School Administrators' Global Leadership Attributes and Behaviors
Saved in:
| Title: | School Administrators' Global Leadership Attributes and Behaviors |
|---|---|
| Language: | English |
| Authors: | Meral Halisdemir (ORCID |
| Source: | International Journal of Modern Education Studies. 2025 9(1):83-113. |
| Availability: | International Journal of Modern Education Studies. Available from: Mevlut Aydogmus. Necmettin Erbakan University Ahmet Kelesopglu Education Faculty A-319 Meram Konya, 42000, Turkey. e-mail: ijonmes@gmail.com; Web site: https://www.ijonmes.net/index.php/ijonmes |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Global Approach, Leadership, Personality Traits, Leadership Qualities, Administrator Behavior, Gender Differences, Middle School Teachers, High School Teachers, Teacher Attitudes, Teacher Administrator Relationship, Principals, Assistant Principals, Foreign Countries |
| Geographic Terms: | Turkey (Istanbul) |
| ISSN: | 2618-6209 |
| Abstract: | The purpose of the study is examine school administrators' global leadership attributes and behaviors. A simultaneous parallel design, a mixed-method research approach, was employed. In the quantitative dimension, data were collected from 502 volunteer teachers selected through simple random sampling. The qualitative dimension utilized a phenomenological design with a purposive sample of 20 volunteer school administrators. Quantitative data were analyzed using descriptive statistics and parametric tests, while qualitative data were analyzed for themes and patterns. Quantitative findings revealed that teachers' perceptions of school administrators' global leadership attributes and behaviors were influenced by the gender variable. Qualitative findings indicated that school administrators demonstrated strong global leadership attributes and behaviors rooted in universal values. However, administrators tended to respond proactively in some instances and reactively in most cases when addressing challenges related to cultural differences. The quantitative and qualitative findings, analyzed within the framework of the simultaneous parallel design, were found to complement and support each other. [Note: The page range (83-114) shown in the citation is incorrect. The correct page range is 83-113.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476491 |
| Database: | ERIC |
Be the first to leave a comment!
