Assessing the influence of teacher leadership styles on motivation and academic outcomes among secondary school students
DOI:
https://doi.org/10.56916/ejip.v3i2.676Keywords:
academic outcomes, student satisfaction, teacher leadership styleAbstract
The quality of teaching, teacher leadership style, student satisfaction, and academic outcomes collectively serve as crucial predictors of the competence of graduates and the overall success of educational institutions. This study aimed to investigate the significance of classroom and teacher leadership in the context of enhancing students’ motivation and academic achievements. Employing a quantitative approach via a questionnaire, the study focused on Moroccan EFL students, specifically targeting first- and second-year baccalaureate students majoring in physics and first-year experimental sciences at Al Ahd Al Jadid Secondary School in the Taounat region. The study’s findings revealed that a substantial 97.9% of participants favored transformational leadership, with 61% opting for transactional leadership, and a modest 14.2% choosing laissez-faire leadership. These results suggest that effective teachers may employ a combination of transformational and transactional leadership styles, depending on the specific circumstances and needs of the classroom. This study highlights the importance of flexible and adaptive leadership in education and its potential impact on students’ motivation and academic success.
References
Adhikary, J. R. (2017). Leadership style and student satisfaction: Mediation of teacher effectiveness. Asian Journal of Business and Management, 5(2).
Augustsson, G., & Boström, L. (2012). A Theoretical Framework About Leadership Perspectives and Leadership Styles in the Didactic Room. International Journal of Human Resource Studies, 2(4), 166-186.
Bagley, S. S., & Margolis, J. (2018). The Emergence and Failure to Launch of Hybrid Teacher Leadership. International Journal of Teacher Leadership, 9(1), 33-46.
Bangs, J., & MacBeath, J. (2016). Collective Leadership: the Role of Teacher Unions in Encouraging Teachers to Take the Lead in their Own Learning and in Teacher Policy. In Teacher Leadership and Professional Development (pp. 186-198). Routledge.
Bascia, N. (1997). Invisible Leadership: Teachers' Union Activity in Schools. Alberta Journal of Educational Research, 43, 69-85.
Bass, B. I., Cigularov, K. P., Chen, P. Y., Henry, K. L., Tomazic, R. G., & Li, Y. (2016). The Effects of Student Violence Against School Employees on Employee Burnout and Work Engagement: The Roles of Perceived School Unsafety and Transformational Leadership. International Journal of Stress Management, 23(3), 318.
Bass, B. M., & Bass, R. (2008). Handbook of Leadership: Theory, Research, and Application. Free Press.
Bass, B. M., & Bass, R. (2009). The Bass Handbook of Leadership: Theory, Research, and Managerial Applications. Simon and Schuster.
Bogler, R., Caspi, A., & Roccas, S. (2013). Transformational and Passive Leadership: An Initial Investigation of University Instructors as Leaders in a Virtual Learning Environment. Educational Management Administration & Leadership, 41(3), 372-392.
Bolkan, S., & Goodboy, A. (2009). Transformational Leadership in the Classroom: Fostering Student Learning, Student Participation, and Teacher Credibility. Journal of Instructional Psychology, 36(4), 296-306.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational researcher, 33(8), 3-15. doi: 10.3102/0013189X033008003.
Bouwmans, M., Runhaar, P., Wesselink, R., & Mulder, M. (2019). Towards Distributed Leadership in Vocational Education and Training Schools: The Interplay between Formal Leaders and Team Members. Educational Management Administration and Leadership, 47(4), 555–571. https://doi.org/10.1177/1741143217745877
Britwum, F., Adjei, E., Amoah, S. O., Djan, E. T., Acheampong, H. Y., Aidoo, S., & Sefah, E. A. (2022). Assessing the Effectiveness of Leadership Styles and Achievement of Students in the Colleges of Education. International Journal of Research and Innovation in Social Science, 6(3), 114-122.
Canterino, F., Cirella, S., Piccoli, B., & Shani, A. B. (Rami. (2020). Leadership and Change Mobilization: The Mediating Role of Distributed Leadership. Journal of Business Research, 108(February 2019), 42–51. https://doi.org/10.1016/j.jbusres.2019.09.052
Charles, D. C. (2017). Exploring the Leadership Necessary to Develop Teacher Efficacy for Working with Marginalized Students in Support of Improved Student Success: Helping Teachers Develop Both the Skill and the Will to Do so [The Organizational Improvement Plan at Western University. University of Western Ontario]. Retrieved from http://ir.lib.uwo.ca/oip/15
Cheong Cheng, Y. (1994). Effectiveness of Curriculum Change in School: An OrganizationalPerspective. International journal of educational management, 8(3), 26-34.
Cherkowski, S. (2018). Positive Teacher Leadership: Building Mindsets and Capacities to Grow Wellbeing. International Journal of Teacher Leadership, 9(1), 63-78.
Cooper, K. S., Stanulis, R. N., Brondyk, S. K., Hamilton, E. R., Macaluso, M., & Meier, J. A. (2016). The Teacher Leadership Process: Attempting Change within Embedded Systems. Journal of educational change, 17, 85-113.
Curran, F. C., Viano, S. L., & Fisher, B. W. (2019). Teacher Victimization, Turnover, and Contextual Factors Promoting Resilience. Journal of School Violence, 18(1), 21-38.
Danielson, C. (2006). Teacher Leadership that Strengthens Professional Practice. ASCD.
Darling-Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8, 1-1. doi:10.14507/epaa.v8n1.2000.
Darling-Hammond, L., & Richardson, N. (2009). Research review/teacher learning: What matters. Educational leadership, 66(5), 46-53.
Day, C., Gu, Q., & Sammons, P. (2016). The Impact of Leadership on StudentOoutcomes: How Successful School Leaders Use Transformational and Instructional Strategies to Make a Difference. Educational administration quarterly, 52(2), 221-258.
De Cordova, F., Berlanda, S., Pedrazza, M., & Fraizzoli, M. (2019). Violence at School and the Well-being of Teachers. The Importance of Positive Relationships. Frontiers in psychology, 10, 1807.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199. doi:10.3102/ 0013189X08331140.
Dinham, S. (2007). How schools get moving and keep improving: Leadership for teacher learning, student success and school renewal. Australian journal of education, 51(3), 263-275.
Dörnyei, Z., & Murphey, T. (2009). Group Dynamics in the Language Classroom (4th Ed.). Cambridge University Press.
Flores, M. A. (2004). The impact of school culture and leadership on new teachers' learning in the workplace. International Journal of Leadership in Education, 7(4), 297-318.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the Knowledge‐base of Language Teacher Education. TESOL quarterly, 32(3), 397-417.
Frost, D. (2011). Supporting Teacher Leadership in 15 Countries: International Teacher Leadership Project, Phase 1 - A Report. Cambridge: University of Cambridge Faculty of Education.
Galand, B., Lecocq, C., & Philippot, P. (2007). School Violence and Teacher Professional Disengagement. British Journal of Educational Psychology, 77(2), 465-477.
García Torres, D. (2019). Distributed Leadership, Professional Collaboration, and Teachers’ Job Satisfaction in U.S. Schools. Teaching and Teacher Education, 79, 111– 123. https://doi.org/10.1016/j.tate.2018.12.001
García-Carmona, M., Marín, M. D., & Aguayo, R. (2019). Burnout Syndrome in Secondary School Teachers: A Systematic Review and Meta-analysis. Social Psychology of Education, 22, 189-208.
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.
Greenier, V. T., & Whitehead, G. E. (2016). Towards a Model of Teacher Leadership in ELT: Authentic Leadership in Classroom Practice. RELC Journal, 47(1), 79-95.
Harris, A. (2005). Teacher leadership: More than Just a Feel-good Factor?. Leadership and Policy in Schools, 4(3), 201-219.
Hijazi, S., & Shamsi, A. A. (2022). The Impact of English Language Lecturers Leadership Styles on Educational Student Satisfaction: A Case Study of University in UAE. Central European Management Journal, 30(4), 578-591.
Howard, S. M., & Knight, D. (2022). Analyzing the Impact of Leadership Styles on Student Achievement in Alabama's Rural High Schools. Alabama Journal of Educational Leadership, 9, 65-91.
Ingersoll, R. M., Sirinides, P., & Dougherty, P. (2018). Leadership Matters: Teachers' Roles in School Decision Making and School Performance. American Educator, 42(1), 13.
Kandiko, C. B. (2012). Leadership and Creativity in Higher Education: The Role of Interdisciplinarity. London Review of Education.
Khan, N. (2017). Adaptive or Transactional Leadership in Current Higher Education: A Brief Comparison. International Review of Research in Open and Distributed Learning, 18(3), 178-183.
Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education, 19(2), 149-170.
Kwan, P. (2020). Is Transformational Leadership Theory Passé? Revisiting the Integrative Effect of Instructional Leadership and Transformational Leadership on Student Outcomes. Educational Administration Quarterly, 56(2), 321–349.
Longobardi, C., Badenes-Ribera, L., Fabris, M. A., Martinez, A., & McMahon, S. D. (2019). Prevalence of Student Violence Against Teachers: A Meta-analysis. Psychology of Violence, 9(6), 596.
Lovett, S. (2018). Advocacy for Teacher Leadership: Opportunity, Preparation, Support, and Pathways. Springer. https://doi.org/10.1007/978-3-319-74430-8
Lowe, K. B., Kroeck, K. G., & Sivasubramaniam, N. (1996). Effectiveness Correlates of Transformational and Transactional Leadership: A Meta-analytic Review of the MLQ Literature. Leadership Quarterly, 7(3), 385–425. https://doi.org/10.1016/S1048-9843(96)90027-2
Lumby, J. (2019). Distributed leadership and bureaucracy. Educational Management Administration & Leadership, 47(1), 5-19.
Mérida-López, S., Sánchez-Gómez, M., & Extremera, N. (2020). Leaving the Teaching Profession: Examining the Role of Social Support, Engagement and Emotional Intelligence in Teachers’ Intentions to Quit. Psychosocial Intervention, 29(3), 141-151.
Meristo, M., & Eisenschmidt, E. (2014). Novice Teachers’ Perceptions of School Climate and Selfefficacy. International Journal of Educational Research, 67, 1–10.
Mokhele, M. L. (2016). Supporting Teacher Leaders: Principals’ Views in Ten Selected South African Schools. Journal of Social Sciences, 46(3), 264-270.
Muijs, D., & Harris, A. (2003). Teacher Leadership—Improvement through Empowerment? An Overview of the Literature. Educational management & administration, 31(4), 437-448.
Mukhtar, M., Risnita, R., & Prasetyo, M. A. M. (2020). The Influence of Transformational Leadership, Interpersonal Communication, and Organizational Conflict on Organizational Effectiveness. International Journal of Educational Review, 2(1), 1–17.
Nasser, R. (2017). Qatar’s Educational Reform Past and Future: Challenges in Teacher Development. Open Review of Educational Research, 4(1), 1-19.
Nguyen, T. D., & Hunter, S. (2018). Towards an Understanding of Dynamics among Teachers, Teacher Leaders, and Administrators in a Teacher-led School Reform. Journal of Educational Change, 19, 539-565.
Peist, E., McMahon, S. D., Davis, J. O., & Keys, C. B. (2020). Teacher Turnover in the Context of Teacher-Directed Violence: An Empowerment Lens. Journal of school violence, 19(4), 553-565.
Redín, C. I., & Erro-Garcés, A. (2020). Stress in Teaching Professionals Across Europe. International Journal of Educational Research, 103, 101623.
Reeves, D. B. (2010). Transforming Professional Development Into Student Results (Alexandria, VA: Association for Supervision and Curriculum Development, 2010).(Washington, DC: Council of Chief State School Officers, April 2011). Journal of School Psychology, 38(3), 277-298.
Rogers, C., & Scales, R. Q. (2013). Preservice Teachers' Perceptions of Teacher Leadership: Is It about Compliance or Understanding?. Issues in Teacher Education, 22(2), 17-37.
Sebastian, J., Huang, H., & Allensworth, E. (2017). Examining Integrated Leadership Systems in High Schools: Connecting Principal and Teacher Leadership to Organizational Processes and Student Outcomes. School Effectiveness and School Improvement, 28(3), 463-488.
Shah, S. R. (2017). The Significance of Teacher Leadership in TESOL: A Theoretical Perspective. Arab World English Journal (AWEJ), 8(4).
Shah, S. R. (2017). The Significance of Teacher Leadership in TESOL: A Theoretical Perspective. Arab World English Journal (AWEJ), 8(4).
Shen, J., Wu, H., Reeves, P., Zheng, Y., Ryan, L., & Anderson, D. (2020). The Association between Teacher Leadership and Student Achievement: A Meta-analysis. Educational Research Review, 31, 100357.
Susanto, R., Syofyan, H., & Rachmadtullah, R. (2020). Teacher Leadership in Class on The Formation of School Values and Characters of School-Ages. In Proceedings of the Third Workshop on Multidisciplinary and Its Applications, WMA-3 2019, 11-14 December 2019, Medan, Indonesia.
Susanto, R., Syofyan, H., & Rachmadtullah, R. (2020, March). Teacher Leadership in Class on The Formation of School Values and Characters of School-Ages. In Proceedings of the Third Workshop on Multidisciplinary and Its Applications, WMA-3 2019, 11-14 December 2019, Medan, Indonesia.
Tian, M., & Risku, M. (2019). A Distributed Leadership Perspective on the Finnish Curriculum Reform 2014. Journal of Curriculum Studies, 51(2), 229-244.
Verlage, H., Rowold, J., & Schilling, J. (2012). Through Different Perspectives on Leadership: Comparing the Full Range Leadership Theory to Implicit Leadership Theories. E Journal of Organizational Learning & Leadership, 10(2).
Wahlstrom, K. L., Louis, K. S., Leithwood, K., & Anderson, S. E. (2010). Learning from Leadership: Investigating the Links to Improved Student Learning. The Informed Educator Series. Educational Research Service.
Wang, G., Oh, I. S., Courtright, S. H., & Colbert, A. E. (2011). Transformational leadership and Performance Across Criteria and Levels: A Meta-analytic Review of 25 years of Research. Group and Organization Management, 36, 223– 270. https://doi.org/10.1177/1059601111401017
Wenner, J. A., & Campbell, T. (2017). The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature. Review of Educational Research, 87(1), 134-171.
Whitehead, G. E., & Greenier, V. T. (2019). Beyond Good Teaching Practices: Language Teacher Leadership from the Learners’ Perspective. Tesol Quarterly, 53(4), 960-985.
Wilmore, E. L. (Ed.). (2007). Teacher Leadership: Improving Teaching and Learning from Inside the Classroom. Corwin Press.
York-Barr, J., & Duke, K. (2004). What Do We Know about Teacher Leadership? Findings from Two Decades of Scholarship. Review of Educational Research, 74(3), 255-316.
Zacher, H., & Johnson, E. (2015). Leadership and Creativity in Higher Education. Studies in Higher Education, 40(7), 1210-1225.
Zourmpakis, A. I., Papadakis, S., & Kalogiannakis, M. (2022). Education of Preschool and Elementary Teachers on the Use of Adaptive Gamification in Science Education. International Journal of Technology Enhanced Learning, 14(1), 1-16.
Zugelder, B. S., Greene, H. C., Warren, L. L., & L’Esperance, M. (2018). Master’s Students’ Perceptions toward Teacher Leadership. International Journal of Learning, Teaching and Educational Research, 17(12), 60-77.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Insaf Khoudri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
