Levels of Transformational-Transactional Leadership of Principals and the Relationships with Teachers' Motivation, Extra Effort, Job Satisfaction and Students' Academic Achievement: With Reference to Gonder City 2nd Cycle Primary Schools

Menbere Enyew

dc.contributor.author	Menbere Enyew
dc.date.accessioned	2017-08-24T05:37:51Z
dc.date.available	2017-08-24T05:37:51Z
dc.date.issued	2012-08-24
dc.identifier.uri	http://hdl.handle.net/123456789/7812
dc.description	A Thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Educational Planning and Management	en_US
dc.description.abstract	Transformational leadership in schools has been found to improve students' learning and achievement by positively impacting the school learning environment such as teachers' motivations, satisfaction and extra effort as literature widely reports. This research was initiated to examine the levels of the principals' transformational leadership, its relationships with teachers' motivation, job satisfaction and extra effort plus students' achievements in the 2nd cycle primary schools within the city of Gondar. From the 34 primary schools, 18 schools were selected as a sample Of study using randemsampling meted . From each sample school, 5 senior teachers were selected, using stratified random sampling. This make up the sample size to be 90 teachers. Data was collected with 4 scales; Multifactor Leadership Questionnaire (MLQ); the Situational Motivation Scale (SIMS); a Work Satisfaction Scale and an Extra Effort Scale. In addition, the national exams from 8th grade students were averaged from each school. Data was analysed using descriptive, correlation and inferential statistical tools. The findings showed that directors displayed too little 'transformational leadership behaviours whine their transactional leadership scores are compared with international benchmarks. Their laissez faire and passive leadership scores were found to be significantly higher than the benchmark averages. Teachers were also found to have too little intrinsic and too much extrinsic sides of motivational work.Their amotivated tendencies were also unexpectedly higher. While their satisfactions with their work were too low, they reported teachers' extra efforts were much higher than expected. The results also have shown that there were no marked differences among the teachers' motivational types, satisfaction and extra efforts or among students' achievement levels by differences in the principals' transformational- (and transactional) leadership levels. The low level of the directors' transformational leadership behaviours and teachers being more dissatisfied and less internally motivated to work were questioned and discussed as either due to the specific cultural context of the nation, or the little trainings the directors received which might have resulted in poor teacher outcomes. It was concluded that this picture is an alarming scenario that may adversely affect the current SIP and decision makers and stakeholders are advised to address the problem. A number of questions were also raised for future researchers.	en_US
dc.subject	EDUCATIONAL PLANNING AND MANAGEMENT	en_US
dc.title	Levels of Transformational-Transactional Leadership of Principals and the Relationships with Teachers' Motivation, Extra Effort, Job Satisfaction and Students' Academic Achievement: With Reference to Gonder City 2nd Cycle Primary Schools	en_US
dc.type	Thesis	en_US