A COMPARATIVE STUDY OF PRINCIPALS’ LEADERSHIP BEHAVIORS AND SCHOOL CLIMATES OF TWO INTERNATIONAL ELEMENTARY SCHOOLS IN YANGON, MYANMAR
A COMPARATIVE STUDY OF PRINCIPALS’ LEADERSHIP BEHAVIORS AND SCHOOL CLIMATES OF TWO INTERNATIONAL ELEMENTARY SCHOOLS IN YANGON, MYANMAR
Files (excerpt)
Published date
2015
Resource type
Publisher
Digital Production Press, Assumption University
ISBN
ISSN
DOI
Call no.
Other identifier(s)
Edition
Copyrighted date
Language
eng
File type
application/pdf
Extent
22 pages
Other title(s)
Advisor
Other Contributor(s)
Citation
Scholar: Au Graduate School of Education Journal 7, 1 (June 2015), 1-22
Degree name
Degree level
Degree discipline
Degree department
Degree grantor
Abstract
The purpose of this study was to: (1) identify the teachers’ perceptions of
their principals’ leadership behaviors from two international elementary schools in
Yangon, Myanmar, (2) identify the teachers’ perceptions of their school climates, and
(3) compare the principals’ leadership behaviors and school climates perceived by
teachers. Theories that were supportive in this study are (1) Path-Goal Theory of
Leadership which was developed by House and his colleagues in the early 1970s, (2)
Organizational Climate theories such as “The Mechanistic, Bureaucratic Model” and
“The Organic, Humanistic Model” which were conducted by Owens and (3) The
School Climate Model by Hoy et.al (1996). The revised Organizational Climate
Description Questionnaires (OCDQ- RE) were used as instrumental tool to meet the
research objectives in this investigation and they were distributed to 59 teachers from
two international elementary schools in Yangon in May, 2013. The rating scale for
level of practice was a four-point Likert Scale and frequencies, percentages, means,
and two-tailed independent sample t-test were the statistical techniques applied in
data analysis. Regarding to the results from the data analysis, it was found out that
most teachers perceived their principals’ leadership behavior as supportive as high in
both schools. Teachers also perceived their leadership behavior by themselves as
collegial as high in both schools. Hence principals’ leadership behaviors were
surveyed as supportive as high and teachers’ leadership behaviors were surveyed as
collegial, principals-teachers and teachers-teachers relationships could be interpreted
as open and teachers perceived their school climates as open climates. There is no
difference between school climates perceived by teachers between School A and
School B in Yangon, Myanmar.
Table of contents
Description
punsarn.dc.description.sponsorship
Spatial Coverage
Rights
This work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.