Browsing by Subject "International schools"
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ItemAuthentic Leadership, Social Cognitive Theory, and Character Education: The Transforming of Theories into PracticesCharacter development must balance academic achievement. International school environments are diverse and multicultural settings, containing a learning-focused culture. This investigation constructs the sophisticated elements of authentic leadership and the complexities of the social cognitive theory as factors that produce a practical approach to character development in international schools. The research referenced solidifies this claim by providing evidence to the significance of this theory-based approach. The propose of this study is to draw attention to the importance of character development, identify the fundamentals of authentic leadership theory and social cognitive theory approach as they relate to character development, and present a conception on how to promote character development in international schools.
ItemThe relationship of teachers' perception towards their leadership capacity and their level of job satisfaction in an international school in BangkokThe purpose of this research was to study the relationship of the teachers’ perception towards their leadership capacity and their level of job satisfaction in an international school in Bangkok during the academic year 2016-2017. This researcher used the high capacity leadership instrument adopted from Pierce (2007) based on Lambert’s (2003) leadership capacity school survey (LCSS), as well as the job satisfaction survey adopted from Drukpa (2004). The results showed there was a significant relationship between the teachers’ perception towards their leadership capacity and their level of job satisfaction in this international school. The correlation analysis result showed there was a strong positive relationship between teachers’ perception towards their leadership capacity and their level of job satisfaction. The findings were discussed and the research confirmed that sustained school improvement can be facilitated with increased teacher leadership capacity resulting in increased levels of job satisfaction among teachers as they experience improved student outcomes. The study recommended the school leaders and teachers to sustain and further develop their leadership capacity and skills so as to maintain the high level of job satisfaction.