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IMPACT OF LEADERSHIP STYLES ON TEACHERS MOTIVATION






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Sajjad, Ph.D Associate Professor University of Karachi. 2. Where is the Leader?. Sajjad, Ph.D Associate Professor University of Karachi. 3. Introduction: Leadership is the process of influencing people so that they will contribute to organization and group goals (Weihrich
IMPACT OF LEADERSHIP STYLES ON TEACHERS MOTIVATION

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1. Sajjad, Ph.D Associate Professor University of Karachi 1 IMPACT OF LEADERSHIP STYLES ON TEACHERS? MOTIVATION Dr. Shahida Sajjad Associate Professor Department of Special Education University of Karachi Pakistan shahida_sajjad@hotmail.com

2. Sajjad, Ph.D Associate Professor University of Karachi 2 Where is the Leader?

3. Sajjad, Ph.D Associate Professor University of Karachi 3 Introduction: Leadership is the process of influencing people so that they will contribute to organization and group goals (Weihrich & Koontz 1993 p.483).

4. Sajjad, Ph.D Associate Professor University of Karachi 4 Armstrong (2004) defines leadership as: influence, power and the legitimate authority acquired by a leader to be able to effectively transform the organization through the direction of the human resources that are the most important organizational asset, leading to the achievement of desired purpose.

5. Sajjad, Ph.D Associate Professor University of Karachi 5 Leadership at work in education institutions is thus a dynamic process where an individual is not only responsible for the group?s tasks, but also actively seeks the collaboration & commitment of all the group members in achieving group goals in a particular context (Cole, 2002).

6. Sajjad, Ph.D Associate Professor University of Karachi 6 A study by Nsubuga (2003), established that unless head teachers are well equipped with knowledge and skills in management and leadership, they would not be able to improve school performance significantly.

7. Sajjad, Ph.D Associate Professor University of Karachi 7 A study by Fortune Magazine/Hay Group (1999) Identified elements of leadership development in successful organizations: motives & styles & their impact on climate; competency models; emotional intelligence; ongoing development & coaching; and rewards tied to specific performance measures.

8. Sajjad, Ph.D Associate Professor University of Karachi 8 Objectives of the study: To explore different leadership style of administrators/principals of special schools and ordinary schools in Karachi. impact of leadership styles of administrators/principals of special schools and ordinary schools on school teachers? motivation.

9. Sajjad, Ph.D Associate Professor University of Karachi 9 job satisfaction of teachers working under different styles of leadership of their administrators/principals. the teachers? involvement in goal setting and decision making process of their institutions.

10. Sajjad, Ph.D Associate Professor University of Karachi 10 teachers? involvement in planning curriculum, educational instructions, and class room organization. autonomy given to teachers in bringing changes in curricular, educational instructions, and class room organization.

11. Sajjad, Ph.D Associate Professor University of Karachi 11 Design of the study: Fifteen administrators/ principals and 30 teachers from eight special schools and fifteen administrators/ principals and 30 teachers from eight ordinary schools in Karachi city were selected through convenience sampling method.

12. Sajjad, Ph.D Associate Professor University of Karachi 12 The data was collected with the help of structured questionnaires by interviewing these administrators/principals and teachers. Hypotheses were tested through Chi-Square method.

13. Sajjad, Ph.D Associate Professor University of Karachi 13 First questionnaire to find out: Administrators/principals? leadership styles as autocratic (authoritarian style), democratic style or laissez-faire style. involvement of teachers in; organizational goal setting, decision making process, planning curriculum, educational instructions, and class room organization,

14. Sajjad, Ph.D Associate Professor University of Karachi 14 autonomy given to teachers in bringing changes in curriculum planning, educational instructions, and classroom organization, and providing timely feedback to teachers about their performance.

15. Sajjad, Ph.D Associate Professor University of Karachi 15 The second questionnaire designed for the teachers explored: the effect of leadership of administrators/principals on their motivation level that is reflected through, their attitude towards their administrators/principals, and their job satisfaction, which in turn is reflected through and measured by such factors as their involvement in;

16. Sajjad, Ph.D Associate Professor University of Karachi 16 decision making & goal setting process, in planning curriculum, educational instructions, and class room organization, autonomy given to them in bringing changes in curriculum planning, educational instructions, and classroom organization, and the feedback given by the administrators/principals on their performance.

17. Sajjad, Ph.D Associate Professor University of Karachi 17 Findings: majority of the administrators/principals of special education and ordinary education institutions used democratic style of leadership. There is no significant difference between the leadership styles of administrators/principals of special education and ordinary education.

18. Sajjad, Ph.D Associate Professor University of Karachi 18 3. Majority of the teachers were mostly involved in planning curriculum, educational instructions and conducting class room activities. 4. Democratic style of leadership of administrators/principals of special education and ordinary education institutions has a positive impact on teachers? motivation. 5.Using democratic style, the administrators/principals mostly involve their teachers in decision making.

19. Sajjad, Ph.D Associate Professor University of Karachi 19 6. Majority of the administrators give timely feedback to their teachers about their performance and encourage them. 7. Majority of the administrator/principal mostly acknowledge the performance of their teachers verbally by calling them in office on doing good job.

20. Sajjad, Ph.D Associate Professor University of Karachi 20 9. Majority of the teachers were mostly satisfied with their administration/principals. 10. Traits and qualities of administrators/principals inspiring teachers are: team work, dedication, punctuality, and hard working.

21. Sajjad, Ph.D Associate Professor University of Karachi 21 11.opinion of the teachers about administrator/principal: need to improve every aspect of their professional skills need to improve their behavior with people and manage time properly.

22. Sajjad, Ph.D Associate Professor University of Karachi 22 12. All the teachers mostly co-operate with principal/administrator in achieving goals. 13. Most of the teachers don?t have sufficient autonomy to bring changes in the instructions given by administrators/principals in curriculum, educational instructions and conducting class room activities.

23. Sajjad, Ph.D Associate Professor University of Karachi 23 Conclusion Today?s leaders must be able to create climates that foster not only performance but also pride and purpose, therefore the democratic leadership style encourages all the teachers to participate in the affairs of the school as a whole giving them a sense of ownership as they feels they are part of the leadership of the school.

24. Sajjad, Ph.D Associate Professor University of Karachi 24 teachers? motivation result a successful organization that can achieve its goals effectively and efficiently.

25. Sajjad, Ph.D Associate Professor University of Karachi 25 Recommendations: All the administrators/principals need to demonstrate a democratic style of leadership because it motivates their teachers and enhances their abilities to achieve the personal and organization goals. They need to take a continuous feed back by their teaching staff to improve the abilities which in term affect the success of their organization.

26. Sajjad, Ph.D Associate Professor University of Karachi 26 They should involve their teaching staff in organizational goal setting and decision making process to motivate them because a motivated teacher can have a direct influence on positive motivation of their students. They need to give sufficient autonomy to their teachers to bring changes in curriculum and instructions and class room activities according to the need of students and the current situation.

27. Sajjad, Ph.D Associate Professor University of Karachi 27 A structured Continuous Professionals Development (CPD) programm for administrators/principals and school teachers need to be established for the development of management and leadership skills amongst them. Fullan (2002) says, that the difference between success and failure of any school is the quality of the principal. There is a need to attract and develop a new generation of school leaders who are able to develop learning cultures to thrive in a radically new and demanding world.

28. Sajjad, Ph.D Associate Professor University of Karachi 28 References: Aikman, S. & Unterhalter, E. (2005). Beyond access: Transforming policy and practice for gender equality in education. London: Oxford University Press. Armstrong, M. (2004). Human resource management theory and practice. London: Bath Press Ltd. Balunywa, W.S. (2000). A hand book of business management. Kampala: Ugandan Press. Bateman, T.S. and Snell, S.A. (1996). Management: Building Competitive Advantage. (3rd ed.). U.S.A.: McGraw-Hill.(p 359) Bulach, C. R., & Berry, J. (2001). The impact of demographic factors on school culture and climate. Paper presented at the Southern Regional Council of Educational Administrators on 11-4-01 at Jacksonville, FL. Bulach, C. R., Boothe, D., & Pickett, W. (2006). Analyzing the Leadership Behavior of School Principals. CONNEXIONS (An electronic publication of the NCPEA)) Retrieved Feb 24, 2010 from www.cnx.org/content/m13813/latest. Cole, G.A. (2002). The administrative theory and workers? motivation, Zante institute of administration Press LtD, ABU Zaria, Nigeria Durbin, Andrew, J. (1998). Leadership, Research, findings, practice and skills. USA: Houghton Mifflin Company. Fortune Magazine/Hay Group (1999). What Makes Great Leaders- Rethinking the Route to Effective Leadership. Findings from the Executive Survey of Leaderships Effectiveness. Retrieved Feb 24, 2010 from http://ei.haygroup.com/downloads/pdf/Leadership White Paper.pdf. Fullan, M. (2002). The latest ideas on school reform. Leading and Learning for the 21stC.1(3). Retrieved Feb 24, 2010 from www.leading-learning.co.nz/newsletters/vol01-no03-2002.html Maicibi, N. A. (2003). Pertinent Issues in Employees Management. M.P.K. Graphics (U) Ltd, Kampala. Mathis, R.L., and Jackson, J.H. (2004). Human Resource Management. 10th ed. USA: Thomson. Moorhead & Griffin (1992). Organizational Behavior. Managing people and organizations 3rd ed. USA: Houghton Mifflin Co. p 140 Nsubuga, Y.K. (2003). Analysis of leadership styles and school performance of secondary schools in Uganda. Phillips and Glickman (1991). Solution for education leaders. The Role of the Principal. Retrieved Feb 24, 2010 from http://www.scholastic.com/administrator/red/principal.htm. Weihrich, H. and Koontz, H. (1993). Management: a Global Perspective. (10th e.d). US.A: McGraw- Hill.

29. Sajjad, Ph.D Associate Professor University of Karachi 29 INDISPENSABLE When you are feeling so important And your ego is in bloom When you simply take for granted You are the wisest in the room When you feel your very absence Would leave a great big hole,

30. Sajjad, Ph.D Associate Professor University of Karachi 30 Just follow these instructions They will humble any soul. Take a bucket filled with water Put your hand in to the wrist, Pull it out, the whole remaining Is how much you will be missed

31. Sajjad, Ph.D Associate Professor University of Karachi 31 Splash wildly when you enter, Stir a lot and splash galore. Then stop, and in a minute, It looks just like before.

32. Sajjad, Ph.D Associate Professor University of Karachi 32 The moral of the story is; Do the best you can Be proud, but please remember, There is no indispensable man.

33. Sajjad, Ph.D Associate Professor University of Karachi 33 Thank you For Your Time


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