Options
The relationship between the educational attitudes of teachers and their perception of the leadership behaviour of their principals
Loading...
Type
Thesis
Author
Ee, Chye Heng
Supervisor
Chan, Pauline
Abstract
This study was designed to find out in the Singapore context the relationship between the educational attitudes of teachers and their perception of the leadership behaviour of their principals. Some aspects of the desirable leadership behaviour of the principal could be obtained from the teacher's assessments of the respective principals.
The sample of the study comprised principals of six English medium government secondary school and responses were obtained from three hundred and five teachers of these six schools identified. Of these three hundred and five teachers who answered both the PLBQ and the EAI, only two hundred and ninety returned usable data. The six principals identified came from three big and three small schools and each group is subdivided into three categories of above average and below average schools, based on the academic results.
Two hypotheses were formulated for the investigation and guided the analysis of the study. Two research instruments were used. The first (PLBQ) was a thirty-two item questionnaire developed by the author which listed selected tasks of the principal in each of the six main functional areas (namely, staff development, instructional support, resource acquisition and allocation, quality control, o-ordination and trouble-shooting) of his work as suggested by Daniel L. Duke. The second (EAI) was based on Bunting's EAI consisted of a slightly modified thirty-four item questionnaire to measure teachers' educational attitudes.
The analyses of the data were partly inferential and partly descriptive. The Pearson Product Moment Correlation and t-test comparison of means were the main inferential statistics used. Descriptive statistics included cumulative frequency percentage, means and standard deviations.
Based on the data collected, the analyses showed that the above average schools scored highest in the PLBQ followed by the average schools and the below average schools scored lowest. The schools with better academic achievement tend to have more effective principals.
In terms of educational attitudes of teachers as measured by the EAI, findings showed that teachers' educational attitudes were generally high though there was no evidence that the same pattern as PLBQ emerged.
There were more dimensions of PLBQ and EAI correlated significantly at 0.05 level in the above average schools than in the average schools. There was no significant correlation in the below average schools.
There is indication that principals in the big schools have more influence than small schools on the teachers' educational attitudes.
The trends identified in this study may provide useful guidelines for improving the training and preparation of school principals in Singapore. Principals' pedagogic competencies need to be emphasised. Further research into the linkage between the educational attitudes of teachers and the leadership behaviour of their principals is necessary to established the areas of concern to the Ministry of Education and the Institute of Education for training the potential and incumbent school principals.
The sample of the study comprised principals of six English medium government secondary school and responses were obtained from three hundred and five teachers of these six schools identified. Of these three hundred and five teachers who answered both the PLBQ and the EAI, only two hundred and ninety returned usable data. The six principals identified came from three big and three small schools and each group is subdivided into three categories of above average and below average schools, based on the academic results.
Two hypotheses were formulated for the investigation and guided the analysis of the study. Two research instruments were used. The first (PLBQ) was a thirty-two item questionnaire developed by the author which listed selected tasks of the principal in each of the six main functional areas (namely, staff development, instructional support, resource acquisition and allocation, quality control, o-ordination and trouble-shooting) of his work as suggested by Daniel L. Duke. The second (EAI) was based on Bunting's EAI consisted of a slightly modified thirty-four item questionnaire to measure teachers' educational attitudes.
The analyses of the data were partly inferential and partly descriptive. The Pearson Product Moment Correlation and t-test comparison of means were the main inferential statistics used. Descriptive statistics included cumulative frequency percentage, means and standard deviations.
Based on the data collected, the analyses showed that the above average schools scored highest in the PLBQ followed by the average schools and the below average schools scored lowest. The schools with better academic achievement tend to have more effective principals.
In terms of educational attitudes of teachers as measured by the EAI, findings showed that teachers' educational attitudes were generally high though there was no evidence that the same pattern as PLBQ emerged.
There were more dimensions of PLBQ and EAI correlated significantly at 0.05 level in the above average schools than in the average schools. There was no significant correlation in the below average schools.
There is indication that principals in the big schools have more influence than small schools on the teachers' educational attitudes.
The trends identified in this study may provide useful guidelines for improving the training and preparation of school principals in Singapore. Principals' pedagogic competencies need to be emphasised. Further research into the linkage between the educational attitudes of teachers and the leadership behaviour of their principals is necessary to established the areas of concern to the Ministry of Education and the Institute of Education for training the potential and incumbent school principals.
Date Issued
1986
Call Number
LB1033 Ee
Date Submitted
1986