Jordanian School Counselors’ Leadership Behaviors

The purpose of this study was to identify the degree to which Jordanian school counselors were seen by teachers and principals to possess and display leadership behaviors related to Bolman and Deal’s ( 1997 ) transformational ‘four framework approach’ to leadership. This was based on the view that s...

Full description

Saved in:
Bibliographic Details
Published inInternational journal for the advancement of counselling Vol. 33; no. 3; pp. 161 - 171
Main Authors Alsmadi, Rana, Mahasneh, Randa
Format Journal Article
LanguageEnglish
Published Boston Springer US 01.09.2011
Springer
Springer Nature B.V
Subjects
Academic Achievement
Administrator Attitudes
Behavior
Behavioral Science and Psychology
Career Development
Clinical Psychology
Counseling
Educational Environment
Foreign Countries
Human Resources
Industrial and Organizational Psychology
Jordan
Leadership
Original Article
Principals
Psychological Methods/Evaluation
Psychology
Psychotherapy and Counseling
School counseling
School Counselors
School Effectiveness
Schools
Special Needs Students
Teacher Attitudes
Teachers
Transformational Leadership
Jordan
Jordan (country)
Counselors
Transformational leadership
Teachers
Principals
Jordan
Online AccessGet full text

Cover

More Information
Summary:The purpose of this study was to identify the degree to which Jordanian school counselors were seen by teachers and principals to possess and display leadership behaviors related to Bolman and Deal’s ( 1997 ) transformational ‘four framework approach’ to leadership. This was based on the view that such leadership would relate to counselors’ effectiveness in their roles. A questionnaire was administered to a sample of teachers and principals designed to assess counselor leadership on four key dimensions (i) structural leadership, (ii) human resources leadership, (iii) political leadership, and (iv) symbolic leadership. The results of the study suggest high levels of transformational leadership among Jordanian school counselors as perceived by both teachers and principals. Principals assessed the levels more highly than teachers, with a significant difference evident. The results also showed a significant difference based on geographic area of the participants, even though those from all areas rated counselor leadership quite highly.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0165-0653
1573-3246
DOI:10.1007/s10447-011-9119-3