A Comparative Study of Teachers' Perception Towards Principal’s Leadershiip Behavior According to Their Demographics at Pitaka Buddhist Monastic Educational Institute, Shan State, Union of Myanmar
Keywords:
Teachers' Perception, Principal's Leadership Behavior, DemographicsAbstract
This study attempted to demonstrate and compare the teachers’ perception towards principal’s leadership behavior according to their demographic profile at Pitaka Buddhist Monastic Educational Institute (PBMEI). The total participants were 54 monk-teachers involvement and distributed from Buddhist Institute in academic year of 2018. The revised two parts questionnaire were used as a research instrumental tool to meet the research objectives. Questionnaire part one was the demographic profile and the questionnaire part two was path-goal leadership behavior adopted by Indvik (1985). Four styles of path-goal leadership theory such as supportive, directive, participative, achievement-oriented was developed by House (1971) and used as a main theory framework to investigate the principal's leadership behavior. The data analysis used the frequency and percentage, mean and standard deviation, and One-way ANOVA. Regarding to the results found, principal perceived as neutral level of leadership style, neither reward nor intervention consistently related medium to principal behavior by teachers' perspective. Thus, this study confirmed that there were no statistically significant differences of teachers’ perception towards principal's leadership behavior according to their demographics profile.References
Alanazi, Ratyana T., Alharthey, Khalafa B., & Raslia A., (2013). Overview of Path-Goal Leadership Theory. Jurnal Teknologi (Sciences and Engineering). 64. 49-53. 10.11113/jt. v64.2235.
Adesina, O. J., Raimi, S. O., Bolaji, O. A., & Adesina, A. E. (2016). Teachers’ Attitude, Years of Teaching Experience and Self-Efficacy as Determinants of Teachers’ Productivity in Teachers’ Professional Development Programme in Ibadan Metropolis, Oyo State, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 7(3), 204-211.
Davis, E. L. (1992). The leadership behaviors of principals and their effect on school improvement in effective urban high schools (Order No. 9310290). Available from ProQuest Dissertations & Theses Global. (303963695). Retrieved from https://search.proquest.com/docview/303963695?accountid=8401
Drake, T. L., & Roe, W. H. (2003). The principalship (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Goudarzi, M. H. (1996). A study on relationship between organizational climate and principals’ behaviour effectiveness in government and private elementary schools in Babol (Iran) (Doctoral dissertation). Allame University, Iran.
Horner, K. L., Murray, H. G., & Rushton, J. P. (1989). Relation between aging and rated teaching effectiveness of academic psychologists. Psychology and aging, 4(2), 220.
House, R. (1971). A Path Goal Theory of Leader Effectiveness. Administrative Science Quarterly, 16(3), 321-339. doi:10.2307/2391905
House, R. J., & Mitchell, T. R. (1974). Path-goal theory of leadership. Journal of Contemporary Business, 3(4), 81. Retrieved from https://search.proquest.com/docview/217841546?accountid=8401
House R. J., & Mitchell, T. R. (2008). Leaders & the leadership process: Readings, self-assessments & applications (5th ed.) Path-goal theory of leadership. Boston: McGraw-Hill Irwin.
Hanson, E. M. (2003). Educational administration and organizational behavior (5th ed.). Boston: Allyn and Bacon.
House, R. J., & Mitchell, T. R. (1975). Path-Goal Theory Leadership. doi: Retrieved From https://archive.org/stream/DTIC_ADA009513/DTIC_ADA009513_djvu.txt pdf.
Indvick, J. (1985). A Path–Goal Theory Investigation of Superior Subordinate Relationships (unpublished doctoral dissertation). University of Wisconsin–Madison.
Indvik, J. (1987). A meta-analysis of gender as a moderator of leader behavior-subordinate outcome relationships. In L. Nadler, M. Nadler, & W. Todd-Mancillas. Advances in Gender and Communication Research, 127-152.
Kham-Ai. P.P., & Asavisanu, P. (2016). Learning-centered leadership for Buddhist monastic education in Thailand Assumption University Press. Retrieved from http://repository.au.edu/handle/6623004553/18128
Livingston, K. (2016) Teacher education’s role in educational change, European Journal of Teacher Education, 39:1, 1-4, DOI: 10.1080/02619768.2016.1135531
Lunenburg, F. C., & Ornstein, A. C. (2008). Educational administration: Concepts and practices (5th ed.). Australia: Wadsworth/Thomson Learning.
McShane, S. L., & Von Glinow, M. A. (2007). Organizational behavior: Essentials (1st ed.). Boston: McGraw-Hill/Irwin.
Mehdinezhad, V., & Sardarzahi, Z. (2016). Leadership behaviors and its relation with principals’ management experience. Journal of New Approaches in Educational Research (NAER Journal), 5(1), 11-16.
Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Los Angeles: SAGE.
Polston-Murdoch, L. (2013). An Investigation of path-goal theory, relationship of leadership style, supervisor-related commitment, and gender. Emerging Leadership Journeys, 6(1), 13-44.
Quinn, D. M. (2002). The impact of principal leadership behaviors on instructional practice and student engagement. Journal of educational administration, 40(5), 447-467.
Reardon, K. K., Reardon, K. J., & Rowe, A. J. (1998). Leadership styles for the five stages of radical change. University of Southern California Marshall School of Business Los Angeles United States.
Sergiovanni, T. J. (1995). The principalship: A reflective practice perspective (3rd ed.). Boston: Allyn and Bacon.
Takashi, H. (2011). Explorations a graduate student journal of Southeast Asian studies. Theravada Buddhism among the Shan: Trnsformations in the Shan Monastic Life Cycle and Shan Community, 11(1).
Wijebandara.C. (2013). Education and Global Citizenship-A Buddhist Perspective: International Conference and Celebration of the United Nations Day of Vesak. Ayuthaya: Mahachulalongkornrajavidyalaya University.
