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This research investigates the relationship between teachers' preferred leadership styles and teacher job satisfaction. High teacher turnover has increased over the last several years. This study will explore reasons teachers leave the profession or become discontent with their jobs. Using a mixed methods approach, the study will provide multiple perspectives from both teachers and school leaders to determine if their preferred leadership styles vary or are similar. The study includes three designs: correlational, causal comparative, and an explanatory case study. Using three designs allowed the researcher to build a multi-perspective study to determine if school leadership styles correlate to teacher job satisfaction and to evaluate the leadership characters that teachers favor.
This study investigated whether teacher leadership styles and teaching practices influenced teacher job satisfaction among public elementary school teachers in the Commonwealth of the Northern Mariana Islands. The study answered the following questions: (1) what is the level of job satisfaction among public elementary school teachers in the CNMI; (2) to what extent do CNMI teachers fall into the personal leadership style categories of transactional or transformational; (3) to what extent do CNMI public school teachers prefer either didactic or constructivist teaching practices; (4) to what extent do demographic factors, preferred leadership styles, and preferred teaching practices affect the degree of job satisfaction expressed by the CNMI public elementary school teachers; and (5)to what extent does the interaction between leadership style and teaching practice affect the degree of job satisfaction expressed by the CNMI public elementary school teachers. This study used survey research and multiple regression to answer the questions. Teachers were moderately satisfied with their jobs. They preferred transformational leadership styles to transactional ones and didactic teaching practices to constructivist ones. The dependent variable job satisfaction, when regressed against the eight independent variables age, gender, years teaching, highest degree held, English as a mother tongue, leadership styles, teaching practices, and an interaction variable between leadership styles and teaching practices called agreement, was found to be significantly influenced by only gender and agreement. For gender, females were more satisfied than men, and for agreement, teachers whose leadership styles and teaching practices were in dissonance were more satisfied than those whose styles and practices were in harmony.
Education, Empowerment, and Control is about the education of the Palestinian Arab minority in Israel from the establishment of the state of Israel to the present. Using a comparative approach, the study throughout juxtaposes Arab and Hebrew educational systems in terms of administration, resources, curricula contents, and returns. Developments in education are analyzed in conjunction with wide demographic, economic, and sociopolitical changes. Al-Haj explores the expectations of the Palestinian community on the one hand and dominant groups on the other, showing that whereas Palestinians have seen education as a source of empowerment, government groups have seen it as a mechanism of social control. The book also sheds light on the wider issue of education and social change among developing minorities in the postcolonial era. Al-Haj examines modernization, underdevelopment, and control in order to delineate the role education plays among a national minority that is marginalized at the group level and denied access to the national opportunity structure.
Changing Leadership for Changing Times examines the types of leadership that are likely to be productive in creating and sustaining schools of the future. Based on a long term study of 'transformational' leadership in school restructuring contexts, the chapters in this book offer a highly readable account of such leadership grounded in a substantial body of empirical evidence.
This book focuses on the effect of leadership on organizational outcomes and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret leadership literature and suggest new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the editors compile various studies examining the relationship between the leadership and thirteen organizational outcomes separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.