Leadership Management

The involvement of subordinates in decision-making has attracted much attention among academicians as well as practicing managers. In the school scenario, there had been fervent calls to involve teachers in the decision making process ever since the advent of the school based management concept. However many are still debating on how to involve teachers effectively in the decision making process. One of the major concerns is, whether the decisional situation is in the zone of acceptance of the teacher. Even though much has been done in evaluating teachers’ participation in decision making in schools, there is still lack of systematic procedure to develop the right instrument to assess this phenomena. In light of this, the following paper discusses the process of developing and validating an instrument to assess teachers’ participation in decision-making. The instrument was developed via focus group interviews involving teachers and school administrators. The instrument measures teachers’ participation in decision-making from five perspectives: curriculum and instruction, student related issues, staff related issues, financial issues, and general administration. The instrument was administered to 48 school administrators and 216 teachers and based on the results the reliability index was computed. The Crobach Alpha values for the dimensions ranges from 0.79 to 0.94. Apart from that, the instrument was also subjected to various types of validity check such as face and content validity, concurrent validity, and dimensionality to ensure that it has sound psychometric properties.

Leadership is the ability through which people follow a leader at their own will. Leaders do not exert any influence upon others; instead they give a vision and have a clear picture and prerequisite skills of how to achieve it. Educational leadership is the process of directing the potentialities and energies of teachers, students, parents and all the stakeholders towards the achievement of shared educational goals. It has become evident through researches that leadership is that ability which is genderless. Comparative studies related to gender in school administration has proved that under female leadership the performance level and learning achievement of students was higher. The prime responsibility of educational leaders is to convert teaching institutions into learning institutions. The gender differences in leadership styles are observable but it is not proved that men are better leaders as compared to women. Both of them can excel in effective educational leadership if they show the prerequisite qualities.

This study was designed with the objectives to assess the facet-specific job satisfaction levels of the head teachers of elementary school in context of their school size and to determine significant differences between head teachers of smaller and bigger schools for their job satisfaction levels for each of the twenty dimensions of the job as measured by the Minnesota Satisfaction Questionnaire. The study was descriptive and survey type in nature. The relevant data were collected from the head teachers using Urdu version ofthe MSQ. The collected data was computed using mean, and t-test statistics. It was concluded thatoverall, the head teachers were found satisfied with their jobs. Compensation, school policies and practices, social status, and working conditions were found least contributors of their job satisfaction. Among these factors compensation and social status were contributing less satisfaction to the head teachers of bigger schools as compare to the smaller schools. Recommendations were made focusing on the factors which were contributing least satisfaction for the head teachers. There is need to improve the compensation package and social status of the head teachers, andworking conditions and policies and practices in these schools.

The purpose of this study is to investigate the level of job satisfaction among university teachers based on gender, age, and sector of university. Questionnaire is used to acquire the required responses from university teachers in order to accomplish the research objectives. Descriptive and inferential statistics, ANOVA analysis, T-test and frequency tables are used to analyse the data. Study found that the level of satisfaction in universities’ teachers is primarily contributed by the administrative factors. Although, the results indicate no statistically significant relationship of gender attribute of demographics with satisfaction of university faculty, however, male are less satisfied as compare to female faculty, which led to the no rejection of Ho1. Ho2 is rejected and significant difference is found between faculty of private and public universities. The inferential statistics conclude a significant relationship between university type and satisfaction. The results of ANOVA reports significant relationship between various age categories and overall level of satisfaction. The results lead to the rejection of null hypothesis Ho3. Job satisfaction level decreases with increase of age. Certain recommendations are given at the end to increase the level of job satisfaction of university faculty.

Library computerization projects at Nimbe Adedipe library, University of Agriculture, Abeokuta and Keneth- Dike Library, university of Ibadan were evaluated. The total population of the respondents was 331 which include two university librarians, twenty-two library staff and two hundred users. The data collection instruments used for this study were a questionnaire and interview. The instruments were structured to identify important measurable variables associated with the provision and utilization of library computerized services. Out of 200 copies of questionnaire administered to the users, only one hundred and ninety two were completed and used for the study. The data collected was analyzed using descriptive statistics involving tables and simple percentages. Based on the questionnaire survey of the library staff and the interview granted by university librarians, the information technology resources in the university libraries were inadequate for successful implementation of the library computerization project, however, computerized services such as CD-ROM services, internet search online journal subscription proved by the libraries have tremendous impacts on the organization, management and dissemination of information. There was a low number of satisfied users which was an indication that much remain to be done to fully grow the automated information services profiles in the university libraries.

This study examined the influence of organizational trust and job satisfaction on teachers' job performance among teachers in Ekiti State. Two hundred and fifty eight teachers randomly drawn from Ekiti State public secondary schools participated in the study. Organizational trust scale, Job satisfaction scale and Teachers' Sense of Efficacy Scale were used as measures of investigation. Four hypotheses were tested using the independent t-test and the two way Analysis of Variance. Results showed that organizational trust significantly influences job performance among teachers in Ekiti State [F (1,254) = 12.355; P< .01]. Also, it was revealed that job satisfaction significantly influences job performance among teachers [F (1,254) = 3.529; P< .05]. However, no significant interaction effect of job satisfaction and organizational trust was found on job performance. Result of data analyses also showed that sex has no significant influence on job performance among teachers in Ekiti State [t (256) = -0.58; p>.05]. The findings were discussed in line with previous research findings and it was recommended that teachers should be given responsibilities and authority with less supervision to boost their sense of belongingness, respect and commitment which sustains trust in organizations and enhance performances.

Bantuan Geran Per Kapita merupakan bantuan kewangan yang diperuntukkan kepada setiap pelajar warganegara Malaysia yang bersekolah di Sekolah Kerajaan atau Sekolah Bantuan Kerajaan. Kajian ini bertujuan untuk menentukan kebolehan dan mengenalpasti jenis pengetahuan dalam menguruskan Geran Per Kapita mata pelajaran dalam kalangan guru-guru MPAV di SMV Negeri Kelantan. Kajian ini menggunakan reka bentuk kajian kuantitatif dan menggunakan teknik persampelan bertujuan untuk mencapai objektif kajian. Pengumpulan data yang digunakan adalah dengan mengedarkan borang soal selidik yang merupakan instrumen dalam kajian ini. Sampel kajian ini melibatkan 54 orang guru di empat buah sekolah aliran vokasional. Sekolah yang terlibat dalam kajian ini ialah Sekolah Menengah Vokasional Tanah Merah, Sekolah Menengah Vokasional Pasir Mas, Sekolah Menengah Vokasional Pengkalan Chepa dan Sekolah Menengah Vokasional Kuala Krai. Data dan dapatan kajian dianalisis secara statistik deskriptif dengan menggunakan perisian ‘Statistical Package For Social Sciences’ SPSS versi 16.0 untuk mendapatkan nilai skor min dan nilai peratusan. Hasil kajian menunjukkan kebolehan guru dalam menguruskan geran per kapita MPAV berada pada tahap tinggi dengan skor min 3.82. Manakala pengetahuan berkaitan pembayaran dalam menguruskan geran per kapita menunjukkan skor min yang tinggi iaitu 4.28 berbanding perolehan dan pelupusan. Bagi analisis data dalam kajian hubungan tahap pengetahuan dengan tahap kebolehan menunjukkan perkaitan yang rendah dimana (r = -0.11). Perkaitan yang dihuraikan adalah tidak signifikan kerana p > 0.05 (p = 0.40) maka Ho tidak boleh ditolak iaitu terdapat perkaitan statistik yang signifikan antara tahap pengetahuan dengan tahap kebolehan dalam menguruskan Geran Per Kapita MPAV. Seterusnya kajian ini menyarankan bahawa kursus-kursus dalam perkhidmatan dapat menambahbaik kebolehan dan pengetahuan guru-guru dalam menguruskan geran per kapita MPAV.

Since the year 2003 when Free Primary Education (FPE) was institutionalized in Kenya, there have been a myriad of challenges that have been associated with it in respect of adequacy, safety of students and teachers, inappropriateness, and presence or availability of vital aspects. Among these are; classrooms, textbooks, teachers, play fields, office space, school fencing, and support staff in public primary schools. Many authorities have attributed such a scenario to the non-committal nature of government to its FPE policy implementation through inadequate human and non-human resource allocation, poor quality and standards assurance mechanisms, and to inconsistent monitoring and evaluation programmes. In this respect, The 2010 Kenya Constitution stipulates a compulsory basic education, implicitly for all citizens aged 18 years and below, or in primary and secondary schools. In as much as several studies have revealed an increase in school retention rates and enhanced access to education, it has also been noted that vital school expected outputs such as learner discipline and academic (Kenya Certificate of Primary Education) performance have dwindled. The result has been relative public dissatisfaction as regards services offered in public primary schools in Kenya. It is noteworthy that the government seems to appreciate the factors underlying such inadequate performance in public primary schools in Kenya. This is seen in their strategic policies to ensure that the poorer public primary school output attain the same national secondary school educational opportunities with the better performing private primary school graduates in a favoured way, seemingly non-competitively. This better performance has led to increased demand for private primary school education in Kenya. From merely less than 20 by the mid 1980s, there has been a marked increase in establishment to over 1000 registered private primary schools spread across the length and breadth of Kenya, Makini School being among the premier in offering regular national curriculum in Nairobi City. These multiplicity of individual, company or group efforts to overcome challenges faced in government educational endeavours through private enterprise then demands competitive engagement of stakeholders to ensure better out-put to meet public expectation. Literature identifies leadership proactiveness, realized through a calculated combination of visibility, aggressiveness, assertiveness and innovativeness in management, as backbone to the desired institutional success. It also explains that a more proactive manager is more likely to remain afloat unlike his complacent peers given similar challenges in their rival organizations. Such success would be necessary for achievement of national goals of education given contribution of private primary school participation. Therefore, this presentation focuses on the value of headteacher leadership proactiveness in management of private schools.

Soft skills is the important skills that need to being apply in order to reduce the numbers of jobless among graduates. One of the reasons for soft skills seldomly applied in teaching and learning process is lack of information among lecturers and the polytechnic administrator to identify the suitable methods and ways to apply soft skills in teaching and learning process. This study was conducted to identify the level of leadership skills apply in engineering programmes’ curriculum for civil, electric and mechanical engineering students in Politeknik Port Dickson, Politeknik Kota Bharu and Politeknik Sultan Haji Ahmad Shah. By using descriptive study in purpose survey, the samples for this study involving 297 number of students from the selected polytechnic and using questionnaire and interview. Researcher found that there is moderate level of leadership skills applied in engineering programmes’ curriculum by using analysis of mean and variance and ANOVA test. Lecture method is the most teaching and learning method being used to applied leadership skills in engineering programmes’ curriculum. There is statistically significantly difference between the levels of leadership skills applied in engineering programmes’ curriculum during teaching and learning process in polytechnic and the type of engineering programmes being taught. Researcher hope a module being construct as a guideline for lecturers to apply soft skills in engineering programmes’ curriculum at PPD, PKB and POLISAS.

The rationale of the present research is to understand how and to what extent a particular leadership style can affect the climate of the organization. And further to find out the most popular form of leadership on the basis of data collected from both public and private sectors respectively. The real leadership is measured by its impact on others and in creating organizational climate which focuses on employee wellbeing. The questionnaire was conducted on 105senior personnel in education sector to determine their leadership style and further to study the effectiveness of each style on the climate of the organization. Results: There is a difference in leadership styles of different educational institutes and in turn their impact on climate of the institute. The leadership styles prominently emerging are participative and catalytic. Implication: Success of the organization depends on its leader. Participative leaders are those who involve other people in the process, including their subordinates, peers, superiors and other stakeholders. The Catalyst Leaders are visionary, they have facilitative, innovative, inspiring vision and empower people to transform the vision into reality. The paper reports that the different leadership styles create different type of climate which is responsible for the over all wellbeing of the employees and the institute. In today’s world successful leaders are those who provide opportunity and training to everyone to develop to the next level.