Investigating the Effectiveness of Leadership Styles on Instructional Leadership and Teachers Job Expectancy in Kingdom of Bahrain

Abstract

The purpose of this study is to investigate the effective of the four leadership styles (directive, supportive, participative, and achievement-oriented) on instructional leadership and teachers job expectancies. However, many schools lack a strong principal as instructional leader. Principals have to transform their practices from managerial to instructional emphasis. Principals need to exercise their leadership by attributing the leadership styles in their role and character, or their role will merely deliver an administrative persona that can only be fit to an administrative area. Furthermore, principal play an important role in promote teachers’ performance and satisfaction which has declined to its lowest point. The study reports the findings from a survey of 536 subjects of teachers, principals and senior chiefs at various levels of primary, elementary and secondary schools across Kingdom of Bahrain. In addition qualitative method using a focus group interview was conducted of senior chiefs. Simple Regression analysis identifies the relation of leadership styles effect on instructional leadership and job expectancies. The findings contribute to practical implementation of conduct a significant relation between instructional leadership and the four leadership styles. Job expectancy effected by the concept of Transactional Leadership. Distributive leadership contributes to decrees of principal managerial work. The supportive leadership style is most prevalent among instructional leadership and males have less interest in applying leadership styles in Kingdom of Bahrain. All the hypotheses were accepted and the null hypothesis was rejected.