Also, the theory of the self-determination motivation emphasized that each student has a desire of “autonomy (experiencing oneself as the origin of one's behavior), competence (sense of a complement) and relatedness (a connection to social group)” (Dörnyei, & Ushioda, 2013, p. 25; Dörnyei, Muir, & Ibrahim, 2014) in their task engagement, and if their needs are met and satified, their intrinsic motivation is enhanced. Deci and Ryan (1985) state that in the field of education, if teachers understand the nature of self-determination in individual’s development, the students ‘intrinsic motivation to willing to participate in a task will rapidly rise. This point leads another progressive perceptions is that teachers should create situations, learning
Direct supervisory functions, such as observing, monitoring, and controlling behaviour and task outcomes will be more difficult to perform for leaders in this scenario. Latham and Ernst (2006) argue that in continuously more volatile, uncertain and complex working contexts and situations, the followers’ motivation will no longer be determined and sustained by a single leader or a small group of senior executives, but instead the leadership functions will be dispersed among people who act in a dynamic process or processes. Latham et.al (2006) proposed that leadership will thus “consist of collective activities of organizational members to set direction, build commitment, and create alignment”. (Latham et.al. 2006) In summary, the Dispersed Leadership Theory in Teams (DLT) incorporates a process that influences the attitudes, motivation, and behaviour of individuals in teams.
This argument is supported by a study conducted by Nyberg and Sveningsson (2014), who reported that leaders experience a tension between their authenticity and the expectations of other members in the organization. Due to that, the leaders reported to have restrained their authenticity in order to be perceived as good leaders. According to the authors, it is thus misleading to examine leadership disconnected from the context in which it takes
2:1. PERSONAL CONTEXT: I personally view that the most effective and right way of managing an organization depends on what happened within the place at one point or the other at a particular circumstances. Each case that emerges will demands for different approach or solution at that moment. This contingency theory is useful as it identifies issues of making situation unique within the organization.
Behavioral leadership theories are explaining distinctive styles that used by effective leaders. Contingency leadership theories are explaining the leadership style that appropriate based on the leader and followers situation. Integrative leadership theories are influencing successfully leaders and followers relationship through combining of the trait, behavioral, and contingency theories The management to the leadership theory paradigm is transform autocratic leadership to new style of leadership. Q3.
Ishak and Nor Asikin (2003) stated, principals play a vital role in creating an organization whereby there is the continious learning of new skills and knowledge to be able to cope with changes and to meet its goals. Further, the role of schools can only be furthered if principals are committed to transfor their school into better learning organisation (Hamzah, et.al., 2011). Background of the problem In the field of education, excellence and responsiveness are fundamental. Since principals are a key element to school effectiveness, a complete understanding of the impact of their behaviour on a multitude of variables is necessary (Amoroso, 2002).
In such a traditional society, to change societal behavior requires first to transform the behavior of the bureaucratic state. Tension arises between bureaucracies and people in them. Bureaucracies through their control systems achieve goals by maintaining order and stability at all costs. Yet, the bureaucratic control systems are operated by people who also have a need to create to achieve goals and risk change and instability in order to grow. Control systems inevitably foster the emergence of shadow or informal systems that make the bureaucracies ultimately ineffective and a burden to future growth.
It has been noted that the role of the principal plays a pivotal part in the development of the school and its constituents. As such a study was formulated which theorizes that transformational leadership styles if practiced by principals can lead to the positive development of school, especially the upgraded high schools. As such, the purpose of the research is to investigate whether transformational leadership style is an effective approach to moving underperforming schools to turnaround schools. In addition, to determine which of the characteristics of a transformational leader is more effective in achieving a turnaround school. Objectives
WHAT ARE THE ADVANTAGES? According to the American Association of School Administrators (AASA), the National Association of Elementary School Principals (NAESP), the National Association of Secondary School Principals (NASSP), and
The purpose of education is to create the “catalyst”, - the interest, the imagination, the self-confidence, the enthusiasm for further knowledge that helps a person grow beyond what they believe they can be. Education should help develop skills and knowledge, so students can be productive members of society. The more knowledge you have, the more opportunities you have in life. I think back to my childhood and the teachers that made an impact in my life. I want to be that catalyst for students.