A Qualitative Study on the Relationship between Teachers’ Feelings and Motivation and Principals’ Leadership

DOI HANDLE Web Site

Bibliographic Information

Other Title
  • 教師の気持ちや意欲と校長のリーダーシップの関連についての質的分析
  • キョウシ ノ キモチ ヤ イヨク ト コウチョウ ノ リーダーシップ ノ カンレン ニ ツイテ ノ シツテキ ブンセキ

Search this article

Abstract

In this study, a questionnaire survey was conducted of 385 elementary, junior, and high school teachers to investigate the relationship between teachers’ feelings and motivations when working at school and their principals’ leadership. The questionnaire was answered by free description. The question was, “Do you generally think that your feelings and motivation when you work at school are somehow related to the principal’s leadership? Feel free to write your own thoughts.” More than 70% of the teachers answered that “the teacher’s feelings and motivation” and “the principal’s leadership” were “related,” and 60% of the teachers who answered that they were “related” mainly answered “positive.” It was further shown that the elements of “principals’ leadership” that make “teachers’ feelings and motivation” “positive” involve “working on the inner surface of teachers” such as “verbalization” and “recognition,” and “business-related” elements such as “explicit policy” and “advice and guidance.” On the other hand, “principals’ leadership” that makes “teachers’ feelings and motivation” “negative” are inappropriate in lack of elements “working on the inner surface of teachers” such as “popularity” and “understanding of teachers”. Problematic leadership involves “business-related” elements such as the enforcement of a “dictatorship” and lack of “explicit policy” and “advice and guidance.

Journal

Keywords

Details 詳細情報について

Report a problem

Back to top