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The relationship between teacher perception of principal leadership behaviour and teacher job stress
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Type
Thesis
Author
Yong, Jenny Sow-chun
Supervisor
Eng, Soo Peck
Abstract
This study examined the Singapore teachers' perception of their principals' leadership behaviour in Consideration and Initiating Structure and the teachers' job stress based on six teacher job stressors : pupil discipline, pupil motivation, time pressure, professional recognition, role ambiguity and role conflict. The study also analysed the relationship between teacher job stress and teacher demographic characteristics : sex, qualification, status in the school, type of classes taught, age and teaching experience.
The sample consisted of 587 secondary school teachers from twenty co-educational government secondary schools in Singapore. They responded to two questionnaires to measure their principals' leadership behaviour and teacher job stress.
The study revealed that 40.72% of the principals were rated high in both leadership dimensions of Consideration and Initiating Structure while an almost similar percentage (35.25%) were rated low in both. Another finding was that only 3.75% of the teachers reported experiencing very high (extreme) stress. The majority (39.86% and 42.76% respectively) were in the middle categories of high and moderate stress. A statistically significant finding was that out of all the teacher demographic characteristics investigated, only the type of class taught by the teacher was associated with teacher job stress.
Whether jointly or separately examined, Consideration and Initiating Structure were significantly related to teacher job stress. There was a stronger negative correlation between Consideration and job stress than between Initiating Structure and stress. There was a significant negative relationship between principal leadership behaviour in Consideration and four of the teacher job stressors : time pressure, professional recognition, role ambiguity and role conflict. For principal leadership behaviour in Initiating Structure, significant negative relationships were established for pupils motivation, professional recognition, role ambiguity and role conflict. In the four different combinations of Consideration and Initiating Structure (H.H., H.L., L.H., and L.L.), Global Teacher Job Stress was statistically different. Teachers were less stressed when working with principals high in both Consideration and Initiating Structure (H.H.) and high in Consideration and low in Initiating Structure (H.L.). Teachers who perceived their principals to be low in both Consideration and Initiating Structure (L.L.) reported the highest level of job stress. These four combinations of principal leadership behaviour were also significantly related to five of the six teacher job stressors. Only the stressor, pupils discipline, was not statistically related to principal leadership behaviour.
This study provides useful information to those involved in training principals and teachers. It also helps to create an awareness among principals of the extent and type of stress felt by their teachers. This may lead to planned strategies to provide the necessary support especially in pupil discipline and class management and in helping teachers to cope with problems faced in teaching "Normal" Course pupils. Though very few teachers have reached the "distress" level, preventive measures are recommended to contain and minimise such problems among teachers.
The sample consisted of 587 secondary school teachers from twenty co-educational government secondary schools in Singapore. They responded to two questionnaires to measure their principals' leadership behaviour and teacher job stress.
The study revealed that 40.72% of the principals were rated high in both leadership dimensions of Consideration and Initiating Structure while an almost similar percentage (35.25%) were rated low in both. Another finding was that only 3.75% of the teachers reported experiencing very high (extreme) stress. The majority (39.86% and 42.76% respectively) were in the middle categories of high and moderate stress. A statistically significant finding was that out of all the teacher demographic characteristics investigated, only the type of class taught by the teacher was associated with teacher job stress.
Whether jointly or separately examined, Consideration and Initiating Structure were significantly related to teacher job stress. There was a stronger negative correlation between Consideration and job stress than between Initiating Structure and stress. There was a significant negative relationship between principal leadership behaviour in Consideration and four of the teacher job stressors : time pressure, professional recognition, role ambiguity and role conflict. For principal leadership behaviour in Initiating Structure, significant negative relationships were established for pupils motivation, professional recognition, role ambiguity and role conflict. In the four different combinations of Consideration and Initiating Structure (H.H., H.L., L.H., and L.L.), Global Teacher Job Stress was statistically different. Teachers were less stressed when working with principals high in both Consideration and Initiating Structure (H.H.) and high in Consideration and low in Initiating Structure (H.L.). Teachers who perceived their principals to be low in both Consideration and Initiating Structure (L.L.) reported the highest level of job stress. These four combinations of principal leadership behaviour were also significantly related to five of the six teacher job stressors. Only the stressor, pupils discipline, was not statistically related to principal leadership behaviour.
This study provides useful information to those involved in training principals and teachers. It also helps to create an awareness among principals of the extent and type of stress felt by their teachers. This may lead to planned strategies to provide the necessary support especially in pupil discipline and class management and in helping teachers to cope with problems faced in teaching "Normal" Course pupils. Though very few teachers have reached the "distress" level, preventive measures are recommended to contain and minimise such problems among teachers.
Date Issued
1986
Call Number
LB2840.2 Yon
Date Submitted
1986