Teachers and head professors play an very important role in upholding and increasing education requirements in learning establishments. Head teachers are costed with the duty of overseeing the day-to- day businesses of a institution. Teachers on the other hand are incredibly instrumental as it pertains to imparting knowledge, willpower, beliefs and beliefs to students. Over the years, a number of research studies have established a link between high education performance among students and good romantic relationship between head instructors and educators. Thus it is noticeable a good romance between head instructors and teachers encourages a conducive learning environment that can lead to good performance between students. Basically, a healthy relationship between educators and head instructors is the one which is characterized by mutual respect, cooperation, trust and a goal. In order for this to be actualized, it's important for head educators to build a platform whereby teachers can learn new skills, communicate about issue that impact them and eventually get motivation to execute their responsibilities unreservedly (Harris, Day & Hadfield p 67).
The reason for this analysis is to investigate how good relationships between head educators and teachers can result in success and better performance among students. Several relevant literatures will be assessed to establish the many factors revolving around good romantic relationships between head instructors and educators. Furthermore, the reviewed literature will set up how good human relationships between head educators and teachers can lead to success and better performance among students specifically in primary colleges. This analysis will explore various conceptual frameworks with regards to good human relationships between head educators and teachers. In order to collect data on the human relationships between head instructors and instructors, several questionnaires were distributed to head instructors and four professors in two major classes in Saudi Arabia. The results of the questionnaires will be conveyed in this review, thereafter this analysis will provide a discussion predicated on the findings of these questionnaires.
According to Mulkeen (2010, p108), mind teachers will be the senior leaders and managers of schools and thus they play an important role in the working of classes. Head teachers are anticipated to have responsibility in the entire management of the institution this includes, taking care of teachers. Mulkeen records that, too often head teachers tend to focus on exterior matters including the schools communications with the training ministry rather than managing the businesses of the school. This in turn causes these to be absent from school and as direct result certain issues influencing teachers are still left unaddressed. Recent studies show that the pace of absentness amidst head instructors is relatively high when compared with that of instructors. The effective control of a headmaster positively affects the performance of both teachers and students. On the other hand, ineffective leadership on the part of a head professor can bring about disarray in educational goals and poor performance for both professors and students (Mulkeen 108).
Indeed management is important aspect in the vocation of head teachers. The form of leadership style that they exercise in their daily working of schools directly determines if they will have good or bad relationships with professors. In the booklet "Primary teacher's stress, " the authors of this literature, Troman and Real wood (2001, p 61) describe that the happening of tutor bullying is common in schools. A website study investigating problems with regards to bullying at work indicated that 20% of the reported bullying cases in the workplace involved teachers. One third of the amount of teachers involved with these surveys exposed that they were victimized by brain teachers. Some mind teachers are known to employing bullying and other form of tyrannical control styles with the purpose of forcing instructors to discharge their duties appropriately. However, studies also show that educators who are mistreated or bullied in their workplaces have a tendency to lack desire to do their work and therefore their degree of productivity is desiring, therefore impacts the performance of students in their educational work (Troman & Wood 62). Troman and Hardwood (2001, p 63) further demonstrate that in situations of bullying professors and head instructors are involved in a strong psychological marriage and the thus the quality of relationship between your head teachers and teachers affects the teaching practice (Troman & Real wood 63).
In mention of the sentiments of Green (2004, p 235), the command styles found in the headship of a school determines the kind of relationship that head teachers have with educators and the performance benefits of educators and students. Essentially, there are six main options of control styles that can produce mixed results that either affect the performance of teachers and students favorably or negatively. These styles of management include, authoritative, affiliative, instruction, pace setting and democratic. Predicated on this hypothesis it is noticeable that the management styles utilized by head teachers determines the sought of romance that they can have with teachers and other subordinates. It is therefore worth questioning what kind of authority should head instructors use to ensure that they have good human relationships with teachers? (Green 235).
A study commissioned by the National Association of Head teachers (NAHT) sought to determine the perspectives of both teachers and head instructors on effective school leadership. The studies of this research depicted that effective university control in the perspective of teachers includes the head teacher's ability to create good associations with instructors. Head teachers should become aware of the needs of educators plus they should be a part of addressing the various conditions that affect teachers. According to Harris, Day& Hadfield (2003, p 67) teachers emphasize that they value their professional and personal marriage with the top teachers. Most educators prefer a romantic relationship with head educators that will permit them to readily communicate with the top teachers related to any concern revolving around their work. Harris, Day& Hadfield observe that a good romantic relationship between the brain teachers and educators is characterized by mutual respect, understanding and trust. Even though the head educators are professionally more advanced than teachers, they shouldn't use their specialist to undermine or disrespect professors. Instead they must foster a conducive work environment whereby instructors can have the ability to express themselves easily and grow properly. Alternatively, teachers also needs to model ways that they could work and build mutual value and trust using their superiors, in cases like this head professors (Harris, Day& Hadfield 67).
Harris, Day& Hadfield (2003, p 67) further recommend that in order to determine a good romance between head instructors and teachers, head teachers should adopt the contributions of educators and show that their efforts and efforts are highly valued. In return professors should be willing to be supportive on the efforts of the head teachers. Moreover, a wholesome work marriage between educators and head instructors is the one that enables and encourages the introduction of the teacher's profession. The introduction of the teacher's job may sometimes change the sort of relationship between mind teachers and the instructors. As instructors gain more experience and skill in their profession they are more self-confident in the articulation of these duties. Based on the findings of a study commissioned by the National Association of Head teachers (NAHT), during the first years of their profession, a good number of teachers are often afraid of the head instructors thus their relationship with the head teachers is characterized by apprehension. In these circumstances teachers avoid searching for help from the head teachers when they face issues (Harris, Day& Hadfield 67). However, as they gain more experience, skills and knowledge most instructors generally have friendly organizations with the top teachers and therefore they can look for guidance and support from the head teachers. Based on the findings of the research, it is apparent the development of teacher's career can promote good romance between them and the head teachers. Therefore brain educators should provide learning opportunities that allows teachers to enhance in their professions. Head teachers should anticipate and discover ways of dealing with the arising requirements. Head professors should prioritize on forming good interactions with teachers as this will inevitable add success and better performance amidst students (Avi-Itzhak & Ben-Peretz 231).
Recent research studies have shown that good relationship between instructors and head instructors is an important aspect when it comes to identifying the performance and success of universities. Researchers have identified that in successful school, teachers have a good professional and personal romance with head professors. Moreover, in high undertaking and successful universities head teachers provide instructors with a platform to converse on conditions that impact them and opportunities to build up their opportunities as teachers (Thoms 196).
The conceptual construction of this review is dependant on the assumption that the sort of leadership and inspiration strategy utilized by school head professors determines whether they have good romantic relationships with teachers. Consequently, the relationship between head professors and teachers influences the performance of students in schools. Thus good connections between head teachers and teachers can result in success and improved academic performance amongst students. Klug (1989) observes that school market leaders can determine the desire amongst teachers by modifying the instructional weather at school. This will in turn determine the attitude of both professors and students towards education. By proficiently prioritizing on the relationship with educators head teachers can boost the inspiration of students and educators and immediately impact the performance of students (Klug 19).
Fredrick Herzberg's theory of determination further draws a solid conceptual framework for this study. Matching to Herzberg, there are specific factors in the work environment that lead to quality performance and job satisfaction. At exactly the same time there are certain factors that can bring about poor performance and job dissatisfaction. With regards to the sentiments of Hezerberg, when individuals in a work place are not satisfied with the working conditions they can be bound to be less determined and therefore their productivity at work will be afflicted. Most employees are in search for gratification in terms of recognition, value, appreciation, responsibility, the type with their work and growth. When these conditions are dully found in a work environment employee will feel motivated to give their finest in their jobs and consequently pleasurable results will be actualized (Oshagbemi 354).
Herzberg suggests a two factor model of motivation predicated on aspects including the certain characteristics that donate to the satisfaction of employees at the job and other characteristics that contribute to employee dissatisfaction at the job. Therefore matching to Herzberg both satisfying and dissatisfying characteristics aren't in a scale with one increasing as the other diminishes somewhat these characteristics are independent phenomena's. Herzberg's theory suggests for output to be increased in workplaces, administrators should realize and address both satisfying and dissatisfying characteristics. Administrators shouldn't presume that the increase in satisfying factors will inevitably reduce the unsatisfying factors (King 18).
The kind of control style exercised by academic institutions head teachers decides whether they will have good human relationships with teachers. Command styles can be regarded as the manner in which a person in expert leads. The type of management exercised by school head educators is reflected on how they communicate with teachers, that they exercise their specialist and power, therefore affects teachers and students. In addition, the control styles articulated by university head teachers affects they manner in which they order and motivate instructors to realize the set educational goals. The manner in which university head teachers lead determines if indeed they can effectively encourage teachers and maintain positive interactions with them. The primary signal of effective authority is the amount of motivation that teachers have to diligently have to carry out their duties. In order for teachers to feel motivated to carry out their duties mind teachers have to maintain good connections with educators. Thus head professors shouldn't only give goal to realizing high educational achievements but they should also give priority to keep good interpersonal romantic relationships with teachers. School head educators should shun from using autocratic types of leadership rather they ought to employ leaderships that will promote good relations between them and educators, they should also exercise leadership styles that will encourage teachers to perform their responsibilities with zealousness (Seashore &Taber 346).
On the other hands, the reaction of instructors to the management of their brain teachers depends on the characteristics and ideals of the instructors. Given the fact tat associations are two way, instructors likewise have the responsibility of maintaining good relationships with head instructors. Regarding to Seashore and Taber (1975, p 346), the productivity in a work environment depends upon the point out of the internal organizational environment seen as a personnel romance and authority styles. Teachers are often satisfied with brain teachers who are supportive and considerate. A study conducted by Keashly et al (1994, p341) revealed that negative relationship between market leaders and employees mainly contributes increased absenteeism and reduced production (Keashly 341). Quite simply, the conceptual shape work of this study accentuates that the type of leadership and determination strategy utilized by school head educators determines whether they have good human relationships with teachers. Subsequently, the partnership between head teachers and teachers influences the performance of students in institutions. Based on this theoretical framework, it is visible that when head professors maintain positive interactions with teachers schools are bound to reach your goals (Klug 19).
In this study questionnaires were used as the primary way to obtain collecting data. Questionnaires were preferred due to their suitability for this study, questionnaires enabled the researcher to accumulate information from a big sample within a short while. The use of questionnaire in this analysis incurred less costs and time as compared to other methods of data collection. Furthermore, the use of questionnaires in this study ensured confidentiality and therefore respondents were at ease to give honest, candid and objective reactions.
For this research questionnaires were well prepared and allocated to two mind professors and four teachers in two most important colleges in Dharan City, Saudi Arabia. The questionnaires basically incorporated closed ended and few open up finished questions. The closed ended questions required either the teachers or the head educators in these classes to reply by marking the relevant multiple options provided as; always, sometimes, never. Alternatively the open concluded questions required the respondents to briefly condition their opinion about the matter in question. Ahead of issuing the questionnaires to the various respondents, the experts told the respondents the reason and aims of the study. Respondents were urged to give genuine, candid and objective replies.
The questionnaires allocated to the four educators in the various primary schools experienced five main parts. The first section consisted of one open concluded question and three shut down ended questions intended for evaluating if the head educators of the alleged schools helped teachers to build up their careers by giving opportunities that will enable professors to learn new skills and also have new experiences. The next portion of the questionnaires distributed to teachers comprised of five closed ended questions and one open ended question geared towards evaluating whether the head educators of the alleged classes encouraged collaboration among themselves and professors in relation to decision making, educational functions and displinary concerns. The third section of the questionnaires comprised of four closed finished questions and one open ended question geared towards evaluating if the head educators of the alleged schools build communication processes seen as a trust. The fourth portion of the questionnaires made up of four closed ended questions and one wide open ended question intended for evaluating if the head teachers employed strategies to stimulate the teaching staff. The fifth section of the questionnaire made up of one open ended question assessing the potency of the head teacher's command.
The questionnaires sent out to the two head educators in the various primary schools acquired five main areas. The first section assessed whether the brain teachers helped teachers to build up in their jobs. The next section assessed whether the head teachers encouraged collaboration between them and teachers with regards to educational procedures and decision making. The third section assessed whether the head instructors build trustful communication operations that enable instructors to share their ideas and present their grievances. The fourth portion of the questionnaire section assessed whether the head teachers utilize strategies intended for motivating the coaching staff. The ultimate section of the questionnaire searched for to discover the challenges that head professors encounter in their interactions with teachers and exactly how they talk about these problems.
Notwithstanding the advantages of using questionnaires, the use of questionnaire in this review had certain restrictions. For example the format of the allocated questionnaires managed to get difficult for the researcher to look at complex opinions and issues. Even in cases whereby open concluded questions were used, the respondents were limited such that they could not describe certain issues in a all natural manner. This in turn made it problematic for the researchers acquire in-depth details.
The first portion of the questionnaire issued to teachers examined whether the head instructors of the alleged universities helped teachers to build up their careers by providing opportunities that will enable teachers to learn new skills and also have new experiences. With regards to the question on if the head teachers helped teachers to have advantage of opportunities to learn new skills all the four teachers granted with the questionnaire, responded that "sometimes" the top teachers helped then to use good thing about the opportunities to learn new skills. Based on the question on if the head teachers help teachers to take good thing about opportunities for new experience all the four professors granted with the questionnaire, responded that "sometimes" the head instructors helped then to consider good thing about the opportunities for new activities. Based on the question on if the head teacher viewed for ways to help teachers are more successful, two educators responded by expressing "always" whereas the remaining two responded using "sometimes. " The final question in this section searched for to learn the areas that the professors thought are the most crucial areas that the top teacher should improve in developing teachers. A lot of the educators responded that attend instructional courses is one of the main areas that brain teachers should address in order to build up teachers.
The second section of the questionnaire given to teachers wanted to evaluate if the head professors of the alleged universities encouraged cooperation between them and teachers. With regards to the questions on whether the head teachers achieved teachers every month, paid attention to the thoughts and ideas of the professors on educational process and build cooperation with instructors all the four respondents responded to that "sometimes" this happened. With regards to the question on if the head teachers engaged professors in decision making two out of four teachers responded that "sometimes" they are involved whereas the remaining respondents answered they are "never" involved with decision making. With regards to the question that desired to find out what head educators should do to be able to encourage collaboration, most teachers suggested that head teachers should involve the teaching staff in decision making.
The third section of the questionnaire given to teachers sought to examine whether head professors build trustful communication process that allow teachers to converse what is on the head. Three out of four instructors established that their mind professors" never" build trustful communication processes. It is merely one out of four of the examined instructors who validated that their mind educators "always" build trustful communication operations. All of the four examined educators responded that the top teachers "always" thought that trust is the foundation for successful collaboration. All the four examined teachers also responded the head educators in their alleged schools "never" walk the have a discussion. Based on the final questing in this section that wanted to determine the most important steps that the head teachers should take in order to improve trust. Most teachers recommended that the head educators should mandate educators with tasks that will assist building trust.
The fourth portion of the questionnaire given to teachers desired to determine whether head professors employ strategies geared towards motivating their coaching staff. The results of this questionnaire established that of the examined teachers, noticed that sometimes the top teacher employed strategies to motivate them. Based on the question on the most crucial areas that the professors thought that the top teachers should motivate teachers, most teachers responded that the head teacher must estimate innovators works for professors. The fifth section of the questionnaires given to teachers desired to establish whether instructors though that the authority exercised by brain teachers was successful. Most teachers said yes because the head educators in their alleged academic institutions build assistance and trust between them and professors. In addition, the top teachers exhibited the teachers admiration.
The findings of the questionnaires given to head teachers indicated that the top teachers sometimes took advantage of opportunities to develop the occupations of teachers. The two examined head teachers identified instructional lessons as the most crucial area that required improvement when it comes to developing teachers. The conclusions of the questionnaires released to head teachers also suggested that sometimes the head teachers encouraged collaboration between themselves and professors in relation to concerns such as decision-making, displinary issues and educational operations. Inside the questionnaires, the head teachers indicated that the most important areas for improvement in relation to cooperation revolved around decision-making. The finding of the questionnaires also depicted that sometimes the top educators build trustful communication operations that enable educators to say precisely what is on their brain. Based on the responses of both head teachers, the most important area that will require improvement as it pertains to building trustful communication functions is decision making. The head teachers recommended that teachers should be determined and involved in decision- making. Furthermore, the conclusions of the questionnaires given to both head teachers proven that sometimes the top teachers utilized motivational strategies intended for motivating the teaching staff. The head teachers recommended that they need to create interpersonal activity between your teaching staff to be able to improve the determination of teachers at the job. One of the key issues that the top teachers face in their romantic relationship with the teachers is having less enough teaching staff and as a result, they face challenges when it comes to equally distributing work.
Good romance between head educators and educators is imperative since it establishes whether a college system activities success on its educational goals. Among the main element elements that contribute to good interactions between head educators and teachers are the leadership style a head professor uses in the school environment or the motivational strategies that the head teacher employs to be able to motivate the coaching staff. Regarding to (Seashore &Taber 346), the sort of management exercised by university head educators is reflected how they communicate with teachers, the way they exercise their expert and power, this in turn affects instructors and students. Furthermore, the authority styles articulated by school head teachers affects they way in which they demand and motivate teachers to realize the set academics goals. The manner in which college head professors lead determines if indeed they can effectively encourage teachers and keep maintaining positive associations with them. The primary signal of effective leadership is the level of motivation that teachers have to diligently have to carry out their duties. In order for professors to feel determined to handle their duties brain teachers have to keep up good connections with teachers.
The conclusions of the granted questionnaires depict that in both schools whereby the study was conducted the relationship between the brain teachers and professors is relatively good. This is mainly because based on these findings, it is obvious that the top teachers employ control styles that to some extent enable teachers to build up in the employment opportunities and also be a part of your choice making process. Furthermore, these finds depict that to some extent the head instructors use motivational strategies that target at motivating the coaching staff. For example, Based on the question on if the head professors helped teachers to take advantage of opportunities to learn new skills all the four instructors given with the questionnaire, responded that "sometimes" the head teachers helped then to take benefit of the opportunities to learn new skills. With regards to the questions on whether the head teachers attained teachers every month, listened to the ideas and recommendations of the instructors on educational process and build assistance with instructors all the four respondents answered that "sometimes" this happened. Furthermore the finding of this study set up that the head educators in these classes to a certain degree used motivational strategies to be able to motivate its personnel. This demonstrates the head teachers in these academic institutions use certain strategies that promote good human relationships between them and educators.
Nevertheless, there is still room for improvement. The situation examples of the two primary universities in Dharan City, Saudi Arabia give a good exemplory case of the type of interactions between head educators and teachers and how these associations can be improved upon. For instance based on the finding of the study, for good relationships to be fostered between brain teachers and professors it needed for head educators to help teachers take advantage of opportunities for new experiences and opportunities to learn new skills. Harris, Day& Hadfield (2003, p 67) observe that a wholesome work marriage between educators and head educators is the one which enables and stimulates the introduction of the teacher's job. The introduction of the teacher's profession may sometimes change the sort of relationship between head teachers and the educators. As instructors gain more experience and skill in their job they become more comfortable in the articulation of their responsibilities (Harris, Day& Hadfield p 67).
Moreover, in order for head teachers to establish good interactions with teachers, it is essential for head professors to make a conducive work environment that will allow teachers to be involved in your choice making process in addition to a work environment that enable professors to communicate easily about their opinions and ideas. Also, head professors should utilize motivational strategies such as creating communal activities for the teaching staff, with the purpose of motivating the coaching in order to enhance their performance.
The reason for this review was to establish how good relationships between head educators and teachers can lead to success and better performance between students. Through a review of several relevant literatures, this analysis established that the proper execution of authority style that mind instructors exercise in their daily jogging of schools straight determines whether they will have good or bad connections with teachers. Furthermore, the majority of the analyzed literatures suggested that head educators should prioritize on forming good interactions with educators as this will inevitable add success and better performance between students. The conceptual platform of this review was based on the assumption that the kind of leadership and desire strategy utilized by school head teachers determines whether they have good relationships with teachers. Subsequently, the relationship between head professors and teachers affects the performance of students in academic institutions.
In this research, questionnaires were used as the main ways of collecting data. These questionnaires were distributed to two mind teachers and four instructors in two main classes in Dharan City, Saudi Arabia. The studies of these questionnaires depicted that in both schools whereby the study was conducted the partnership between the head teachers and educators is relatively good. However, there is still room for improvement for case in order to determine better associations with teachers, the head teachers in these colleges should a conducive work environment that will enable teachers to be involved in your choice making process, develop in their employment opportunities in addition to a work place that enable professors to communicate freely about their thoughts and ideas.
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