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Education Sciences
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Leadership Behaviour and Teacher Job Attitudes
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Leadership Behaviour and Teacher Job Attitudes

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: closed (30 November 2022) | Viewed by 37986

Special Issue Editor

Dr. John De Nobile

E-Mail Website
Guest Editor
School of Education, Macquarie University, Sydney 2109, Australia
Interests: educational leadership; organisational communication in schools; teacher job attitudes; classroom management
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

It has long been established that the behaviours of school leaders may influence certain job attitudes of teachers and other school staff. Previous research has attempted to link leadership styles and principal behaviour to job attitudes such as job satisfaction and commitment as well as felt job stress. Investigations into these variables from the perspective of school organisational communication has not been a strong focus of previous research, though this type of research holds the potential to uncover specific leadership behaviours that can contribute to job attitudes of staff.

The purpose of this special issue is to explore this avenue of research. Contributions that investigate relationships between leadership communication behaviours (broadly defined as interactions between principals and other school leaders and school staff) and the job attitudes of staff (such as, but not limited to, job satisfaction commitment and/or stress) using quantitative or qualitative methods are invited from authors worldwide.

This special issue will be a unique contribution to the literature in the field because of the communication behaviour perspective that will underpin the articles. With this in mind, contributors are required to include links to relevant communication theories in the backgrounds or literature reviews justifying their studies.

Dr. John De Nobile
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • school leadership
  • job satisfaction
  • job commitment
  • job stress

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Published Papers (6 papers)

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Research

14 pages, 250 KiB  
Article
How to Get More People into Teaching? Comparing Undergraduates’ and Teacher Trainees’ Motivation and Perceptions of a Teaching Career
by Stephen Gorard, Beng Huat See and Rebecca Morris
Educ. Sci. 2022, 12(11), 767; https://doi.org/10.3390/educsci12110767 - 28 Oct 2022
Cited by 2 | Viewed by 2684
Abstract
Understanding people’s perceptions of teaching as an occupation, and their motivation or otherwise to teach, can help identify which initiatives/policies are most promising in improving teacher recruitment. Previous studies have often sought only the views of teachers/teacher trainees to understand why people choose [...] Read more.
Understanding people’s perceptions of teaching as an occupation, and their motivation or otherwise to teach, can help identify which initiatives/policies are most promising in improving teacher recruitment. Previous studies have often sought only the views of teachers/teacher trainees to understand why people choose teaching as a career. Recruitment strategies based on evidence from such research are therefore only appealing to those who are already interested in teaching. It is the views of those who might otherwise have gone into teaching that can provide better clues to what we can do to get more people into teaching. This paper compares the views of 4469 undergraduate students and 788 trainee teachers in England. Our analysis goes beyond the usual approach by comparing young people completely uninterested in teaching, those who considered teaching but rejected it, those intending to be teachers, and those already in training. Our study found little or no difference between prospective teachers and others in terms of generic career drivers and the attraction of financial incentives, although prospective teachers tended to have lower levels of qualifications and to come from less prestigious occupational backgrounds. However, those not planning to be teachers are much less concerned about teachers’ workload, suggesting that this is probably not a great deterrent for those considering teaching. Compared to those who intend to be teachers, those who have considered but rejected teaching are less likely to view teaching as intellectually stimulating. They are least likely to see teaching as a high-status profession, offering good promotion prospects and job security. Policies to improve recruitment need to make teaching more attractive to the second group by addressing these issues. Additionally, these policies should be distinct from policies to retain existing teachers. Full article
(This article belongs to the Special Issue Leadership Behaviour and Teacher Job Attitudes)
17 pages, 260 KiB  
Article
The Relationship between Teacher Leadership and School Climate: Findings from a Teacher-Leadership Project
by Serigne Mbaye Gningue, Roger Peach, Adeeb M. Jarrah and Yousef Wardat
Educ. Sci. 2022, 12(11), 749; https://doi.org/10.3390/educsci12110749 - 26 Oct 2022
Cited by 27 | Viewed by 5714
Abstract
A positive school climate and teacher leadership have both been shown to have beneficial effects on student achievement. This study was part of a wider research effort designed to assess the effects of a teacher-leadership development project. We hypothesized that there was a [...] Read more.
A positive school climate and teacher leadership have both been shown to have beneficial effects on student achievement. This study was part of a wider research effort designed to assess the effects of a teacher-leadership development project. We hypothesized that there was a positive relationship between teacher leadership development and school climate. Seventy project participants from two cohorts responded to a teacher-leadership survey and 891 personnel from 42 schools from which participant teachers were drawn responded to a school climate survey. We found that, generally, there was little relationship between school climate and teacher-leadership development. However, a more fine-grained analysis showed that, for Cohort 2, schools that encourage teacher-to-teacher interactions are likely to see personal growth and development in teacher leaders in their staff. Additional findings suggest that if teacher-to-teacher interactions are encouraged, then teachers will increase their development as teacher leaders. However, as the results are correlational and not causal, it may be that, as teachers engage more in professional development activities, they encourage more positive teacher-to-teacher interactions in their school. Full article
(This article belongs to the Special Issue Leadership Behaviour and Teacher Job Attitudes)
16 pages, 1526 KiB  
Article
A Structural Model to Explain Influences of Organisational Communication on the Organisational Commitment of Primary School Staff
by John De Nobile and Ayse Aysin Bilgin
Educ. Sci. 2022, 12(6), 395; https://doi.org/10.3390/educsci12060395 - 10 Jun 2022
Cited by 5 | Viewed by 3064
Abstract
Organisational commitment is a job attitude frequently linked to employee morale, motivation and behaviour. High organisational commitment has been associated with increased effort and productivity, while low commitment has been associated with low productivity, absenteeism and turnover. There is evidence to suggest aspects [...] Read more.
Organisational commitment is a job attitude frequently linked to employee morale, motivation and behaviour. High organisational commitment has been associated with increased effort and productivity, while low commitment has been associated with low productivity, absenteeism and turnover. There is evidence to suggest aspects of organisational communication are important in this regard. This article reports the results of a study that investigated the relationships between a comprehensive set of aspects of organisational communication and general organisational commitment, while also identifying those that had the most important effects on organisational commitment. Participants were 1575 staff members from government and non-government primary schools across all states and territories of Australia. Data were gathered using a survey comprising the Organisational Communication in Primary Schools Questionnaire and a five-item general organisational commitment scale. Exploratory and confirmatory factor analyses were used to identify and validate constructs for measurement. Structural equation modelling was used to identify important relationships. Of the ten aspects of organisational communication identified, five had significant effects on general organisational commitment. The most important of these concerned openness between principals and staff, supportive communication among colleagues (positive effects) and communication overload (negative effects). Implications for school leadership and school culture are discussed along with directions for further research. Full article
(This article belongs to the Special Issue Leadership Behaviour and Teacher Job Attitudes)
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14 pages, 2103 KiB  
Article
Work-Related Well-Being Profiles among Health Education Teachers
by Satu Laitinen
Educ. Sci. 2022, 12(5), 343; https://doi.org/10.3390/educsci12050343 - 13 May 2022
Cited by 3 | Viewed by 2921
Abstract
The aim of this cross-sectional study was to examine the well-being of Finnish health education teachers (n = 108) by examining the latent profiles of work burnout and work engagement by using a person-centered approach. Additionally, this study explored to what extent [...] Read more.
The aim of this cross-sectional study was to examine the well-being of Finnish health education teachers (n = 108) by examining the latent profiles of work burnout and work engagement by using a person-centered approach. Additionally, this study explored to what extent different job and personal resources (social support, pedagogical self-efficacy, and social belonging) and job demands (work overload) are associated with teachers’ belonging to the work-related well-being profiles. The Job Demands-Resources model was used as the theoretical framework for this study. The study found that three different work-related well-being profiles could be identified among health education teachers: those who were engaged (45%), those who were already experiencing burnout (43%), and those at risk of burnout (12%). The more demands the teachers experienced, the likelier they were to belong to the burnout profile. Experiences of pedagogical self-efficacy, social belonging, and social support increased the probability of belonging to the engaged profile group. Determining job and personal resources and job demands might be beneficial for health education teacher well-being. Full article
(This article belongs to the Special Issue Leadership Behaviour and Teacher Job Attitudes)
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16 pages, 253 KiB  
Article
The Impact of Communication on the Effectiveness of Educational Organizations
by Vasiliki Brinia, Panagiota Selimi, Alexandros Dimos and Anna Kondea
Educ. Sci. 2022, 12(3), 170; https://doi.org/10.3390/educsci12030170 - 28 Feb 2022
Cited by 14 | Viewed by 19338
Abstract
The purpose of this study was to research the level of satisfaction teachers received from communication within their working environment, their sense of the effectiveness of the institution itself, as well as the relationship between these factors. A quantitative method was used in [...] Read more.
The purpose of this study was to research the level of satisfaction teachers received from communication within their working environment, their sense of the effectiveness of the institution itself, as well as the relationship between these factors. A quantitative method was used in the study. A total of 296 questionnaires were answered by teachers aged 25–64. Statistical analysis of the data was performed using the statistical software SPSS, while for the implementation of the statistical tests we applied the independent-samples T-test parametric, as well as one-way ANOVA, Kruskal–Wallis, and Mann–Whitney parametric statistical criteria. According to the results, the teachers showed high levels of satisfaction with the communication related to their feedback and believed that both parents and the local community do not participate actively in the school life. The development of an effective communication system within an educational institution can potentially become the driving force for effective functioning. The study complements the existing research on communication as a factor in the effectiveness of an educational organization. It highlights the dynamics of the teachers’ association to the greatest possible extent, attempting to link the communication factor to all aspects of school effectiveness. Full article
(This article belongs to the Special Issue Leadership Behaviour and Teacher Job Attitudes)
17 pages, 553 KiB  
Article
Inclusive Leadership of School Management from the View of Families: Construction and Validation of LEI-Q
by María del Carmen López-López, María José León Guerrero and Emilio Crisol-Moya
Educ. Sci. 2021, 11(9), 511; https://doi.org/10.3390/educsci11090511 - 6 Sep 2021
Cited by 11 | Viewed by 3170
Abstract
The purpose of this study was to validate a questionnaire aimed at assessing, from the point of view of families, the degree to which school administrations foster inclusion in compulsory education. In order to determine the psychometric properties of the “Cuestionario liderando la [...] Read more.
The purpose of this study was to validate a questionnaire aimed at assessing, from the point of view of families, the degree to which school administrations foster inclusion in compulsory education. In order to determine the psychometric properties of the “Cuestionario liderando la educación inclusiva en centros de educación obligatoria-Familias” [Leading inclusive education in compulsory-education schools Questionnaire] (LEI-Q-Families), we carried out descriptive, exploratory, and confirmatory factor analysis. For the sample used in this study, 150 families participated. The results confirmed that it is a valid and reliable scale with a two-factor structure. One of these factors included the initiatives carried out by the school management teams to enhance the openness of each school to the community and the surrounding area. The second factor encompassed actions aimed at promoting participation in the school and turning it into an inclusive space. LEI-Q-Families proved to be an instrument of great theoretical and practical worth that has made it possible to expand our currently slender knowledge on the perceptions families have of the work done by school managers to encourage inclusion in their institutions. It facilitates family participation in processes of improvement and provides a useful self-assessment tool for school administrations that wish to improve their schools and turn them into inclusive environments. Full article
(This article belongs to the Special Issue Leadership Behaviour and Teacher Job Attitudes)
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