Question one: teacher morale and principal leadership style
School leadership such as the principles have the capacity to influence the teacher morale in their schools considering the actions and daily practices they portray. Regarding the data collected from the three elementary schools in urban school districts, shows that there is a significant correlation between the teacher moral and their principal’s leadership styles.
The Cronbach alpha indicating 0.9383 with a sample size of N=24, could mean that both teachers interviewed could have agreed that their respective school principal’s leadership styles play varied reactions when it comes to boosting their morale. The principal’s leadership styles may be such that, some teachers may feel being treated as nonprofessionals, no appreciation, or being overworked in their duties hence lowering their self-esteem (John & Taylor, 2014).
The significance relationship between the teacher morale and job-related stress is weak considering that, out of the size of N=26 with a Cronbach alpha of 0.5778 as per the study findings. That might indicate that, out of the twenty-six teachers interview, a half did not see how their work morale can be affected by their job stress. That would Signify that, satisfied teachers containing a high confidence could enthusiastically take part in their teaching-learning process and at the same time developing the student’s personality for better school achievements.
That might imply that those who supported the question might have cited a better and healthy environment which would promote higher morale in them (Kumazawa, 2013). That is, the school environment supports belongingness, rationality, and identification which in turn relates to the relationship between the coworkers and the school support staff.
Regarding the report findings, there is a substantial correlation between the teacher morale and the student’s achievement in those three elementary schools. That can be concluded since out of the one hundred and forty-eight teachers; thirty-three interviewed gave a positive result since the average result was at 0.8708. That might be true as most of the teachers who were of that opinion might have argued that the school’s systems of consciously coordinated personal activities or forces need to be effective and efficient for its survival.
Efficiency, in this case, is related to any person’s morale thus making satisfaction and confidence an unavoidably necessary variable in the school effectiveness (John & Taylor, 2014). With a clear leadership structure, better working environment, good teacher-student relationship and defined goals and objectives, there is no doubt that the students in those school’s will perform better.
According to the resulting outcome, among the twenty-seven teachers who participated, the results outlined a poor performance since it appears that those interviewed were divided on whether there is a significant relationship between the teacher’s morale and the school discipline (Dewey, 2013). If the teacher is not under pressure, with high self-esteem, well-motivated and working under a relaxed atmosphere, then there is a strong possibility that the teacher will become a role model for the students which can translate to the school discipline. A well-behaved teacher in front of his students will increase his performance thus gaining trust, and every student would want to emulate him or her. A well-organized school leader will boost the teacher’s moral which enables them to reciprocate such behaviors to the students (Mehta, Atkins & Frazier,2013).
School environment both physical and social has a significant dependence with the teacher’s morale as outlined by the research findings. The data describes an excellent performance of the respondent teachers since the Cronbach alpha of 0.9356 signifies that out of those interviewed with the favorable opinion of the question might have argued variedly.
Th school facilities such as classrooms, learning and reading materials, playing grounds, school funds which make a smooth running of the school forms the physical environment of the school. Teachers working under inadequate facilities might develop work related stress which in return reduces their morale while performing their duties. On the other hand, gender and ethnicity disparities, age and education level describe the social environment of the schools (Kumazawa, 2013). Teachers working in a free atmosphere of racial integration with no social prejudice regarding gender and professionalism would have a higher moral because they are working as a team thus achieving the school’s set goals.
The relationship between the teacher morale and the parent-school relationship wants according to the research findings as it scores averagely regarding those teachers who were interviewed. That might be because many schools do not always consider parents as part of the school community. That may be why most schools do not incorporate parent’s decisions while outlining their goals and objectives (John & Taylor, 2014) Those teachers who might have been of the opinion might have argued that parents have a role to play in boosting the teacher’s morale.
A teacher with high morale depicts an integrated effort of the whole school’s fraternity parents included. Concerned parents who always seek to involve themselves with the school’s welfare and giving support to teachers and students gives the teachers a reason to excellent performance through high morale boosting (John & Taylor, 2014)
According to the data provided by the research analysis, the variables with the greatest impact includes the principal’s leadership styles and the social and physical school environments which scored an excellent performance among those teachers interviewed. Student achievement also had a good performance considering that it is what the study tends outline as its basis since the teacher morale relates directly with school’s performance. However, school and parent relationship, job-related stress and school discipline followed in that sequence as variables with the least impacts on the teacher morale.
Dewey, J. (2013). The school and society and the child and the curriculum. University of Chicago Press.
John, M. C., & Taylor, J. W. (2014, August). Leadership style, school climate, and the institutional commitment of teachers. In International Forum Journal(Vol. 1, No. 2).
Kumazawa, M. (2013). Gaps too large: Four novice EFL teachers’ self-concept and motivation. Teaching and Teacher Education, 33, 45-55.
Mehta, T. G., Atkins, M. S., & Frazier, S. L. (2013). The organizational health of urban elementary schools: School health and teacher functioning. School mental health, 5(3), 144-154.