Title of article :
Investigating the Condition of Leadership Styles of High Schools Managers of the City of Ardabil from Teachersʹʹ Viewpoint
Author/Authors :
Shiri ، Hossein نويسنده Science and Research branch, Islamic Azad University, Ardabil, Iran , , Zahed Babelan ، Adel نويسنده , , Sattari، Sadraddin نويسنده ,
Issue Information :
دوماهنامه با شماره پیاپی 5 سال 2014
Pages :
9
From page :
1
To page :
9
Abstract :
This survey has been performed in order to investigate the condition of leadership styles of high schools managers of the city of Ardebil and also the dominant leadership style from teachersʹ viewpoint. The method of this research is correlational type and it is applied survey type in respect of goal. The statistical population of this study is 582 teachers of second and third grades of high school of the city of Ardebil, and by using table of Krejcie and Morgan, 230 person of them have been selected randomly by using multi-stage random sampling. The tools of collecting data in this survey are Bass and Ovolio (2004) leadership style, Gholipour et al.(2009) servant leadership style, Fry et al.(2005) spiritual leadership style questionnaires, and the formal validity of questionnaires has been confirmed by researchers and professors and its reliability coefficient has been obtained 0.82 for Bass and Ovolio leadership style, 0.95 for servant leadership style, and 0.83 for spiritual leadership style questionnaires by using Cronbachʹs alpha. The data was analyzed by using descriptive and inferential statistical methods (single-sample t test). Some of the obtained results are as follows: the results of single-sample t test indicated that the condition of leadership styles (transformational, Transactional, servant, and spiritual) except Laissez-faire Leadership style is desirable and also according to the results of this survey the dominant leadership style is transformational leadership style.
Journal title :
Applied Psychology
Serial Year :
2014
Journal title :
Applied Psychology
Record number :
1039077
Link To Document :
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