THE RELATIONSHIPS AMONG LECTURERS’ SELF-CONCEPT AND LEADERSHIP STYLE AND STUDENTS’ MOTIVATION TO LEARN ENGLISH AT TERTIARY LEVELS OF EDUCATION
DOI:
https://doi.org/10.36982/jge.v6i1.260Abstract
This study was aimed to find out (a) the existing phenomena of English lecturers’ of non-English major self-concept and leadership style at Sriwijaya University, (b) the existing phenomena of non-English major students’ motivation to learn English at Sriwijaya University, (c) whether or not there was significant correlation among lecturers’ self-concept and leadership style and students’ motivation to learn English, (d) how much lecturers’ self-concept and leadership contribute to students’ motivation to learn English. The data were collected by distributing self-concept questionnaire and leadership questionnaire to 19 English teachers of non-English majors and motivation to learn English questionnaire to 714 non-English major students. The result described that the lecturers’ self-concept was mostly positive for the five sub-scales with the highest positive percentage was for self-regard (84.9%). For the leadership style, the result revealed that 10.5 % of the lecturers had country club leadership style and the other 89.5% had team leader leadership style. In terms of students’ motivation to learn English, the twelve subscales were dominantly responded positively by the students with the highest percentage (96.5%) went to integrative orientation subscale. Furthermore, there was significant correlation between lecturers’ self-concept (total) and students’ motivation to learn English (total) (R2= .006, sig. F= .044). However, there is no significant correlation between lecturers’ leadership style and students’ motivation to learn English.
 Key words: lecturers’ self-concept, lecturers’ leadership styles, students’ motivation
References
Blake, R.R. & Mouton, J. (1964). The Blake and Mouton managerial grid: leadership self assessment questionnaire. Retrieved from http:// www.bumc.bu.edu/facdev-medicine/files/2010/10/Leadership-Matrix-Self-Assessment-Questionnaire.pdf
Burhanuddin, B. (2009). The leadership roles of a principal in improving school effectiveness. Jurnal Ilmu Pendidikan, 4(0). Retrieved from http:// journal.um.ac.id/index.php/jip/article/view/1325
Diem, C.D. (1998). Teacher self-concept and teacher effectiveness as perceived by teachers of English and students of senior high schools. Jurnal Ilmu Pendidikan, 5(3), 154-166.
Gardner, R. (2004). Attitude/motivation test battery: International AMTB research project (English version). Retrieved from http://publish.uwo.ca/~gardner/ docs/englishamtb.pdf
Hariri, H. (2011). Leadership styles, decision-making styles, and teachers’ job satisfaction: An Indonesian schools context. Ph.D Thesis, James Cook University. Retrieved from http://researchonline.jcu.edu.au/22095/ 2/02whole.pdf
Liu, H. (2010). The relationship of academic self-concept to motivation among university EFL Students. Feng Chia Journal of Humanities and Social Sciences, 20, 207-225. Retrieved from http://www. cohss.fcu.edu. tw/wSite/publicfile/Attachment/f1283494063178.pdf
Matsumoto, M. (2009). Second language learners’ motivation and their perceptions of teachers’ motivation. Paper presented at the international conference on teaching and learning in higher education 2009: Quality learning in higher education. Kuala Lumpur, Malaysia. Nov. 2009. Retrieved from http://epublications.bond.edu.au/cgi/viewcontent.cgi?
Purkey, W. (1988). An overview of self-concept theory for counselors. ERIC Clearinghouse on Counseling and Personnel Services, Ann Arbor, Mich. (An ERIC/CAPS Digest: ED304630). Retrieved from http:// www.edpsycinteractive.org/files/selfconc.html
Ribas, F. (2009).The role of self-concept in students’ motivation in the Brazilian EFL context. Linguagem & Ensino, Pelotas, 12(2), 463-486. Retrieved from http://www.rle.ucpel.tche.br/index.php/rle/article/view/84/56
Shavelton, R.J. & Bolus, R. 1982. Self-concept: The interplay of theory and methods. Journal of Educational Psychology, 74(1), 3-17. Retrieved from http://www.rand.org/content/dam/rand/pubs/papers/2009/P6607.pdf
Tang, S. (2011). The relationship of self-concept, academic achievement and future pathway of first year business studies diploma students. International Journal of Psychological Studies, 3(2), 123-134. Doi: 10.5539/ijps.v3n2p123.
Downloads
Published
How to Cite
Issue
Section
License
Global Expert: Jurnal Bahasa dan Sastra is published by Universitas Indo Global Mandiri and licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract views: 469
/ PDF downloads: 288
