JOB SATISFACTION AND LEADERSHIP COMPETENCY AMONG MALE AND FEMALE EDUCATIONAL ADMINISTRATORS: THE ROLE OF LOCUS OF CONTROL
DOI:
https://doi.org/10.69980/8xj63r40Keywords:
Job Satisfaction, Locus of Control, Educational Administrators, Educational Leadership and GenderAbstract
Educational administrators are crucial for the proper functioning of the school and their job satisfaction and levels of competence in their leadership roles may impact the school's effectiveness, employee relationships, and efforts to carry out educational plans. Other than professional and organizational factors, individual psychological factors like locus of control may influence administrator perception of responsibility, leadership, and an administrator's reaction to demands in the workplace. While job satisfaction, leadership competency and Locus of Control have been studied separately in the past, there has been limited research available to compare gender differences, while studying leadership competency in relation to Locus of Control of educational administrators in the Indian school context. In the present study, it was aimed to see the comparison between job satisfaction of male and female educational administrators and to see that leadership competency of male and female administrators in terms of locus of control. The data were collected from 400 educational administrators including 199 male and 201 female administrators from the population of secondary and higher secondary schools of Indore, with the help of a quantitative descriptive-comparative survey design. Stratified random sampling methods were used to provide for representation of male and female administrators. Descriptive statistics were used along with the appropriate inferential statistics such as an independent-samples t-test to determine if there was any difference in job satisfaction between the men and the women and multiple regressions and moderation analysis to determine if there was a relationship between leadership competency and locus of control. The results showed that the comparison between male and female administrators' job satisfaction was insignificant statistically. In addition, the link between locus of control and leadership competency was not significantly affected by gender and there was no significant interaction between the two. The study has implications for administrator development, leadership training, well-being for staff members, and evidence-based practices for educational management.
References
1.Bellibaş, İ. N., Gümüş, S., & Liu, Y. (2021). Does school leadership matter for principal job satisfaction? A cross-national analysis of TALIS 2018. Educational Management Administration & Leadership, 49(5), 724–742.
2.Ford, T. G., Olsen, J., Khojasteh, J., Shahan, E., & Meyer, S. P. (2019). The effects of principal job demands and resources on principal job satisfaction and burnout. Journal of Educational Administration, 57(2), 129–152.
3.Liu, Y., & Bellibaş, İ. N. (2018). School factors that are related to school principals’ job satisfaction and organizational commitment. International Journal of Educational Research, 90, 1–19.
4.Mahfouz, J. (2020). Principals and stress: Few coping strategies for abundant stressors. Educational Management Administration & Leadership, 48(3), 440–458.
5.Pollock, K., Wang, F., & Hauseman, D. C. (2019). Complexity and volume: An inquiry into factors that drive principals’ work. Journal of School Leadership, 29(4), 337–359.
6.Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T., & Väisänen, P. (2021). The relationship between school principals’ job satisfaction and their leadership strategies. Educational Management Administration & Leadership, 49(1), 108–124.
7.Snodgrass Rangel, V. (2018). A review of the literature on principals and stress. Peabody Journal of Education, 93(2), 161–179.
8.Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97.
9.Wang, F., Pollock, K., & Hauseman, C. (2018). School principals’ job satisfaction: The effects of work intensification. Canadian Journal of Educational Administration and Policy, 185, 73–90.
10.Bush, T. (2020). Theories of educational leadership and management (5th ed.). Sage Publications.
11.Carpenter, B. W., & Diem, S. (2023). Educational leadership and the complexity of school management in the 21st century. Educational Administration Quarterly, 59(1), 3–21.
12.Daniëls, E., Hondeghem, A., & Dochy, F. (2019). A review on leadership and leadership development in educational settings. Educational Research Review, 27, 110–125.
13.Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. Wallace Foundation.
14.Gümüş, S., Bellibaş, İ. N., Esen, M., & Gümüş, E. (2018). A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational Management Administration & Leadership, 46(1), 25–48.
15.Hitt, D. H., & Tucker, P. D. (2021). Systematic review of key leader practices found to influence student achievement. Review of Educational Research, 86(2), 531–569.
16.Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22.
17.Murphy, J., & Louis, K. S. (2018). Positive school leadership: Building capacity and strengthening relationships. Teachers College Press.
18.Pont, B. (2020). A literature review of school leadership policy reforms. European Journal of Education, 55(2), 154–168.
19.Tian, M., Risku, M., & Collin, K. (2021). A meta-analysis of distributed leadership from 2002 to 2020. Educational Management Administration & Leadership, 49(1), 146–164.
20.Ahn, J., & Ettner, S. L. (2022). Locus of control, leadership styles, and occupational health: A systematic literature review. Journal of Occupational Health Psychology, 27(1), 1–15.
21.Blackman, V., & Parris, L. (2020). The impact of locus of control on principal leadership behaviors in secondary schools. Journal of School Leadership, 30(3), 211–229.
22.Demir, K. (2020). The relationship between psychological capital, locus of control, and leadership styles of school administrators. Eurasian Journal of Educational Research, 85, 1–20.
23.Galvin, B. M., Randel, A. E., Collins, B. J., & Johnson, R. E. (2018). Changing the focus of locus (of control): A targeted review of the locus of control literature and agenda for future research. Journal of Organizational Behavior, 39(7), 820–833.
24.Hosseini, S. (2019). A study on the relationship between locus of control, leadership styles and job satisfaction among educational managers. International Journal of Educational Leadership and Management, 7(2), 145–168.
25.Qia, Y., & Liu, X. (2021). The effects of locus of control and psychological empowerment on leadership effectiveness. Frontiers in Psychology, 12, 638965.
26.Sesen, H., & Basim, H. N. (2019). Impact of locus of control on job satisfaction and organizational commitment: The mediating role of leadership styles. International Journal of Leadership in Education, 22(4), 450–466.
27.Arar, K., & Oplatka, H. (2022). Gender and educational leadership: Recent trends and future directions. Educational Management Administration & Leadership, 50(6), 903–918.
28.Ezzani, M. D. (2020). Gender differences in school leadership: A review of the literature. Journal of Educational Administration, 58(2), 153–170.
29.Fuller, K. (2022). Women in educational leadership: The struggle for gender equity. Educational Review, 74(3), 445–463.
30.Moorosi, P., Fuller, K., & Reilly, E. (2018). A comparative analysis of women in educational leadership in South Africa and the United Kingdom. Educational Management Administration & Leadership, 46(4), 585–602.
31.Sperandio, J., & Kagoda, A. M. (2020). Women's career paths and leadership in education: Global perspectives. Journal of Educational Administration, 58(3), 321–336.
32.Bhattacharya, S., & Sharma, R. (2021). Investigating the dynamics of school leadership in Indian secondary schools: A mixed-methods approach. International Journal of Educational Management, 35(4), 856–872.
33.Kaur, S., & Singh, P. (2021). Leadership styles and job satisfaction of educational administrators in India. Journal of Educational Planning and Administration, 35(1), 45–60.
34.Mukhopadhyay, M. (2020). Educational leadership in India: Challenges and opportunities. SAGE Publications India.
35.Sharma, S. (2018). Restructuring educational leadership in Indian schools: Policy, context, and practices. International Journal of Leadership in Education, 21(6), 724–738.
