What is the Nature And Extent of the Influence of Educational Leadership on Staff Morale, Job Satisfaction, and Motivation?

Authors

  • Ruba Mohamed Najia English Language Lecturer at Kuwait College of Science & Technology, English Language Department

DOI:

https://doi.org/10.34301/alsc.v4i1.31

Keywords:

morale, job satisfaction, motivation, leadership

Abstract

In a time where retaining qualified teachers is crucial, one cannot ignore the importance of teacher job satisfaction, morale, and motivation in shaping teachers’ intentions to remain in the profession. This is where educational leadership comes into play. This paper looks at the nature and extent of the impact of educational leadership on three important aspects of the job, namely staff morale, job satisfaction, and motivation. The latter constructs are each redefined and reconceptualized as the lack of consensus and the ambiguity in their respective meanings can greatly affect how they are applied as well as their results. When applied to the teaching context, Herzberg’s motivation hygiene theory was found to be unapplicable in relation to theory transferability and the separate categorization of job satisfaction and dissatisfaction. The latter are greatly affected by not only leadership style per se, but more precisely by the teacher’s perception of a certain leadership style. This individuality dimension also affects the ideological compatibility between teachers and work contexts, having a direct impact on job satisfaction. Nonetheless, although educational leadership has proven not to be the sole factor in teacher job satisfaction, morale and motivation, leaders must possess the right knowledge and understanding about the needs, expectations, attitudinal responses, and characteristics of their staff as individual members of a group in order to be able to positively affect their perceptions.

Downloads

Download data is not yet available.

References

Alimo-Metcalfe, B. & Alban-Metcalfe, J. (2005). “Lead- ership: Time for a New Direction?”, Leadership, vol.1, no.1, pp. 51-71.

Anderman, E., Belzer, L. & Smith, J. (1991). “Teacher Commitment and Job Satisfaction: The Role of School Culture and Principal Leadership” In: The Annual Meeting of the American Edu- cational Research Association, 3-7 April 1991, Chicago. Urbana: National Center for School Leadership.

Ball, C. & Stenlund, V. (1990). “The Centrality of Work, Working Conditions and Job Satisfaction of Teachers in Canada: an Ontario study”, Com parative Education, vol.26, no. 2/3, pp. 319-330. Bogler, R. (2001) “The Influence of Leadership Style on Teacher Job Satisfaction”, Educational Ad- ministration Quarterly, vol.37, no.5, pp. 662-683.

Butt, G. & Lance, A. (2005). “Secondary Teacher Work- load and Job Satisfaction”, Educational Man- agement Leadership & Administration, vol.33 , no.4, pp. 401-422.

Crossman, A. & Harris, P. (2006). “Job Satisfaction of Secondary School Teachers”, Educational Man- agement Leadership & Administration, vol.34, no.1, pp. 29-46.

Evans, L. (1997). “Addressing problems of conceptu- alizations and construct validity in researching teacher’s job satisfaction”, Educational Re- search, vol.39, no.3, pp. 319-331.

Evans, L. (1997). “Understanding Teacher Morale and Job Satisfaction”, Teaching and Teacher Educa- tion, vol.13, no.8, pp. 831-845.

Evans, L. (1998). Teacher morale, job satisfaction and motivation, London: Paul Chapman.

Evans, L. (1999). Managing to motivate: a guide for school leaders, London: Cassell.

Evans, L. (2001). “Delving Deeper into Morale, Job Satisfaction and Motivation among Education Professionals: Re-examining the Leadership Dimension”, Educational Management and Ad- ministration, vol.29, no.3, pp. 291-306.

Ladebo, O. (2005). “Effects of Work-related Attitudes on the Intention to Leave the Profession: An Ex- amination of School Teachers in Nigeria”, Edu- cational Management Leadership & Administra- tion, vol.33, no.3, pp. 355-369.

Mercer, D. & Evans, B. (1991). “Professional Myopia: job satisfaction and the management of teach- ers”, School Leadership & Management, vol. 11, no.3, pp. 291-301.

Nias, J. (1980). “Leadership Styles and Job-Satisfaction in Primary Schools”, in Bush, T.,

Glatter, R., Goodey, J. & Riches, C. (eds.) Approaches to School Management, London: The Open Uni- versity Press.

Nias, J. (1981). “Teacher Satisfaction and Dissatisfac- tion: Herzberg’s ‘two-factor’ hypothesis revis- ited”, British Journal of Sociology of Education, vol.2, no.3, pp. 235-246. as, J. (1989) Primary Teachers talking: A Study of Teaching as Work, London: Routledge.

Rodgers-Jenkinson, F. & Chapman, D. (1990). “Job Sat- isfaction of Jamaican Elementary School Teach- ers”, International Review of Education, vol.36, no.3, pp. 299-313.

Seco, G. (2002). Teacher satisfaction: some practical implications for teacher professional develop- ment models. In: The European Conference on Educational Research, 11-14 September 2002, Lisbon. Urbana: University of Lisbon.

Shechtman, Z., Zou’bi, M. & Katz, M. (1994). “Princi- pal Leadership Style and Teacher Feelings and Behavior: Arab Schools in Israel”, The School Community Journal, vol.4, no.2, pp. 53-66.

Ting-Hong, W. (1989). “The Impact of Job Satisfaction on Intention to Change Jobs among Secondary School Teachers in Hong Kong”, CUHK Educa- tion Journal, vol.17, no.2, pp. 176-185.

Weiss, E. (1999). “Perceived workplace conditions and first-year teachers’ morale, career choice commitment and planned retention: a secondary analysis”, Teaching and Teacher Education, vol.15, pp. 861-879.

Downloads

Published

2021-06-30

How to Cite

Mohamed Najia, R. . (2021). What is the Nature And Extent of the Influence of Educational Leadership on Staff Morale, Job Satisfaction, and Motivation?. The International Journal of Applied Language Studies and Culture, 4(1), 21–30. https://doi.org/10.34301/alsc.v4i1.31