SCHOOL PRINCIPALS’ LEADERSHIP STYLE AND TEACHERS’ SUBJECTIVE WELL-BEING AT SCHOOL
Journal Title: Problems of Education in the 21st Century - Year 2014, Vol 62, Issue 1
Abstract
There is a widely recognized concern over the poor reputation of the teaching profession and lack of attractiveness of the school as a workplace. The aim of this study is to ascertain to what extent the leadership style of the school principal is related to the set of variables describing different aspects of teachers’ wellbeing at the school - teachers’ burnout, job insecurity, teachers’ emotional and cognitive identification with the school and turnover intentions. 305 teachers working in 12 public schools in Estonia were surveyed. Results indicate that the more transformational leadership style prevails over transactional leadership style, the stronger affective and cognitive identification with their school teachers perceive, while the level of teachers’ job insecurity and burnout is lower and they consider the likelihood of leaving their school smaller. Thus, the school principals’ leadership style can be considered as a factor shaping the teachers’ wellbeing at school as well as their emotional attachment to the school as a workplace.
Authors and Affiliations
Mati Heidmets, Kadi Liik
Keywords
Related Articles
- EP ID EP447086
- DOI -
- Views 147
- Downloads 0
THE CONCEPT OF LEARNING OUTCOMES IN THE LATVIAN VOCATIONAL EDUCATION
Recently learning outcomes, which are statements of what a learner knows, understands and is able to do after learning, have gained more attention at education policy level in Latvia. International discussions about the...
USING SENSES AND SENSORS IN THE ENVIRONMENT TO DEVELOP ABSTRACT THINKING – A THEORETICAL AND INSTRUMENTAL FRAMEWORK
The authors of this paper present a framework developed in a project that explores the use of senses and sensors in environmental education, to develop children’s abstract thinking. The research started with a brief form...
JUST A MATTER OF CHOICE
What is learning? What is teaching? What would be students and teachers’ role regarding the process of learning and teaching? These are basic questions that have been answered in different ways throughout the twentieth c...
THE FIELD OF WORK OF THE SCHOOL ART THERAPIST AND ITS UNIQUE POTENTIAL FOR THE SCHOOL’S SUPPORT TEAM
Qualitative research was carried out to examine the first experiences of the implementation of art therapy in Estonian schools. The aim was to ascertain the facets of the activities of the school art therapists and the p...
FOLLOWING EARLY CAREER CHEMISTRY TEACHERS: THE DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE FROM PRE-SERVICE TO A PROFESSIONAL TEACHER
In this study the aim was to investigate the development of Pedagogical Content Knowledge (PCK) of early career chemistry teachers. Two pre-service chemistry teachers were followed during a one-semester course and after...