Indigenous analysis of the perception of leadership in school context: The role of teachers and administrators.

초록

The purpose of this study is to examine how teachers and administrators perceive their role and leaders in the school context using the indigenous psychological analysis. A total of 356 teachers and administrators (246 teachers and 110 administrators) completed a questionnaire developed by the second and third authors. The questionnaire included items about the role of students, parents, teachers, principal and the Ministry of Education. The results are as follows. First, the majority of teachers (51.5%) and administrators (54.5%) reported that being faithful in helping student to succeed academically was considered to be the most important. As for the role of the parents, both teachers and administrators indicated that trusting the school (41.6%) was most important role that parents can fulfill. In addition, concern for school, trust the teachers, supporting the school and raising children properly at home were also reported. Third, both teachers and administrators reported that teachers’ skills in providing academic training was the most important quality that a teacher posses, followed by teachers’ integrity and personality, and by their love for their students. Fourth, both teachers and administrators perceived broad-mindedness and tolerance (31.7%) as most important quality for a school administrator, followed by humanistic managements skills (19.9%) reported by the teacher, and administrative management skills (33.6%) reported by the administrators. Fifth, the administrators reported that role of the Ministry of Education is to provide policies and program that are realistic (31.8%), and the teachers reported administrative support for teachers (27.2%) as to be the most important. Detailed analysis and implications of the results will be provided.