The influence of distributed leadership style on educational crisis management (the case of TPLF war) in government secondary schools of Bahir Dar City Administration, Ethiopia

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH

Management in Education Pub Date : 2022-11-24 DOI:10.1177/08920206221139636

Abebaw Ayana Alene

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引用次数: 2

Abstract

The purpose of this study was to examine the effect of distributed leadership style on crisis management in Secondary Schools of Bahir Dar City Administration. A correlation research design with a quantitative method was employed. Data was collected from 242 randomly selected teachers using a questionnaire and analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (One-Sample t-test, Pearson correlation coefficient, and regressions). From the results of the study, it was found that the practice of educational crisis management was significantly low. All distributed leadership dimensions had positive correlations with crisis management significantly. Distributed leadership style contributed to 38.3% of crisis management; individually, leadership team cooperation had a strong prediction power ( β = .233) followed by the participative decision-making dimension ( β = .232). Generally, the practice of crisis management was low and leadership team cooperation and participative decision-making dimensions were found to be the best predictors of crisis management.

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分布式领导方式对埃塞俄比亚巴希尔达尔市政府中学教育危机管理的影响(以TPLF战争为例

本研究的目的是检验分布式领导风格对巴伊尔达尔市政府中学危机管理的影响。采用定量方法进行相关研究设计。使用问卷从242名随机选择的教师中收集数据，并使用描述性统计（平均值和标准差）和推断统计（单样本t检验、Pearson相关系数和回归）进行分析。从研究结果来看，教育危机管理的实践水平明显较低。所有分布式领导维度都与危机管理显著正相关。分布式领导风格对危机管理的贡献率为38.3%；就个体而言，领导团队合作具有较强的预测力（β = .233），然后是参与决策维度（β = .232）。一般来说，危机管理的实践很少，领导团队合作和参与决策维度被发现是危机管理的最佳预测因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Management in Education Social Sciences-Education

CiteScore

3.00

自引率

7.70%

发文量

期刊介绍： Management in Education provides a forum for debate and discussion covering all aspects of educational management. We therefore welcome a range of articles from those dealing with day-to-day management to those related to national policy issues. Our peer review policy helps to enhance the range and quality of the articles accepted supporting those new to publication and those that are more expereienced authors. We publish research findings, opinion pieces and individual stories and our contributors come from all sectors of education.