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Nijerya’nın Oyo Bölgesi Orta Dereceli Okullarında Görev Yapan Müdürlerin Liderlik Tarzının Öğretimsel Denetimleri Üzerindeki Etkisi

Year 2016, Volume: 7 Issue: 2, 76 - 90, 01.08.2016

Monsuru Babatunde Muraina , Muraina Kamilu Olanrewaju

https://doi.org/10.19160/e-ijer.42897
Cited By: 2

Abstract

Bu çalışmanın amacı Nijerya’nın Oyo bölgesindeki ortaokulların öğretimsel denetiminin müdürün liderlik stilinden etkilenip etkilenmediğini ortaya koymaktır. Çalışma tanımlayıcı araştırma deseni kullanılmıştır. Çalışmada 20 okuldan 400 öğretmen ve 20 müdürden yanıtlar alınmıştır. Araştırmacı tarafından geliştirilen anket ile veri toplanmış ve lineer regresyonla analiz edilmiştir. Üç soruya yanıt aranmıştır. Sonuçlara göre, demokratik, otokratik ve serbest bırakıcı liderlik stilleri müdürün öğretimsel denetimi üzerinde anlamlı bir etkide bulunmaktadır. Bulgulara göre müdürler etkili bir liderlik göstermek suretiyle okuldaki öğretimi olumluya dönüştürebilirler.

Keywords

Öğretimsel denetim Müdür liderlik stilleri Otokratik liderlik demokratik liderlik Serbest bırakıcı liderlik

References

  • Allais, S. (1995). Transformational leadership and teacher learning in model schools. Journal of Faculty of Education UAEU, 23, 21-36.
  • Avolio, B. & Bass, B. (1995). Multifactor leadership questionnaire instrument (leader and rater form and scoring guide) (English and Arabic versions). Mind Garden, Inc.
  • Andrew, M & Soder, A (2008). Full leadership development: Building the vital forces in organizations. Thousand Oaks, CA: Sage.
  • Avolio, B., & Bass, B. (2004). Multifactor leadership questionnaire (third edition manual and sampler set). MindGarden, Inc.
  • Blumberg, H & Greenfield, B (1980). Leadership and performance beyond expectations. New York: The Free Press.
  • Bossert, G.C (2012). Taxonomy and overview. In W.K.Hoy (Ed.), Educational administration: The UCEA document base (p.9).
  • Burns, J. (1978). Leadership. New York: Harper & Row.
  • Carless, R. (2008). Reframing and reform: Perspectives on organization, leadership, and school change. White Plains, NY: Longman.
  • Cotton, K. (2003). Principals and student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
  • DeFranco, C & Golden, R. (2003). School leadership and its relation to school performance. Unpublished Dissertation: University of Phoenix.
  • Druskat, D. X. (2010). Origins and consequences of school organizational culture for student achievement. Educational Administration Quarterly, 45(4), 523-555.
  • Edmonds, G.W. (2009). Studies in leadership. New York: Russell &Russell.
  • Grossman, H & Ross, J. (1991). Relation of principal transformational leadership to school staff job satisfaction, staff turnover, and school performance. Journal of Educational Administration, 42(3), 333-356.
  • Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329-351.
  • Hallinger, P., & Heck, R. (1998). Exploring the principal's contribution to school effectiveness: 1980-1995. School Effectiveness and School Improvement, 9(2), 157-191.
  • Hallinger, P., & Murphy, J.F. (1985). Assessing the Instructional Management Behavior of Principals. The Elementary School Journal. 86(2), pp. 217-247.
  • Halpin, A.W. (1966). Theory and research in administration. New York: MacMillan.
  • Harris, A. (2004). Editorial: School leadership and school improvement: A simple and complex relationship, School Leadership and Management, 24(1), 3-5.
  • Hackman, K, Furniss, Shills, P & Paterson, K. (1992). Hardball for women: Winning at the game of business. New York: Plume.
  • Hessel, H. F & Holloway S.K. (2001). In the company of women: Turning workplace conflict into powerful alliances. New York: Jeremy P. Tarcher/Putnam.
  • Jantzi D, Leithwood K (1996). Toward an explanation of variation in teachers’ perceptions of transformational leadership. Edu. Admin. Q., 32(4): 512-538.
  • Kerlinger, H. R (2012) Introduction to research methodology. NASSP Bulletin, 88 (638), 1-4.
  • Komives, W.A. (1991) Teacher quality and student achievement: Recommendations for principals. NASSP Bulletin, 85 (628), 64-73
  • Kruger, Witziers, & Sleegers, 2007; Kurt, G & Lewin, H (1939). Gender issues in school
  • headship: quality versus power? European Journal of Education, 31(4), 447–461.
  • Kruger, M., Witziers, B., & Sleegers, P. (2007). The impact of school leader variables on school level factors: Validation of a causal model. School Effectiveness and School Improvement, 18(1), 1-20.
  • Lezotte L (1991). Correlates of effective schools: The first and second generation. Okemos, MI: Effective Schools Products, Ltd,
  • Likert, R. (1967). The human organization: Its management and value. New York: McGraw Hill.
  • Marks, H., & Printy, S. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370-397.
  • Mohd, S.L (2008). Psychology applied to work: An introduction to industrial and organizational psychology. (6th Ed.). Australia: Wadsworth Thomson Learning.
  • Mohd, B. H (1998). Leadership for organizational learning and improved student outcomes – what do we know? Camb. J. Edu., 33(2): 175-95.
  • Nworgu, V. T (1991) School leadership and its relation to school performance. Unpublished Dissertation: University of Phoenix.
  • Peterson, R. P (2000). Origins and consequences of school organizational culture for student achievement. Educational Administration Quarterly, 45(4), 523-555.
  • Robbins, J & DeCenzo, K (2001) Transformational, transactional, and laissez-faire leadership styles: A meta-analysis comparing men and women. Psychological Bulletin, 129, 569-591.
  • Northwest Leadership (2002) Principal Effectiveness in Leadership. Retrieved from www.google.com 4/ 4/2014
  • Saphier, J. N (1993) Leadership and school results. Second International Handbook of Educational Leadership and Administration (pp. 561-612). Dordrecht: Kluwer.
  • Storey, A. (2004). The problem of distributed leadership in schools. School Leadership and Management, 24(3), 249-265.
  • The Interstate School Leaders Licensure Consortium (ISLLC) (2002) Leaders in Context: Post Positivist Approaches to understanding Educational Leadership. Educational Administration Quarterly, 32(3), pp. 452+. Retrieved September 28, 2002 from EBSCO database on the http://www.ebsco.com
  • Federal Republic of Nigeria (2004). Implementation guidelines for the UBE programme. Federal Ministry of Education, Abuja, February, federal Republic of Nigeria (2004). National Policy on Education. Abuja: 'NERDC.
  • Waters, T, Marzano, R & McNultry, B (2003). San Francisco: Jossey-Bass. K-12 principals guide to No Child Left Behind. (2003). Alexandria, Arlington, and Reston, VA.: NAESP, ERS, and NASSP.
  • Waters, T, Marzano, R & McNulty, B (2005) The principal: Creative leadership for effective
  • schools. Meedham Heights, MA: Allyn and Bacon
  • Waters. T., Marzano, R., & McNulty, B. (2004). Leadership that sparks learning. Educational Leadership, 61(1), 48-52.
  • Wan, M. Z (2003). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39(3), 398-425.
  • Marzano, D. Y. (2003). Instructional supervision in the schools. Retrieved from www.google.com 2/2/13
  • Ministry of Education in Nigeria (1987) Oyo state ministry of education. Ibadan, Oyo State, Nigeria.

The Impact of Principal Leadership Styles on Instructional Supervision of Secondary Schools in Oyo North Senatorial District, Oyo State, Nigeria

Year 2016, Volume: 7 Issue: 2, 76 - 90, 01.08.2016

Monsuru Babatunde Muraina , Muraina Kamilu Olanrewaju

https://doi.org/10.19160/e-ijer.42897
Cited By: 2

Abstract

The purpose of this study was to investigate the impact of principal leadership styles on instructional supervision of secondary schools in Oyo North Senatorial district Area of Oyo State, Nigeria. Descriptive research design of ex-post-facto was used in the study. Four hundred twenty (420) respondents were selected from twenty (20) secondary schools (i.e, 400 teachers and 20 principals). The respondents were measured with relevant self developed questionnaire and the data obtained was analyzed using the linear regression statistical analysis of the Statistical Package for the Social Science (SPSS). Three research Questions were raised and answered in the study. The result showed that there was significant effect of democratic leadership style on principals’ instructional supervision (Df (1, 98) = 45.44, P<0.05), there was significant effect of autocratic leadership style on principals’ instructional supervision (Df (1, 98) = 27.60, P<0.05) and there was significant effect of laissez-faire leadership style on principals’ instructional supervision (Df (1, 98) = 87.45, P<0.05). In view of these findings, the study stressed and advocated that the school principals should ensure effective and efficient leadership styles in the giving of instructions to the teachers and students. 

Keywords

Instructional supervision principal leadership styles autocratic leadership laissez-faire leadership democratic leadership

References

  • Allais, S. (1995). Transformational leadership and teacher learning in model schools. Journal of Faculty of Education UAEU, 23, 21-36.
  • Avolio, B. & Bass, B. (1995). Multifactor leadership questionnaire instrument (leader and rater form and scoring guide) (English and Arabic versions). Mind Garden, Inc.
  • Andrew, M & Soder, A (2008). Full leadership development: Building the vital forces in organizations. Thousand Oaks, CA: Sage.
  • Avolio, B., & Bass, B. (2004). Multifactor leadership questionnaire (third edition manual and sampler set). MindGarden, Inc.
  • Blumberg, H & Greenfield, B (1980). Leadership and performance beyond expectations. New York: The Free Press.
  • Bossert, G.C (2012). Taxonomy and overview. In W.K.Hoy (Ed.), Educational administration: The UCEA document base (p.9).
  • Burns, J. (1978). Leadership. New York: Harper & Row.
  • Carless, R. (2008). Reframing and reform: Perspectives on organization, leadership, and school change. White Plains, NY: Longman.
  • Cotton, K. (2003). Principals and student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
  • DeFranco, C & Golden, R. (2003). School leadership and its relation to school performance. Unpublished Dissertation: University of Phoenix.
  • Druskat, D. X. (2010). Origins and consequences of school organizational culture for student achievement. Educational Administration Quarterly, 45(4), 523-555.
  • Edmonds, G.W. (2009). Studies in leadership. New York: Russell &Russell.
  • Grossman, H & Ross, J. (1991). Relation of principal transformational leadership to school staff job satisfaction, staff turnover, and school performance. Journal of Educational Administration, 42(3), 333-356.
  • Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329-351.
  • Hallinger, P., & Heck, R. (1998). Exploring the principal's contribution to school effectiveness: 1980-1995. School Effectiveness and School Improvement, 9(2), 157-191.
  • Hallinger, P., & Murphy, J.F. (1985). Assessing the Instructional Management Behavior of Principals. The Elementary School Journal. 86(2), pp. 217-247.
  • Halpin, A.W. (1966). Theory and research in administration. New York: MacMillan.
  • Harris, A. (2004). Editorial: School leadership and school improvement: A simple and complex relationship, School Leadership and Management, 24(1), 3-5.
  • Hackman, K, Furniss, Shills, P & Paterson, K. (1992). Hardball for women: Winning at the game of business. New York: Plume.
  • Hessel, H. F & Holloway S.K. (2001). In the company of women: Turning workplace conflict into powerful alliances. New York: Jeremy P. Tarcher/Putnam.
  • Jantzi D, Leithwood K (1996). Toward an explanation of variation in teachers’ perceptions of transformational leadership. Edu. Admin. Q., 32(4): 512-538.
  • Kerlinger, H. R (2012) Introduction to research methodology. NASSP Bulletin, 88 (638), 1-4.
  • Komives, W.A. (1991) Teacher quality and student achievement: Recommendations for principals. NASSP Bulletin, 85 (628), 64-73
  • Kruger, Witziers, & Sleegers, 2007; Kurt, G & Lewin, H (1939). Gender issues in school
  • headship: quality versus power? European Journal of Education, 31(4), 447–461.
  • Kruger, M., Witziers, B., & Sleegers, P. (2007). The impact of school leader variables on school level factors: Validation of a causal model. School Effectiveness and School Improvement, 18(1), 1-20.
  • Lezotte L (1991). Correlates of effective schools: The first and second generation. Okemos, MI: Effective Schools Products, Ltd,
  • Likert, R. (1967). The human organization: Its management and value. New York: McGraw Hill.
  • Marks, H., & Printy, S. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370-397.
  • Mohd, S.L (2008). Psychology applied to work: An introduction to industrial and organizational psychology. (6th Ed.). Australia: Wadsworth Thomson Learning.
  • Mohd, B. H (1998). Leadership for organizational learning and improved student outcomes – what do we know? Camb. J. Edu., 33(2): 175-95.
  • Nworgu, V. T (1991) School leadership and its relation to school performance. Unpublished Dissertation: University of Phoenix.
  • Peterson, R. P (2000). Origins and consequences of school organizational culture for student achievement. Educational Administration Quarterly, 45(4), 523-555.
  • Robbins, J & DeCenzo, K (2001) Transformational, transactional, and laissez-faire leadership styles: A meta-analysis comparing men and women. Psychological Bulletin, 129, 569-591.
  • Northwest Leadership (2002) Principal Effectiveness in Leadership. Retrieved from www.google.com 4/ 4/2014
  • Saphier, J. N (1993) Leadership and school results. Second International Handbook of Educational Leadership and Administration (pp. 561-612). Dordrecht: Kluwer.
  • Storey, A. (2004). The problem of distributed leadership in schools. School Leadership and Management, 24(3), 249-265.
  • The Interstate School Leaders Licensure Consortium (ISLLC) (2002) Leaders in Context: Post Positivist Approaches to understanding Educational Leadership. Educational Administration Quarterly, 32(3), pp. 452+. Retrieved September 28, 2002 from EBSCO database on the http://www.ebsco.com
  • Federal Republic of Nigeria (2004). Implementation guidelines for the UBE programme. Federal Ministry of Education, Abuja, February, federal Republic of Nigeria (2004). National Policy on Education. Abuja: 'NERDC.
  • Waters, T, Marzano, R & McNultry, B (2003). San Francisco: Jossey-Bass. K-12 principals guide to No Child Left Behind. (2003). Alexandria, Arlington, and Reston, VA.: NAESP, ERS, and NASSP.
  • Waters, T, Marzano, R & McNulty, B (2005) The principal: Creative leadership for effective
  • schools. Meedham Heights, MA: Allyn and Bacon
  • Waters. T., Marzano, R., & McNulty, B. (2004). Leadership that sparks learning. Educational Leadership, 61(1), 48-52.
  • Wan, M. Z (2003). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39(3), 398-425.
  • Marzano, D. Y. (2003). Instructional supervision in the schools. Retrieved from www.google.com 2/2/13
  • Ministry of Education in Nigeria (1987) Oyo state ministry of education. Ibadan, Oyo State, Nigeria.
There are 46 citations in total.

Details

Primary Language Turkish
Journal Section Educational Sciences and Sciences of Field Education
Authors

Monsuru Babatunde Muraina

Muraina Kamilu Olanrewaju

Publication Date August 1, 2016
Published in Issue Year 2016Volume: 7 Issue: 2

Cite

APA Muraina, M. B., & Olanrewaju, M. K. (2016). Nijerya’nın Oyo Bölgesi Orta Dereceli Okullarında Görev Yapan Müdürlerin Liderlik Tarzının Öğretimsel Denetimleri Üzerindeki Etkisi. E-Uluslararası Eğitim Araştırmaları Dergisi, 7(2), 76-90. https://doi.org/10.19160/e-ijer.42897

Cited By

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https://doi.org/10.35675/befdergi.775056
Öğretmenlerin Öğretimsel Denetim ile Öğrenen Okul Algıları Arasındaki İlişkinin İncelenmesi
Cukurova University Faculty of Education Journal
https://doi.org/10.14812/cuefd.952833
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