Abstract
Achievement-oriented leaders let their followers know their expectations. They regularly set clear goals with potential high-performance standards, they trust in the capabilities of their subordinates, and they encourage the continued performance improvement of their subordinates. This investigation studied the effects of private secondary school principals’ leadership styles on teachers’ job performance. Four leadership styles outlined in the path–goal theory and five key performance indicators (KPIs) of teacher job performance were chosen for the present research. Numerous prior studies have documented this subject. However, they reported on teacher job performance as a single unit. Therefore, a concerted effort was required to examine the effects of adopted principal leadership styles on each of the five key performance indicators of teacher job performance. A total of 253 middle management personnel took part in this empirical study. The correlation findings from the structural equation modeling revealed that the directive leadership style had a significant effect on teacher job performance in the studied schools, followed by the supportive and achievement-oriented leadership styles. Conversely, although participative leadership was identified as a significant predictor, it was not considered a promising predictor of teacher job performance. This research was conducted in a non-Western culture, where directive leadership is beneficial for encouraging teacher job performance; this claim is greatly supported by the available rigorous literature.
Highlights
Path–goal theory (PGT) is confusing due to the complexity of the theory itself, and it encompasses several heterogeneous aspects of leadership due to its broad scope and the interrelated set of assumptions about the leadership process [1]
All path–goal theory (PGT) items remained the same; TJP dropped to five items for teaching planning, four for classroom organization, monitoring and evaluation, classroom atmosphere and discipline, and five for teacher leadership for the flow of constructs
The structural equation modeling (SEM) findings of the present study provide new empirical evidence from private secondary schools that directive leadership overall had quite an influence on all constructs of teacher job performance, and it had the largest effect on teaching planning, classroom organization, teacher leadership, classroom atmosphere and discipline, and monitoring and evaluation
Summary
Path–goal theory (PGT) is confusing due to the complexity of the theory itself, and it encompasses several heterogeneous aspects of leadership due to its broad scope and the interrelated set of assumptions about the leadership process [1]. PGT incorporates expectancy theory principles, by which followers (teachers) get motivated when their efforts and performance are reasonably contributive [2]. Principals do not have a clear understanding of how their leadership informs teacher job performance. It does not provide adequate explication of the effects of the four leadership styles on various job performance subcategories in terms of the following key performance indicators (KPIs): (a) teaching planning, (b) classroom organization, (c) monitoring and evaluation, (d) classroom atmosphere and discipline, and (e) teacher leadership [3]. The following literature provides a brief overview of the effects of principal leadership styles on teacher job performance that need to be explored in detail
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