The influence of school principals’ leadership behaviour and act of fairness on innovative work behaviours amongst teachers

Peter P Khaola,Francis A Oni

doi:10.4102/sajhrm.v18i0.1417

Peter P Khaola, Francis A Oni

Open Access

https://doi.org/10.4102/sajhrm.v18i0.1417

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Abstract

Background: Although innovative work behaviours (IWBs) of teachers are important for individual school’s effectiveness and national economic sustainability, only fewer studies on leader-related behaviours drive IWBs of teachers in public schools in Lesotho.Research purpose: Drawing from the theories of leadership, affective commitment, social exchange and justice, the study examined the influence of school principals’ leadership styles and fairness on achieving IWBs amongst teachers.Motivation for the study: The teachers’ IWB amongst schools plays a key role in endorsing and producing innovative and adaptable future-oriented human capital. However, only scant research is available on the role of school leadership behaviour on teachers’ IWB in public schools. This happens despite the agreement amongst scholars and practitioners that critical thinking imparted by innovative teachers is a valuable source of creative labour force, a critical component for sustained national economic growth.Research approach/design and method: Data collected from 210 teachers in Lesotho (response rate = 71%) were analysed by means of correlation and multiple regression analyses to examine the hypothesised relationships.Research findings: The results indicated that the general supervisor-support factor (consisting of the perception of leadership and fairness of a principal) had a positive and significant effect on IWBs of teachers. Contrary to expectations, the affective commitment of teachers to their schools did not relate significantly to their IWBs.Practical/managerial implications: The article discusses these findings, suggests their theoretical and practical implications and outlines the prospects for future research on factors that may influence IWBs of teachers in schools. In order to improve teachers’ IWBs, this paper recommends that school principals be provided with training on how to articulate a compelling vision; coach, mentor and develop their subordinates; challenge them to think creatively; treat them with honesty and respect; and follow school policies, procedures and regulations all the time.Contribution/value add: This study adds to the scant literature regarding the role of school principals in nurturing IWBs of teachers in public schools.

Highlights

Literature shows that, as primary centres and suppliers of knowledge and skills, schools depend largely on leadership to provide strategic direction, a professional community, self-renewal and innovation in learning and teaching (Berkovich & Bogler, 2019; Blase & Blase, 2000; Ismail, Don, Husin, & Khalid, 2018)
Inter-correlations in Table 1 show that transformational leadership was positively and significantly related to innovative work behaviours (IWBs) (r = 0.29, p ≤ 0.01), implying that higher levels of transformational leadership were accompanied by higher levels of reported IWB
The results of the current study suggest that leadership and fairness had direct effects on IWB

Summary

Introduction

Literature shows that, as primary centres and suppliers of knowledge and skills, schools depend largely on leadership to provide strategic direction, a professional community, self-renewal and innovation in learning and teaching (Berkovich & Bogler, 2019; Blase & Blase, 2000; Ismail, Don, Husin, & Khalid, 2018). Compared to non-school organisations, research on IWBs in schools is still emerging and is yet to reach its full potential. This is surprising because innovative teachers play a critical role in building innovative labour force for national economic growth competitiveness (Henning et al, 2018; Huang, Lee, & Yang, 2019; Reilly, Lilly, Bramwell, & Kronish, 2011). Drawing from literatures on leadership and IWBs in the private sector, the current study hypothesises that teachers’ affective commitment and perceptions of their school principal leadership and fairness will significantly influence their IWBs. Affective commitment refers to emotional attachment of employees to their organisation and is an attitudinal variable (Meyer & Allen, 1991). Innovative work behaviours (IWBs) of teachers are important for individual school’s effectiveness and national economic sustainability, only fewer studies on leader-related behaviours drive IWBs of teachers in public schools in Lesotho.

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