Jones"> Andrew Jones</a>, <a href="https://publications.waset.org/abstracts/search?q=Geoffrey%20W.%20Lummis"> Geoffrey W. Lummis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Federal Democratic Republic of Nepal is a linguistically, culturally, and ethnically diverse country with approximately 123 different spoken languages that represent several ethnic, cultural, and religious groups of people. With a population of about 30 million, long-standing disparities and inequalities in access and achievement in education have constantly been challenging to provide equitable educational opportunities for all students. While the new constitution of federal Nepal (2015) stipulates that all schools serve the interests of diverse communities, leadership practices have failed to adopt local contextual sensitivities, leading to traditional, authoritarian approaches and entrenched inequalities. However, little is known about how Nepali secondary school principals can adapt and implement context-responsive and equitable strategies to ensure equity and inclusiveness in its enormously diverse socio-cultural contexts. To fill this gap, this study explores how educational leadership approaches and philosophies are transformed using a multi-case automated/ethnographic research methodology underpinned by the paradigm of critical constructivism. This paper reconstructs to see if school leadership in Nepal can produce more equitable and contextual outcomes. The results of this study highlight the need for a paradigm shift and the adoption of innovative leadership approaches that foster humility, empathy, and compassion in school leaders to achieve better school outcomes. This research provides valuable insights into existing literary gaps and provides guidance for future school leadership policies and practices at the personal, cultural, and political levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20leadership" title="school leadership">school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=auto%2Fethnography" title=" auto/ethnography"> auto/ethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=equitable%20and%20context-responsive%20leadership" title=" equitable and context-responsive leadership"> equitable and context-responsive leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=Nepal" title=" Nepal"> Nepal</a> </p> <a href="https://publications.waset.org/abstracts/164176/restructuring-and-revitalising-school-leadership-philosophy-in-nepal-embracing-contextual-and-equitable-approaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164176.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4024</span> Instructional Leadership and Competency in Capacity Development among Principals: A Mediation with Self Efficacy in Moderate Performing Schools </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Ibrahim%20K.%20Azeez">Mohd Ibrahim K. Azeez</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Sani%20Ibrahim"> Mohammed Sani Ibrahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosemawati%20Mustapa"> Rosemawati Mustapa</a>, <a href="https://publications.waset.org/abstracts/search?q=Maisarah%20A.%20Malik"> Maisarah A. Malik</a>, <a href="https://publications.waset.org/abstracts/search?q=Chandrakala%20Varatharajoo"> Chandrakala Varatharajoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Wee%20Akina%20Sia%20Seng%20Lee"> Wee Akina Sia Seng Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The leadership of the principals is known to be a key indicator in development and school performance. Therefore, this study was undertaken to assess the extent of the influence of instructional leadership in the field of supervision and curriculum focus on capacity development competence in the field of communication and teamwork. In addition, this study also examines self-efficacy mediator school leadership in the field of self-improvement and self-management of school principals. The study involved 383 guest teachers from 55 secondary schools for leadership in schools. Data was analyzed using SEM aid program AMOS 21. The final result shows partial mediation model was the best model fit to obtain the best goodness of fit of (X2/df = 4.663, CFI = 0.922, GFI = 0.778, TLI = 0914, NFI = 0.903, and RMSEA = 0.098) compared to the direct effect model of the findings (X2/df = 5.319, CFI = 0.908, GFI = 0755, TLI = 0.899, NFI = 0.889, and RMSEA = 0.106). While the findings of the fully mediator model with a self-efficacy refers principals as a mediator as follows (X2/df = 4.838, CFI = 0918, GFI = 0772, TLI = 0.910, NFI = 0.899, and RMSEA = 0.100). Therefore, it can be concluded that the findings clearly demonstrate self-efficacy variables principals become a mediator in the relationship between instructional leadership capacity and competency development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title="instructional leadership">instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=capacity%20development" title=" capacity development"> capacity development</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=competency" title=" competency"> competency</a> </p> <a href="https://publications.waset.org/abstracts/30770/instructional-leadership-and-competency-in-capacity-development-among-principals-a-mediation-with-self-efficacy-in-moderate-performing-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30770.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">725</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4023</span> Challenges of School Leadership</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stefan%20Ninkovi%C4%87">Stefan Ninković</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this paper is to examine the different theoretical approaches and relevant empirical evidence and thus, recognize some of the most pressing challenges faced by school leaders. This paper starts from the fact that the new mission of the school is characterized by the need for stronger coordination among students' academic, social and emotional learning. In this sense, school leaders need to focus their commitment, vision and leadership on the issues of students' attitudes, language, cultural and social background, and sexual orientation. More specifically, they should know what a good teaching is for student’s at-risk, students whose first language is not dominant in school, those who’s learning styles are not in accordance with usual teaching styles, or who are stigmatized. There is a rather wide consensus around the fact that the traditionally popular concept of instructional leadership of the school principal is no longer sufficient. However, in a number of "pro-leadership" circles, including certain groups of academic researchers, consultants and practitioners, there is an established tendency of attributing school principal an extraordinary influence towards school achievements. On the other hand, the situation in which all employees in the school are leaders is a utopia par excellence. Although leadership obviously can be efficiently distributed across the school, there are few findings that speak about sources of this distribution and factors making it sustainable. Another idea that is not particularly new, but has only recently gained in importance is related to the fact that the collective capacity of the school is an important resource that often remains under-cultivated. To understand the nature and power of collaborative school cultures, it is necessary to know that these operate in a way that they make their all collective members' tacit knowledge explicit. In this sense, the question is how leaders in schools can shape collaborative culture and create social capital in the school. Pressure exerted on schools to systematically collect and use the data has been accompanied by the need for school leaders to develop new competencies. The role of school leaders is critical in the process of assessing what data are needed and for what purpose. Different types of data are important: test results, data on student’s absenteeism, satisfaction with school, teacher motivation, etc. One of the most important tasks of school leaders are data-driven decision making as well as ensuring transparency of the decision-making process. Finally, the question arises whether the existing models of school leadership are compatible with the current social and economic trends. It is necessary to examine whether and under what conditions schools are in need for forms of leadership that are different from those that currently prevail. Closely related to this issue is also to analyze the adequacy of different approaches to leadership development in the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20changes" title="educational changes">educational changes</a>, <a href="https://publications.waset.org/abstracts/search?q=leaders" title=" leaders"> leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a> </p> <a href="https://publications.waset.org/abstracts/28488/challenges-of-school-leadership" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28488.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">336</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4022</span> The Effects of Three Leadership Styles on Individual Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leilei%20Liang">Leilei Liang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Leadership is commonly classified as formal leadership and informal leadership, which ignores and neglects the effects of 3rd type leadership. The emergence of 3rd type of leadership is closely related to special relations. To figure out the mechanism and effects of 3rd type leadership as well as the impacts of formal leadership and informal leadership on employee performance, this study collects data from 350 participants through a survey and proposes three hypotheses respectively from the perspective of expectation theory. The analytical results provide strong evidence for two of the three hypotheses, which demonstrate the positive correlation between formal leadership and individual performance and the negative relationship between 3rd type leadership and individual performance. This study contributes to leadership literature by putting forward the concept of the 3rd type of leadership. In addition, the effects of formal leadership, informal leadership, and 3rd type leadership on individual performance are discussed respectively in this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=formal%20leadership" title="formal leadership">formal leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20leadership" title=" informal leadership"> informal leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=3rd%20leadership" title=" 3rd leadership"> 3rd leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20performance" title=" individual performance"> individual performance</a>, <a href="https://publications.waset.org/abstracts/search?q=expectation%20theory" title=" expectation theory"> expectation theory</a> </p> <a href="https://publications.waset.org/abstracts/138223/the-effects-of-three-leadership-styles-on-individual-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138223.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">242</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4021</span> Importance of Collegiality to Improve the Effectiveness of a Poorly Resourced School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Singh">Prakash Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focused on the importance of collegiality to improve the effectiveness of a poorly resourced school (PRS). In an effective school that embraces collegiality as its culture, one can expect to find a teaching staff and a management team that shares responsibilities and accountabilities through the development of a common purpose and vision, regardless of whether the school is considered to be poorly resourced or not. Working together in collegial teams is a more effective way to accomplish tasks and to create a climate for effective learning, even for learners in PRSs from poor communities. The main aim of this study was therefore to determine whether collegiality as a leadership strategy could extract the best from people in a PRS, and consequently create the most effective and efficient educational climate possible. The responses received from the teachers and the principal at the PRS supports the notion that collegiality does have a positive influence on learning, as demonstrated by the improved academic achievement of the learners. The teachers were now more involved in the school. They agreed that this was a positive development. Their descriptions of increased involvement, shared accountability and shared decision-making identified important aspects of collegiality that transformed the school from being dysfunctional. Hence, it is abundantly clear that a collegial leadership style can help extract the best from people because the most effective and efficient educational climate can be created at a school when collegiality is employed. Collegial leadership demonstrates that even in PRSs, there are boundless opportunities to improve teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collegiality" title="collegiality">collegiality</a>, <a href="https://publications.waset.org/abstracts/search?q=collegial%20leadership" title=" collegial leadership"> collegial leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20educational%20climate" title=" effective educational climate"> effective educational climate</a>, <a href="https://publications.waset.org/abstracts/search?q=poorly%20resourced%20school" title=" poorly resourced school"> poorly resourced school</a> </p> <a href="https://publications.waset.org/abstracts/28370/importance-of-collegiality-to-improve-the-effectiveness-of-a-poorly-resourced-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28370.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4020</span> The Role of Principals’ Emotional Intelligence on School Leadership Effectiveness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Gebreslassie%20Mekonnen">Daniel Gebreslassie Mekonnen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Effective leadership has a crucial role in excelling in the overall success of a school. Today there is much attention given to school leadership, without which schools can never be successful. Therefore, the study was aimed at investigating the role of principals’ leadership styles and their emotional intelligence on the work motivation and job performance of teachers in Addis Ababa, Ethiopia. The study, thus, first examined the relationship between work motivation and job performance of the teachers in relation to the perceived leadership styles and emotional intelligence of principals. Second, it assessed the mean differences and the interaction effects of the principals’ leadership styles and emotional intelligence on the work motivation and job performance of the teachers. Finally, the study investigated whether principals’ leadership styles and emotional intelligence variables had significantly predicted the work motivation and job performance of teachers. As a means, a quantitative approach and descriptive research design were employed to conduct the study. Three hundred sixteen teachers were selected using multistage sampling techniques as participants of the study from the eight sub-cities in Addis Ababa. The main data-gathering instruments used in this study were the path-goal leadership questionnaire, emotional competence inventory, multidimensional work motivation scale, and job performance appraisal scale. The quantitative data were analyzed by using the statistical techniques of Pearson–product-moment correlation analysis, two-way analysis of variance, and stepwise multiple regression analysis. Major findings of the study have revealed that the work motivation and job performance of the teachers were significantly correlated with the perceived participative leadership style, achievement-oriented leadership style, and emotional intelligence of principals. Moreover, the emotional intelligence of the principals was found to be the best predictor of the teachers’ work motivation, whereas the achievement-oriented leadership style of the principals was identified as the best predictor of the job performance of the teachers. Furthermore, the interaction effects of all four path-goal leadership styles vis-a-vis the emotional intelligence of the principals have shown differential effects on the work motivation and job performance of teachers. Thus, it is reasonable to conclude that emotional intelligence is the sine qua non of effective school leadership. Hence, this study would be useful for policymakers and educational leaders to come up with policies that would enhance the role of emotional intelligence on school leadership effectiveness. Finally, pertinent recommendations were drawn from the findings and the conclusions of the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20style" title=" leadership style"> leadership style</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20performance" title=" job performance"> job performance</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20motivation" title=" work motivation"> work motivation</a> </p> <a href="https://publications.waset.org/abstracts/160115/the-role-of-principals-emotional-intelligence-on-school-leadership-effectiveness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160115.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4019</span> Transformational Leadership and Its Effect on Teacher Job Satisfaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shujie%20Liu">Shujie Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the relationship between teachers’ perceived transformational leadership behaviors and their job satisfaction in China after controlling for teacher self-efficacy. Hierarchical regression analysis (HRA) technique was employed to examine factors’ contributions to teacher job satisfaction with a sample of Chinese high school teachers. The finding of this study provided evidence that teachers’ perceived transformational leadership behaviors accounted for a large percentage (44.9%) of the variance in Chinese teachers’ job satisfaction. Uniquely, school principals’ sense of power was a negative significant predictor of teacher job satisfaction, meaning that the more teachers perceived their principals’ sense of power, the lower of their job satisfaction. Furthermore, this study provided evidence that teacher self-efficacy significantly contributes to teacher job satisfaction. Specifically, teachers’ self-efficacy on student engagement was found to be a significant predictor of teacher job satisfaction. The conclusions were discussed in terms of Chinese cultures. The authors pointed out that how to make teachers involved in school policy making is a challenge for China and that more shared leadership is needed in Chinese schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20teachers" title="Chinese teachers">Chinese teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20job%20satisfaction" title=" teacher job satisfaction"> teacher job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20self-efficacy" title=" teacher self-efficacy"> teacher self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=transformational%20leadership" title=" transformational leadership"> transformational leadership</a> </p> <a href="https://publications.waset.org/abstracts/75371/transformational-leadership-and-its-effect-on-teacher-job-satisfaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75371.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">496</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4018</span> Towards Interconnectedness: A Study of Collaborative School Culture and Principal Curriculum Leadership</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fan%20Chih-Wen">Fan Chih-Wen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Ministry of Education (2014) released the 12-year National Basic Education Curriculum Syllabus. Curriculum implementation has evolved from a loose connection of cooperation to a closely structured relationship of coordination and collaboration. Collaboration opens the door to teachers' culture of isolation and classrooms and allows them to discuss educational issues from multiple perspectives and achieve shared goals. The purpose of study is to investigate facilitating factors of collaborative school culture and implications for principal curriculum leadership. The development and implementation of the new curriculum involves collaborative governance across systems and levels, including cooperation between central governments and schools. First, it analyzes the connotation of the 12-year National Basic Education Curriculum; Second, it analyzes the meaning of collaborative culture； Third, it analyzes the motivating factors of collaborative culture. Finally, based on this, it puts forward relevant suggestions for principal curriculum leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20leadership" title="curriculum leadership">curriculum leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration%20culture" title=" collaboration culture"> collaboration culture</a>, <a href="https://publications.waset.org/abstracts/search?q=tracher%20culture" title=" tracher culture"> tracher culture</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20improvement" title=" school improvement"> school improvement</a> </p> <a href="https://publications.waset.org/abstracts/189561/towards-interconnectedness-a-study-of-collaborative-school-culture-and-principal-curriculum-leadership" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189561.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">22</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4017</span> A Literature Review of Servant Leadership and Criticism of Advanced Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=So-Jung%20Kim">So-Jung Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyoung-Seok%20Kim"> Kyoung-Seok Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Yeong-Gyeong%20Choi"> Yeong-Gyeong Choi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although there are many theories and discussion of leadership, the necessity of having a new leadership paradigm was emphasized. The existing leadership characteristic of instruction and control revealed its limitations. Market competition becomes fierce and economic recession never ends worldwide. Of the leadership theories, servant leadership was introduced recently and is in line with the environmental changes of the organization. Servant leadership is a combination of two words, 'servant' and 'leader' and can be defined as the role of the leader who focuses on doing voluntary work for others with altruistic ethics, makes members, customers, and local communities a priority, and makes a commitment to satisfying their needs. This leadership received attention as one field of leadership in the late 1990s and secured its legitimacy. This study discusses the existing research trends of leadership, the concept, behavior characteristics, and lower dimensions of servant leadership, compares servant leadership with the existing leadership researches and diagnoses if servant leadership is a useful concept for further leadership researches. Finally, this study criticizes the limitations in the existing researches on servant leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership%20philosophy" title="leadership philosophy">leadership philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20theory" title=" leadership theory"> leadership theory</a>, <a href="https://publications.waset.org/abstracts/search?q=servant%20leadership" title=" servant leadership"> servant leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20leadership" title=" traditional leadership"> traditional leadership</a> </p> <a href="https://publications.waset.org/abstracts/7738/a-literature-review-of-servant-leadership-and-criticism-of-advanced-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7738.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">363</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4016</span> The Perceived Practice of Principals’ Instructional Leadership Role in Curriculum Execution: The Case of Primary Schools in Tarcha Town, Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Godaye%20Gobena%20Gomiole">Godaye Gobena Gomiole</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to determine how principals at Tarcha Town Primary Schools in Ethiopia perceive their instructional leadership responsibilities in curriculum execution. The research was guided by a phenomenological study design. The data was collected through semi-structured interviews. Purposive sampling was used to include twelve principals. The study's conclusions showed that principals fall short of their duties in overseeing instruction. Setting clear objectives for the school and coordinating the curriculum receive less attention from principals. Additionally, they focus less on keeping track of students' progress. It is, therefore, advised that principals take instructional leadership and management training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20execution" title="curriculum execution">curriculum execution</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a> </p> <a href="https://publications.waset.org/abstracts/183361/the-perceived-practice-of-principals-instructional-leadership-role-in-curriculum-execution-the-case-of-primary-schools-in-tarcha-town-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183361.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">60</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4015</span> The Impact of Democratic Leadership on Job Satisfaction Among Teachers in South Hebron Directorate Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Mahmoud%20Rjoob">Mohammad Mahmoud Rjoob</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to explore the impact of democratic leadership on job satisfaction among teachers in the South Hebron Directorate schools. The study was applied to a random sample representing the study population of teachers in the South Hebron Directorate of Education, with a sample size of 301 teachers from 12 schools. The researcher adopted the descriptive approach as it is the most suitable for the nature of this study, and a questionnaire was used as a tool for data collection and measuring various variables. The study recommended the importance of enhancing the concept of democratic leadership in schools to boost teachers' morale and improve the quality of the educational process. It also encouraged the adoption of democratic leadership styles by administrations, educational areas, and new principals due to their positive and effective impact on job performance. Additionally, the study suggested providing training courses for school principals and new teachers on how to apply the principles of democratic leadership that contribute to creating a positive educational environment and enhance the spirit of cooperation to achieve the school's goals. Finally, the study called for granting school principals more authority and powers to increase their ability to effectively deal with challenges and problems, which contributes to improving the educational process and enhances teachers' job satisfaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=democratic%20leadership" title="democratic leadership">democratic leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Hebron%20Directorate%20Schools" title=" South Hebron Directorate Schools"> South Hebron Directorate Schools</a> </p> <a href="https://publications.waset.org/abstracts/194567/the-impact-of-democratic-leadership-on-job-satisfaction-among-teachers-in-south-hebron-directorate-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194567.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">9</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20leadership&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20leadership&page=3">3</a></li> <li class="page-item"><a class="page-link" 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