The perceived impact of school leadership style on teachers' motivation. (c2017)

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dc.contributor.author Younes, Hanaa Ibrahim
dc.date.accessioned 2017-11-02T10:05:06Z
dc.date.available 2017-11-02T10:05:06Z
dc.date.copyright 2017 en_US
dc.date.submitted 2017-04-19
dc.identifier.uri http://hdl.handle.net/10725/6482
dc.description.abstract Leadership style of an administrator has a great impact on teachers’ motivation, which affects their effectiveness at work. Accordingly, this study investigates teachers' perceptions of the impact of their head of division’s leadership style on their motivation in two sister schools in Mount Lebanon area. This study tackles motivation towards different tasks: class preparation, teaching, students’ evaluation, classroom management, administrative tasks and complementary tasks. Leadership style of the HOD is grounded within the framework of Full Range Leadership theory and teachers’ motivation is based on Self-determination theory. The study follows a mixed method approach. Three instruments were used to collect data: a questionnaire filled by teachers including the “Multifactor Leadership Style” (MLQ 5x) and “Work Tasks Motivation Scale for Teachers” (WTMST), interviews with a sample of teachers, and meeting observations. For analysis, data were examined based on side-by-side comparison of all quantitatively and qualitatively collected data. Results showed that transformational leadership coupled with contingent rewards positively affects autonomous motivation and external regulation of extrinsic motivation, while transactional leadership positively affects controlled motivation. Based on the study’s results, principals must look for candidates with transformational leadership characteristics when assigning heads of divisions as well as empower current heads of divisions to develop such leadership characteristics. Future research is needed to explore the effect of each subscale of leadership on both autonomous and controlled teacher motivation. en_US
dc.language.iso en en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.subject Motivation in education en_US
dc.subject Educational leadership en_US
dc.subject Transformational leadership en_US
dc.subject Teachers -- Job satisfaction en_US
dc.subject Teacher-administrator relationships en_US
dc.title The perceived impact of school leadership style on teachers' motivation. (c2017) en_US
dc.type Thesis en_US
dc.title.subtitle A case study en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 200701811 en_US
dc.author.commembers Nabhani, Mona
dc.author.commembers Bahous, Rima
dc.author.department Education en_US
dc.description.embargo N/A en_US
dc.description.physdesc 1 hard copy: xii, 131 leaves; 30 cm. available at RNL. en_US
dc.author.advisor Natout, Mahmoud
dc.keywords Transactional leadership en_US
dc.keywords Transformational leadership en_US
dc.keywords Autonomous motivation en_US
dc.keywords Controlled motivation en_US
dc.keywords Self-determination en_US
dc.description.bibliographiccitations Bibliography : leaves 91-101. en_US
dc.identifier.doi https://doi.org/10.26756/th.2017.13 en_US
dc.author.email hanaa.younes@lau.edu en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US

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