LEADERSHIP PRACTICES OF SCHOOL HEADS AND WORK TASK MOTIVATION AS PREDICTORS OF TEACHERS’ BEHAVIOR

Lorna T. General, Shiella Mae M. Bautista

Abstract


This study determined the significant influence of school head leadership practices and work task motivation as predictors of teachers’ behaviour. The quantitative approach using the correlational technique and analysis was utilized in this study with a sample of 325 teachers from the elementary schools of Caraga District, Schools Division of the City of Davao Oriental. Sets of adapted survey questionnaires were used to obtain data from the respondents subjected to content validity and reliability analysis. The data were analyzed using the Mean, Pearson-r, and Multiple Regression Analysis. The results reveal that the leadership practices were rated very high, and work task motivation was also rated as high. At the same time, teacher behaviour was rated high. Moreover, a significant relationship existed between these variables. A significant relationship between leadership practices and teacher behaviour was significant. A significant relationship between work task motivation and teacher behaviour was also significant. The extent of the influence of predictor variables on teacher behaviour was proven significant in the study.

 

Article visualizations:

Hit counter


Keywords


educational management, leadership practices, work task motivation, academic motivation, teacher behaviour, Philippines

Full Text:

PDF

References


Almutairi, J. H., & Ahmed, A. T. (2022). The relationship between the big Afsar, B., & Umrani, W. A. (2020). Transformational leadership and innovative work behavior: The role of motivation to learn, task complexity [26] and innovation climate. European Journal of Innovation Management, 23(3), 402-428.

Aliyyah, N., Prasetyo, I., Rusdiyanto, R., Endarti, E. W., Mardianah, F., Winarko, R., ... & Tjaraka, H. (2021). What affects employee performance through work motivation?. Journal of Management Information and Decision Sciences, 24(1).

Akram, H., Raza, M., Jan, M. F., Aslam, S., & Nivin-Vargas, L. (2022). Identified leadership practices and teachers’ professional development in Karachi, Pakistan: the moderation effect of training. Education 3-13, 1-18.

Basalamah, M. S. A., & As’ad, A. (2021). The role of work motivation and work environment in improving job satisfaction. Golden Ratio of Human Resource Management, 1(2), 94-103.

Cheung, P. (2020). Teachers as role models for physical activity: Are preschool children more active when their teachers are active?. European Physical Education Review, 26(1), 101-110.

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications. Retrieved from https://us.sagepub.com/en-us/nam/qualitative-inquiry-and-research-design/book246896

C7] risp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in higher education, 50, 525-545.

Evers, A. (2005). Mixed welfare systems and hybrid organizations: Changes in the governance and provision of social services. Intl Journal of Public Administration, 28(9-10), 737-748.

Gliem, J. A., & Gliem, R. R. (2003, October). Calculating, interpreting, and reporting Cronbach’s alpha reliability coefficient for Likert-type scales. In Midwest research-to-practice conference in adult, continuing, and community education (Vol. 1, pp. 82-87).

Gningue, S. M., Peach, R., Jarrah, A. M., & Wardat, Y. (2022). The relationship between teacher leadership and school climate: Findings from a teacher-leadership project. Education Sciences, 12(11), 749.

Goldberg, P., Schwerter, J., Seidel, T., Müller, K., & Stürmer, K. (2021). How does learners’ behavior attract preservice teachers’ attention during teaching?. Teaching and Teacher Education, 97, 103213.

Hajovsky, D. B., Chesnut, S. R., & Jensen, K. M. (2020). The role of teachers' self-efficacy beliefs in the development of teacher-student relationships. Journal of school psychology, 82, 141-158.

Hong, X., Zhang, M., & Liu, Q. (2021). Preschool teachers’ technology acceptance during the COVID-19: An adapted technology acceptance model. Frontiers in Psychology, 12, 691492.

Huang, Y., Richter, E., Kleickmann, T., Wiepke, A., & Richter, D. (2021). Classroom complexity affects student teachers’ behavior in a VR classroom. Computers & Education, 163, 104100.

Kilag, O. K. T., Uy, F. T., Abendan, C. F. K., & Malbas, M. H. (2023). Teaching leadership: an examination of best practices for leadership educators. Science and Education, 4(7), 430-445.

Koiv, K., Liik, K., & Heidmets, M. (2019). School leadership, teacher’s psychological empowerment and work-related outcomes. International Journal of Educational Management, 33(7), 1501-1514.

Kouzes, J. M., & Posner, B. Z. (2003). The five practices of exemplary leadership. Retrieved from https://www.pnbhs.school.nz/wp-content/uploads/2015/11/The-Five-Practices-of-Exemplary-Leadership.pdf

Kormos, J., & Wilby, J. (2019). Task motivation. The Palgrave handbook of motivation for language learning, 267-286. Palgrave

Kouzes, J. M., & Posner, B. Z. (2003). The five practices of exemplary leadership. Retrieved from https://www.pnbhs.school.nz/wp-content/uploads/2015/11/The-Five-Practices-of-Exemplary-Leadership.pdf

LaBrot, Z. C., Dufrene, B. A., Whipple, H., McCargo, M., & Pasqua, J. L. (2020). Targeted and intensive consultation for increasing Head Start and elementary teachers’ behavior-specific praise. Journal of Behavioral Education, 29, 717-740.

Mailizar, M., Almanthari, A., & Maulina, S. (2021). Examining teachers’ behavioral intention to use E-learning in teaching of mathematics: An extended TAM model. Contemporary educational technology, 13(2), ep298.

Murray, N. P. (2006). The Differential Effect of Team Cohesion and Leadership Behavior in High School Sports. Individual Differences Research, 4(4).

Noor, T., & Nawab, A. (2022). Are school leaders working as instructional leaders? Exploration of school leadership practices in rural Pakistan. Cogent Education, 9(1), 2109315.

Orhan, G., & Beyhan, Ö. (2020). Teachers’ perceptions and teaching experiences on distance education through synchronous video conferencing during the Covid-19 pandemic. Social Sciences and Education Research Review, 7(1), 8-44.

Ozdemir, N., Kılınç, A. Ç., Polatcan, M., Turan, S., & Bellibaş, M. Ş. (2023). Exploring teachers’ instructional practice profiles: Do distributed leadership and teacher collaboration make a difference?. Educational Administration Quarterly, 59(2), 255-305.

Patidar, K. R., & Bajaj, J. S. (2013). Antibiotics for the treatment of hepatic encephalopathy. Metabolic brain disease, 28, 307-312.

Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement. Theory Into Practice, 59(2), 150-161.

Rott, B. (2020). Teachers’ behaviours, epistemological beliefs, and their interplay in lessons on the topic of problem-solving. International Journal of Science and Mathematics Education, 18(5), 903-924.

Skinner, Q. (1972). Motives, intentions and the interpretation of texts. New literary history, 3(2), 393-408.

Zubaidah, R. A., Haryono, S., & Udin, U. (2021). The effects of principal leadership and teacher competence on teacher performance: The role of work motivation. Calitatea, 22(180), 91-96.

[ Wahab, R., & Halim, S. N. I. A. (2020). The type of motivation on work task among special education teachers. American Research Journal of Humanities Social Science, 3(6), 162-168.

Woo, H., LeTendre, G., Byun, S. Y., & Schussler, D. (2022). Teacher Leadership--Collective Actions, Decision-Making and Well-Being. International Journal of Teacher Leadership, 11(1), 29-49.

Young, N. A. (2020). Getting the teacher’s attention: Parent-teacher contact and teachers’ behavior in the classroom. Social Forces, 99(2), 560-589.

Vallerand, R. J., & Reid, G. (1988). On the relative effects of positive and negative verbal feedback on males' and females' intrinsic motivation. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 20(3), 239.




DOI: http://dx.doi.org/10.46827/ejes.v11i6.5386

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Lorna T. General, Shiella Mae M. Bautista

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).