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Servant Leadership and Teacher Accom...

Kalladanthiyil, Geomon,

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Servant Leadership and Teacher Accompaniment in Salesian Colleges: Role of Affective Commitment /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Servant Leadership and Teacher Accompaniment in Salesian Colleges: Role of Affective Commitment // Geomon Kalladanthiyil.
作者:	Kalladanthiyil, Geomon,
面頁冊數:	1 electronic resource (158 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30995643
ISBN:	9798382824413

Servant Leadership and Teacher Accompaniment in Salesian Colleges: Role of Affective Commitment /
Kalladanthiyil, Geomon,

Servant Leadership and Teacher Accompaniment in Salesian Colleges: Role of Affective Commitment /Geomon Kalladanthiyil. - 1 electronic resource (158 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

This doctoral dissertation delves into the intricate relationships among servant leadership, teachers' affective commitment, and teacher accompaniment within the distinctive context of Salesian colleges in India. The study aims to advance the comprehension of effective leadership within higher education and to gain deeper insights into the dynamic between educators and learners. The study underlines the significance of servant leadership principles in educational leadership and advocates for their incorporation into organizational practices. Moreover, it highlights the pivotal role of affective commitment and teacher accompaniment in promoting employee retention and cultivating a positive work environment.The study's first research question examined the impact of servant leadership on teachers' affective commitment, revealing a significant positive relationship between the two. The second research question investigated the influence of servant leadership on teacher accompaniment, finding a significant positive impact. The third research question explored the link between teachers' affective commitment and teacher accompaniment, revealing a modest but statistically significant correlation. The fourth research question investigated whether teachers' affective commitment mediated the relationship between servant leadership and teacher accompaniment, with the study concluding that it did not.Recommendations for future research encompass cross-cultural examinations of servant leadership, further exploration of the lived experiences of educators and students, and the adoption of case study methodologies to delve deeper into the factors influencing affective commitment and teacher accompaniment. This study offers invaluable insights for both the academic community and educational practitioners.

English

ISBN: 9798382824413Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Affective commitment

Servant Leadership and Teacher Accompaniment in Salesian Colleges: Role of Affective Commitment /
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520 $a This doctoral dissertation delves into the intricate relationships among servant leadership, teachers' affective commitment, and teacher accompaniment within the distinctive context of Salesian colleges in India. The study aims to advance the comprehension of effective leadership within higher education and to gain deeper insights into the dynamic between educators and learners. The study underlines the significance of servant leadership principles in educational leadership and advocates for their incorporation into organizational practices. Moreover, it highlights the pivotal role of affective commitment and teacher accompaniment in promoting employee retention and cultivating a positive work environment.The study's first research question examined the impact of servant leadership on teachers' affective commitment, revealing a significant positive relationship between the two. The second research question investigated the influence of servant leadership on teacher accompaniment, finding a significant positive impact. The third research question explored the link between teachers' affective commitment and teacher accompaniment, revealing a modest but statistically significant correlation. The fourth research question investigated whether teachers' affective commitment mediated the relationship between servant leadership and teacher accompaniment, with the study concluding that it did not.Recommendations for future research encompass cross-cultural examinations of servant leadership, further exploration of the lived experiences of educators and students, and the adoption of case study methodologies to delve deeper into the factors influencing affective commitment and teacher accompaniment. This study offers invaluable insights for both the academic community and educational practitioners.
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