PRACTICES OF EDUCATION MANAGERS TO INCREASE TEACHERS’ ENTHUSIASM FOR ACHIEVEMENT OF DESIRED RESULTS IN WORK
The current study explored the practices of educational managers to increase teachers’ enthusiasm for the achievement of desired results in work because educational managers and teachers are the important part of educational institutions and without their roles the academic performance cannot be achieved. The present study sought to analyse academic behaviour, personal behaviour, incentives, and contribution of educational managers for the institutional development through teachers’ enthusiasm. It was a descriptive and co-relational study and the data were analysed through descriptive statistics, t-test, Pearson correlation, and regression. A questionnaire was used as a tool of the study which was validated by sending to the panel of experts and the reliability of the instrument was tested on Cronbach’s alpha and Factor analysis. The population of the study was 279 educational managers and 3617 teachers while the sample of the study was 279 (100%) educational managers and 361 (10%) teachers. The sampling was made on census and simple random sampling. The findings of the study revealed that educational managers’ practices towards teachers had weak correlation in motivation, boosting up morale, appreciation, task equal distribution, minimising communication gap, pointing out deficiencies in isolation, respect for teachers, cooperation, realising inner feelings, good conduct of behaviour, creating tension free and relaxed environment, sharing professional knowledge, introducing latest teaching techniques, making teachers energetic and efficient, promoting collegial and cooperative culture, formulating comprehensive school policy, acknowledgement of work contribution, and intervention in the staff duties. It is recommended for the educational managers to promote teachers’ enthusiasm for the achievement of the desired result by enhancing motivation, democratic way of dealing, cooperation, and acknowledgement of their work.
Blau, I., & Presser, O. (2013). E-leadership of School Principals: Increasing School Effectiveness by a School Data Management System. British Journal of Educational Technology,44(6), 1000-1011. DOI: 10.1111/bjet.12088.
Burdey, M.B. (2003). Management Issues in Basic Education in Remote Area of Sindh, Pakistan (Unpublished Doctoral Dissertation).University of Karachi, Pakistan.
Duyar, I. & Normore, A.H. (2012). Discretionary Behavior and Efficiency in Educational Organization: The Missing Link in Educational Leadership and Management. Advances in Educational Administration, 13, xiii-xiv. DOI: 10.1108/S1479-3660.
Gul, M. (2005). Assessing The Needs of Educational Administrators at College Level and Development of A Model in Punjab (Unpublished Doctoral dissertation). University of Arid Agriculture, Rawalpindi, Pakistan.
Hamzah, M.I.M., Yakop, F.M., Nordin, N.M., & Rahman, S. (2011). School as Learning Organization: The Role of Principal’s Transformational Leadership in Promoting Teacher Engagement. World Applied Sciences Journal, 14, 58-63.
Harvey, J. & Holland, H. (2012). The School Principal as Leader: Guiding Schools to Better Teaching and Learning. New York. NY: 10001: The Wallace Foundation. Retrieved January, 15, 2017 from http://www.wallacefoundation.org
Huma, Z. (2005). Analytical Assessment of Management Styles of Principals on Black and Mounton’s Gird (Unpublished Doctoral dissertation). University of Arid Agriculture, Rawalpindi, Pakistan.
ITSL (2011). Australian Professional Standards for Teachers. Carlton South, Australia.
Lee, M. Walker, A., & Chui, Y.L. (April 2012). Contrasting Effects of Instructional Leadership Practices on Student Learning in a High Accountability Context. Journal of Educational Administration, 50(5), 586-611.
Louis, K.S., & Robinson, V.M. (May 2012). External Mandates and Instructional Leadership: School Leaders as Mediating Agents. Journal Educational Administration, 50(5), 629-665. DOI: 10.1108/09578231211249853.
Louis, K.S., Leithwood, K., Wahlstrom, K.L., & Anderson, S.E. (2010). Learning from Leadership: Investigating the Links to Improved Student Learning (2010 Annual Report). University of Toronto, Canada: Center for Applied Research and Educational Improvement. Retrieved July, 2010 from www.wallacefoundation.org
Mulford, B. (2003). School Leaders: Challenging Discretionary approaches and Impact on Teacher and School Effectiveness. Paper presented at University of Tasmania, Australia.
Murphy, J. (2013). Legacy Paper: The Architecture of School Improvement. Journal of Educational Administration, 51(3), 252-263. DOI: 10.1108/09578231311311465.
Othman, R., & Abd Rauf, F. (2009). Implementing School Efficiency Index (SPIN) in Malaysian Primary Schools. International Journal of Educational Management, 23(6), 505-522. DOI: 10.1108/09513540910981032.
Rice, J.K. (April, 2010). Principal Effectiveness and Leadership in an Era of Accountability: What Research Says, (pp. 1-3) CALDER Working Paper Brief 8. Washington DC: The Urban Institute. Retrieved January, 15, 2017 from http://www.caldercenter.org
Roux, M.J.L. (2012). Principals and Their Possible Power to Influence Quality Education (master’s thesis, University of Stellenbosch, South Africa). Retrieved January, 15, 2017 from http://www.scholar.sun.ac.za
Salisbury, C.D. & McGregor, G. (November, 2005). On Point Series. Principals of Inclusive Schools. Chicago: National Institute for Urban School Improvement.
Shakoor, A. (2018). An Analysis of Discretionary Approaches of High School Heads in Khyber Pakhtunkhwa, Pakistan (Unpublished doctoral dissertation). Sarhad University of Science & Information Technology, Peshawar, Pakistan.
Senge, J. (2000). Schools that learn. New York, USA: Double day publishing group.
Slechta, R. (n.d.). Leadership Management International, Lake Shore Drive, Waco, USA. Retrieved from: www.lmi-inc.com; firstname.lastname@example.org
The Engaging School: A Handbook for School Leaders (May, 2012). London. WC1X9HY: Author.
Ugwulashi, C.S., & Archibong, F.I. (October, 2012). Human Relations Concept: A Dynamic Approach to Achieving Effective Goals in School Administration. Journal of Educational and Social Research, 2(8), 49-55.
UNICEF (2014). An Introduction to Effective School Principles for Secondary Schools. Eastern Caribbean: Ministries of Education in the Eastern Caribbean Region.
Wahyudin, D. (2010). School Principal as Curriculum Manager: An Approach to the Improvement of Primary School Teachers Performance in Indonesia. Educationist, iv(1), 29-34.
Younas, M. (2008). Work Behaviour of High school Principals (Unpublished master’s thesis). Abasyn University, Peshawar, Pakistan.
Zombwe, G. (2008). Who is a Teacher? Quality teachers for Quality education. Tanzania, Dar es Salaam: HakiElimu Position Papers. Retrieved January, 15, 2017 from www.hakielimu.org
Copyright (c) 2018 Abdul Shakoor, Muhammad Javed Iqbal
This work is licensed under a Creative Commons Attribution 4.0 International License.
ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)