The Impact of School Principals' Leadership Style, Teachers' (original) (raw)
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School Heads’ Collaborative Leadership, Teachers’ Performance and Pupils’ Academic Outcomes
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The study sought to determine the influence of collaborative leadership practices of the school heads to teachers' teaching performance and pupils' academic achievements. Descriptive-correlational research method was utilized and the Statistical tools used in the study were mean, standard deviation, frequency count, and percentages to analyze the extent of the collaborative leadership practices in terms of shared school governance, collaborative decision-making, and stakeholders' participation; teachers' teaching performance; and pupils' academic achievement. Pearson-Product Moment Correlation was utilized to ascertain the significant relationship between the level of teachers' teaching performance and the extent of collaborative leadership of school heads and the significant relationship between teachers' teaching performance and pupils' academic achievement. Findings revealed that collaborative leadership in terms of shared school governance, collaborative decision-making, and stakeholders' participation were practiced to the "Very High Extent" while majority of the teachers that is 60% had a "Very Satisfactory" teaching performance and majority of the pupils that is 57% had a "Very Satisfactory" academic achievements. Subsequently, it was also found out in the Statistical Treatment of data that collaborative leadership of school heads in terms of shared school governance, collaborative decision-making, and stakeholders' participation were "Significantly Correlated" or had "Significant Relationship" to teachers' teaching performance while teachers' teaching performance had "Significant Correlation" to pupils' academic achievements. As a summary, it was recommended that school heads must continue to practice the collaborative leadership to stimulate teachers improve teachers' teaching effectiveness and pupils to develop their academic achievements.
Principal Collaborative Leadership and Level of Job Satisfaction Among Primary School Teachers
Ascarya: Journal of Islamic Science, Culture, and Social Studies, 2022
Headmaster collaborative leadership is important because this practice is able to contribute to the level of teachers’ job satisfaction which is still an issue in the world of education to this day. This study was conducted to identify the collaborative leadership practices of headmasters and its relationship with to the level of teachers’ job satisfaction in Kota Tinggi, Johor. This study is a survey using a quantitative approach. The respondents of the study consisted of 226 primary school teachers. Descriptive and inferential analysis using SPSS software was used to answer the research questions. The findings showed that the level of collaborative leadership of headmasters as a whole was at a very high level (mean = 4.45, s.p. = 0.71), while the level of job satisfaction of teachers was at a very high level (mean = 4.23, s.p. = 0.71). Analysis through a Pearson Correlation test also showed that there was a significant and strong positive relationship between the collaborative lea...
International Journal For Multidisciplinary Research
The purpose of this study was to re-evaluate the school-related factors that are impeding the application of teacher leadership in an attempt to improve academic rural performance of learners. The study included 8 purposely chosen schools that used a qualitative case study design. In the data collection process, interviews, observations, and various documents were used as instruments. Previous studies on factors, as well as the theoretical frameworks of Distributed leadership theory and symbolic interactionalism theory, were used to compare and contrast the study findings. The findings re- assured that teacher leadership practices even in rural schools compared to urban schools were hindered by the lack of cooperation and collaboration, lack of incentives and recognition and the lack of motivation and support. However, the study finds arising factors such as ; negative attitude, ignorance, lack of self-esteem and self-confidence, time limitation, traditional leadership structure and...
2019
This study investigated the ‘Impact of Collaborative Instructional Leadership of Principals and Teachers on Students’ Academic Performance in Secondary Schools in North Central Nigeria’. It was guided by three specific objectives and three research questions. Three hypotheses were formulated and tested at 0.05 level of significance. The study adopted a survey research design and the study area was North Central Nigeria. The population of the study was 16671, comprising 972 principals and 15699 teachers from 972 public secondary schools in the states North Central Nigeria. The sample size for the study was 391 subjects, consisting of 36 principals and 355 teachers and it was drawn using Taro Yamen formula for sample size determination. The instrument used for data collection was structured questionnaire titled, “Impact of Collaborative Instructional Leadership on Students’ Academic Performance Questionnaire (ICILSAPQ)” constructed by the researchers. The study used Mean and Standard ...
Psychology and Education: A Multidisciplinary Journal, 2024
This study examines the correlation between principal leadership styles and school performance indicators at Bangkal Integrated School, specifically focusing on academic performance, teacher effectiveness, and parental involvement. Utilizing a correlation research design, data was collected from ten teachers, ten Supreme Student Government students, and ten parents. The Multifactor Leadership Questionnaire (MLQ) assessed leadership styles, while academic records and performance evaluations measured school performance indicators. Statistical analyses included descriptive statistics, correlation, and regression analyses. Findings indicated that the school head's leadership style incorporated laissez-faire, transactional, and transformational elements, fostering trust, structured expectations, and inspiration. Parental involvement significantly enhanced student academic performance, emphasizing the critical role of teacher-parent collaboration. Although a negative correlation was found between perceived leadership and academic performance, the relationship with teacher performance was positive. Recommendations for optimizing leadership effectiveness include enhancing communication, leadership development, and collaboration. Strengthening parental involvement alongside effective teaching practices can improve student outcomes. Moving forward, comprehensive leadership development and stakeholder collaboration are vital for creating a supportive and inclusive school environment that promotes student achievement and parental engagement.
The Effects of Collective Leadership on Student Achievement and Teacher Instruction
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In the past, the leadership position primarily involved how leaders handled their role. The notion of collective leadership is significant for constructing the educational community and sustaining inclusive collective participation. This paper shows the framework of the leadership, and comprehensively addresses the ways in which leaders have a direct impact on classroom instruction and student learning outcomes. The study outlines how leadership abilities are linked to student achievement and illustrates how principals and instructional leaders are the central figures of this leadership. The study found the ways in which leaders indirectly influence student achievement through their impact on teacher motivation and work conditions, and whether teachers' knowledge and skills have an effect on student achievement in the educational system. The influences of collective leadership on classroom instruction were examined, including ways in which changes in instruction could influence both teachers and students.
Successful leadership practices of head teachers for school improvement Some evidence from Pakistan
Purpose -The main purpose of this study is to identify the successful leadership practices of head teachers for school improvement at secondary level in Pakistan. Design/methodology/approach -The study was descriptive (survey type) in nature. It was conducted on a sample of 351 secondary school head teachers, 702 elementary and secondary school teachers working in the government secondary schools of Punjab province. Data were collected using a mixed-methods research design that included: review of related literature, documents indicating school achievements and student attainment, questionnaires and in-depth semi-structured interviews with different stakeholders including the head teachers, teachers, parents and students. The validity and reliability of the instruments was ensured through experts' opinions and pilot testing in mid-2007; the overall reliability was established at 0.923 alpha level. Findings -The findings of the study revealed that the majority of the head teachers of successful schools developed a common and shared school vision and promoted a culture of collaboration, support and trust. They empowered others to lead and distributed leadership responsibilities throughout the school; involved different stakeholders in the process of decision making; developed and maintained good relationships among different personnel of school community. They emphasised the professional development of teachers as well as themselves, and involved parents and community in the process of school improvement. Practical implications -The findings of this article may be useful for other countries of almost similar socio-economic status, to improve quality of teaching and learning at secondary level. Originality/value -The paper shows that policy makers, administrators, managers and head teachers at secondary school level may improve school performance by adopting effective strategies for school improvement in Pakistan.
2018
The purpose of this study was to examine teachers' perspectives of leadership styles of school principals and the Heads of Department (HoD), and how they affect teamwork performance in Al Ain private schools. This study addressed three research questions: (A) What is the relationship between principals’ leadership styles and HoDs’ leadership styles? (B) What is the relationship between HoDs’ leadership styles and teamwork performance among teachers? (C) What are the challenges, if any, which teachers face when working as teams? The study participants were 355 teachers from 15 private schools in the City of Al Ain. Data was collected using a questionnaire with five sections: demographic questions, leadership behaviors practiced by the Principal and HoD, behaviors practiced by teachers in the department, behaviors of teachers working in teams, and the challenges faced by teachers while working in teams. The data was analyzed using descriptive statistics (frequencies, means and sta...