that the principals act as a mentor in such cases, emphasizing rationality. He/she should be considerate, that is, consider both intrinsic and extrinsic forces that actuate, direct and maintain staff behaviours (Gursel, 1997). Motivation was higher where more external incentives were provided. Instead, this helps to foster team work and, eventually, this improves the problem-solving ability.
In addition, the school leader can also motivate teachers by providing adequate driving forces to urge one into action (Genc, 1987). Staff's experience of job stress was seen as principals' lack of consideration and was related to teacher dissatisfaction. It is only through these relationships that they can establish leader legitimacy and encouraged commitment. Given the manifold tasks and responsibilities of school leadership, as well as the competencies required, school leaders may be regarded as "superheroes". They must make the change happen without alienating the teaching staffs. The human factor should not be ignored, the educational leader should strive in five paragraph essay web developing a physiological and psychological process which takes into account individual desires, goals, tendencies, behaviour, self-interest, preference, will-power and drive. Therefore, effective professional principals (Huber, 1997, 2004) should relentlessly work to improve achievement by focusing on defining smart goals. If the author goes a different way, that's fine. Have you ever had a conversation with someone simply to look up and think 'what the heck are they talking about?'.
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