Leadership Styles Of School Principals Research Articles

Leadership Style of School Principals in Improving Teacher Professional Competence in Kuta Alam Sub-District, Banda Aceh

The purpose of the study was to investigate the leadership style of school principals in improving teacher professional competencies. This study uses a qualitative approach with descriptive methods. Data collection is done through interviews, observation, and documentation studies. The research subjects were principals, vice principals, teachers and supervisors in elementary schools in Gugus Melati, Kuta Alam Subdistrict, Banda Aceh City. The results of the study were found: (1) Principal Leadership Style in improving elementary teacher professional competencies, namely in a participatory (participating) style, the principal also implements an instructional style in improving teacher discipline, and applies a consultative style (selling) in increasing teacher responsibilities; (2) The Role of Principal Leadership in improving teacher professional competencies, namely by opening discussion forums at every opportunity to find solutions, involving teachers in training; and (3) Obstacles to the leadership of school principals in improving teacher professional competence, still lack of teacher awareness in improving their abilities, teachers lacking mastery of IT, not yet active part of some teachers in KKG activities, and lack of facilities and infrastructure that can support effective learning. Keywords: principal leadership style, teachers’ professional competence, Banda Aceh Abstrak: Tujuan penelitian ini adalah untuk mengetahui gaya kepemimpinan kepala sekolah dalam meningkatkan kompetensi profesional guru. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Pengumpulan data dilakukan melalui wawancara, observasi, dan studi dokumentasi. Subyek penelitian adalah kepala sekolah, wakil kepala sekolah, guru dan pengawas di Sekolah Dasar di Gugus Melati Kecamatan Kuta Alam Kota Banda Aceh. Hasil penelitian ditemukan: (1) Gaya Kepemimpinan Kepala Sekolah dalam meningkatkan kompetensi profesional guru SD yaitu dengan gaya partisipatif (berpartisipasi), kepala sekolah juga menerapkan gaya instruksional dalam meningkatkan kedisiplinan guru, dan menerapkan gaya konsultatif (jualan). dalam meningkatkan tanggung jawab guru; (2) Peran Pimpinan Kepala Sekolah dalam meningkatkan kompetensi profesional guru yaitu dengan membuka forum diskusi pada setiap kesempatan untuk mencari solusi, melibatkan guru dalam pelatihan; dan (3) Hambatan kepemimpinan kepala sekolah dalam meningkatkan kompetensi profesional guru, masih kurangnya kesadaran guru dalam meningkatkan kemampuannya, guru kurang menguasai IT, belum aktifnya sebagian guru dalam kegiatan KKG, dan kurangnya sarana dan prasarana yang dapat mendukung pembelajaran yang efektif. Kata kunci: gaya kepemimpinan kepala sekolah, kompetensi profesional guru, Banda Aceh DOI: http://dx.doi.org/10.23960/jpp.v11.i2.202121

The Relationship Between School Principals' Leadership Styles, School Culture and Organizational Change

The purpose of the study was to identify the relationship between the leadership styles of school principals, school culture and their organizational change management capacity according to the teachers’ perceptions. In the study, a quantitative research design was employed during data collection and the analysis phases. The sample of the study comprises randomly selected 382 teachers working in North Cyprus, during the 2019-2020 school year. The leadership styles scale of school principals, the scale for school culture and the scale of the organisational change management were used as data collection tools. Pearson correlation, regression, and path analysis were used for analysing data in addition to descriptive statistics. It was found that school principals exhibit transformational leadership characteristics, the perception of school culture by the teachers is strong and the perception of the organisational change is a medium level. It was also found that there are significant relationships between leadership styles, school culture, and organisational change, along with transformational and transactional leadership styles of school principals, which significantly predicted school culture, and school culture, which significantly predicted all sub-dimensions of organisational change. School culture has a mediator effect on both leadership styles and all sub-dimensions of organisational change, except that transformational leadership has only fully mediation effect with evaluating stage of organizational change. This research reveals the presumptions that transformational leadership executed by the principals supports to a greater extent positive effect on the teachers rather than transactional leadership and to contribute positive school culture and strengthening of organisational change process of the educational institutions. The models suggested in the study show that school culture might be effective in reducing negative behaviours of the teachers regarding the organizational change. To cope with resistance, prevent or reduce opposite opinions and negative indications of each stage of organizational change, strengthening teachers with the help of school culture is required.

Investigation of the Variables Predicting Leadership Styles of School Principals

The aim of this study is to compare the leadership styles of School Principals working in primary and secondary education institutions in TRNC in terms of gender variable and to determine the contribution of their personality traits, problem solving skills, critical thinking skills, and their attitudes towards inclusion in special education in predicting leadership styles. The sample of the study consists of a total of 76 school principals, 39.5% (n=30) female and 60.5% (n=46) male, determined by the quota sampling method. Data of the research were collected with Problem Solving Inventory (PSI), Leadership Inventory, Critical Thinking Scale, and The Scale of the Attitude towards the inclusion in special education. Data were analysed with t-test and Multiple Regression Analysis. Significance level has been accepted as .05 in this research. In this research, it was found that there is no significant difference in attitudes of the School Principals towards inclusion in special education, their Problem-Solving Inventories (PSI), Leadership Inventories, and Critical Thinking Scales according to the gender variable. As a result of the research, it was determined that the predictor variables such as, critical thinking skills, problem solving skills, and their attitudes towards inclusion in special education do not significantly predict the leadership styles but Laissez-faire Leadership style, Management by Expectations, Management by Exceptions, Charisma, Intellectual Stimulation and variables predicting personal support were determined to predict the school principals’ leadership styles significantly.

KINERJA GURU DITINJAU DARI PENGARUH BUDAYA ORGANISASI DAN GAYA KEPEMIMPINAN KEPALA SEKOLAH

This study determined the effect of organizational culture and leadership style in school principals on improving teacher’s performance in Muara Padang. This research used quantitative methods with correlational type. The study population was 60 people. The research sample was 51 people, where the sampling technique using a method developed by Isaac and Michael with an error rate of 5%. The results showed: 1) there was a positive and significant influence of organizational culture on teacher’s performance; 2) there is a positive and significant influence between the principal's leadership style and the teacher's performance; 3) there is a simultaneous influence between organizational culture and school principal leadership style on teacher’s performance in Muara Padang.

The influence of professional development program on the leadership style ofschool principals (linemanagers) in Abu Dhabi governmental schools

The influence of professional development program on the leadership style ofschool principals (linemanagers) in Abu Dhabi governmental schools

GENDER ISSUES IN LEADERSHIP STYLE OF PRINCIPALS

The question of how issues of gender affect the way school principals’ leadership style is perceived by teachers has attracted little attention. In order to measure the leadership style of school principals we used the Multi-Factor Leadership Questionnaire (MLQ). This paper aims to determine if there exist gender differences in the leadership behavior of school principals. This paper also investigates how the interaction between principal and teacher gender affects teachers’ evaluations of the principal’s leadership. Findings revealed that female principals were more transformational than male principals were and engaged in more of the contingent reward behaviors (active-constructive leaders). Male principals were more likely to manifest the other aspects of transactional leadership (passive-avoidant leadership and management by exception-passive). The implications of these findings are encouraging for female school leadership in Turkey.

The Relationship Between School Administrators’ Leadership Styles, School Culture, and Organizational Image

In this study, the relationships between the leadership styles of school principals, school culture, and organizational image are examined according to the teachers’ perceptions. The study is designed according to a relational survey model, and it consists of 370 teachers working in 20 schools in Selçuklu, Karatay, and Meram districts of Konya, Turkey. The leadership style scale of school principals (LSSSP), the scale for school culture (SSC), and the scale of the organizational image (SOI) were used as data collection tools. Pearson’s correlation, regression, and path analysis were used for analyzing data in addition to descriptive statistics. It was found that school principals manifest transformational leadership characteristics, the perception of school culture by the teachers is strong and the perception of the organizational image by the teachers is medium. It was also found that there are significant relationships between leadership styles, the school culture, and organizational image, along with the leadership style of school principals, which significantly predicted school culture, and school culture, which significantly predicted organizational image. School culture has a mediator effect on both leadership styles and the organizational image. This is due to the realization of the leadership styles that have an important role in developing an organizational image, through school culture. This research offers the presumptions that leadership manifested by the principal creates a positive effect on the members of the organization and contributes to the formation of strong school culture, in addition to leadership and school culture making a positive contribution to the organizational image of the educational institution.

Interactive Effect of School principals’ Leadership Styles and Teacher Characteristics on Curriculum Implementation at Public Secondary Schools of Punjab

The research was conducted in the positivist paradigm to determine the interactive effect of school principals' leadership style and the teaching characteristics (traditional Vs. Progressive) of school teachers on curriculum implementation. The research further explores how teaching characteristics mediate between school principals' leadership style and curriculum implementation. Higher secondary school teachers' perceptions were collected from 600 teachers teaching at secondary schools in six districts of Punjab. Multistage sampling was used to draw a sample from a large and diverse population. Descriptive and inferential statistics were used to determine the relationship among various constructs leadership styles, teacher characteristics, and strategies used for the curriculum implementation at secondary schools of Punjab. Path analysis using Structure Equation Modeling with AMOS yielded unique relationships among leadership styles of school principals and teacher characteristics for curriculum implementation. Democratic style of school principals was found to exert maximum direct influence on curriculum implementation with no teacher characteristics mediation. However, it is found that both teacher characteristics play a significant mediating role in curriculum implementation; the visionary style was best mediated through progressive characteristics, and 2) commanding style was mediated through traditional characteristics. The research draws attention to existing gaps in developing teacher expertise for curriculum implementation, which need to be addressed to prepare future teacher leadership in Pakistan.

SCHOOL PRINCIPALS TRANSFORMATIONAL LEADERSHIP STYLES AND THEIR EFFECTS ON TEACHERS SELF-EFFICACY.

This study aimed at investigating the effects of school principals' transformational leadership styles on teachers' self-efficacy. To achieve this aim, the researcher used a sample of 260 secondary teachers in Plaridel District, SDO-Bulacan during the academic year 2018-2019. The Multi-factor – Leadership Questionnaire (MLQ) Form 5X by Bass and Avolio and Teacher's Self-Efficacy Scale 1 (long form) by Megan Tschanmen-Moran and Mary Anita Woolfolk Hoy was used to describe the transformational leadership styles of school principals and the level of teachers' self-efficacy, respectively. The collected data were analyzed and treated statistically through the use of Statistical Packages for Social Sciences (SPSS). Results of the regression analysis indicate that all eleven variables of the transformational leadership styles of school principals affect teachers' self-efficacy to a different extent as shown by the non-zero coefficients. A closer look at the obtained B coefficients, one could deduce that two variables yielded B coefficients of 0.08 (effectiveness) and 0.06 (contingent reward) with associated probability less than the significance level set at 0.05. This means that effectiveness and contingent reward significantly affect teachers' self-efficacy that for every unit improvement in effectiveness and contingent reward, teachers' self-efficacy can be expected to increase by 0.08 and 0.06 respectively. The rest of the variables also affect the teachers' self-efficacy but not to a significant extent. The study recommended that school principals should continue to nurture their leadership skills rating and further school innovations and transformations were highly recommended.

The Influence of Principal’s Leadership Style, Teacher’s Commitment and Work Spirit on Teacher’s Performance in Junior High School in Banjarbaru City

This study aims to describe the influence of the principal's leadership style, teacher's work commitment, teacher's work spirit, towards the teacher’s performance of junior high school teachers in Banjarbaru City. The sample is determined through the steps of determining the proportional random sampling technique of each member of the sub-population based on the number of schools studied so that a sample of teachers is obtained to study 225 people. The results showed: There was a significant direct effect on the principal's leadership style, the work commitment of teachers to the work spirit of junior high school teachers in Banjarbaru City. There is a significant direct effect of teacher morale, school principal leadership style, and teacher work commitment on the performance and there is a significant indirect effect of the principal's leadership style and teacher's work commitment through the teacher's work enthusiasm on the performance. The result it is expected that they can understand the types of good leadership, and then can be applied in the school environment to provide examples and support for teachers to have a high spirit or work and work commitment in achieving better performance.

The Effect of the Style of The Principal’s Leadership Towards the Teachers’ Performance Through Work Motivation at Vocational High Schools

The real implementation of the teachers’ performance of vocational high school has not been optimal yet. The reason is the teachers’ lack of pedagogic and professional competence as educators. Besides, the teachers have lack of work motivation which is reflected on their performance. On the other hand, the style of the principal’s leadership contributes to the teachers’ work pattern at schools. This study aims to determine the effect of principals' leadership style on teacher performance through work motivation in vocational business and management in Surakarta. This study uses a quantitative method with Structural Equation Modeling Partial Least Square (SEM-PLS) analysis. The study sample was 158 teachers of business and management vocational schools throughout Surakarta, Indonesia. The results showed that 1) the leadership style of school principals had a positive and significant influence on teacher performance of 0.557 and a statistical T value of 13.128≥1.96; 2) the leadership style of the principal has a positive and significant influence on work motivation of 0.709 and a statistical T value of 20.097≥1.96; 3) work motivation has a positive and significant effect on teacher performance at 0.785 and a statistical T value of 26.518≥1.96; 4) Principal leadership style has a positive and indirect effect on teacher performance through work motivation of 0.453 and a statistical T value of 8.125≥1.96. Therefore, teachers need to improve their performancewith high work motivation and encouragement or support from the principal.

The Relationship Between Educational Leadership and Teachers’ Self-Efficacy

Leadership style of school principals is considered an influential factor in teachers’ self-efficacy. However, very few studies have explored the relationship between the transformational and transactional leadership style of school principals and self-efficacy of teachers. The aim of this study is to investigate the relationship between teachers’ self-efficacy and their perceptions of leaders/principals’ behaviour, with a special focus on the transactional and transformational leadership practices. Quantitative research design employing a stratified random sampling was used for this study. A total of (n= 357) teachers were surveyed, using the Multifactor Leadership Questionnaire (MLQ) and Bandura’s Instrument for self-efficacy. The strongest correlation was noticed between Idealized influence and self-efficacy for climate in schools (r = .377, p<.001), while Individual Consideration was found to be the strongest predictor of self-efficacy for teaching F (1,355) = .363, p<.000) with an R2 of .132. All four attributes of transformational leadership and two attributes of transactional leadership (contingent reward and active management by exception) were significantly associated with attributes of self-efficacy, whereas passive management by exception was the only leadership trait that was correlated negatively with self-efficacy. Results could point to contextual and cultural explanations regarding the perception of authority and leadership. Further work is needed to provide a better understanding of the relationship between attributes of transformational and transactional leadership and self-efficacy. The study provides practical implications that can be used in educational settings.

Moderating influence of school culture on the relationship between transformational leadership and organizational health of secondary school teachers in Malaysia

This study aimed to determine the level of transformational leadership practices by school principals in the national secondary schools in the state of Pulau Pinang and Kedah Darul Aman, Malaysia. The three dimensions of transformational leadership studied were vision identification, intellectual stimulation and high performance expectations. The study also looks at the level of organizational health as well as the relationship with the practice of transformational leadership by the national secondary school principals’. The respondents consisted of 226 teachers employed in 16 national secondary schools in the state of Pulau Pinang and Kedah Darul Aman, Malaysia. The data obtained was analyzed using SPSS version 20.0. Descriptive analysis and inferential analysis were used to analyze the influence of the relationship. The study found that school culture functions as a moderator in the relationship between the transformational leadership style of school principals’ and the organizational health of the secondary school teachers’ in the state of Pulau Pinang and Kedah Darul Aman, Malaysia. In addition, school culture as a moderator in the relationship between transformational leadership and organizational health is a new discovery in the field of leadership. This is because the organizational health of secondary schools has never been investigated by local researchers. Most previous studies have highlighted transformational leadership and school culture has a direct influence on school improvement.

Examining the Relationship between Leadership Styles of School Principals, Organizational Silence and Organizational Learning

Examining the Relationship between Leadership Styles of School Principals, Organizational Silence and Organizational Learning

The relationship between school leadership and professional learning communities in Thai basic education schools

This study aimed to explore the role of essential leadership styles of school principals in encouraging teachers’ participation in professional learning communities (PLCs) in basic education schools in northeastern Thailand. It aimed to identify the nine leadership styles practiced by school principals and teachers’ participation in PLCs, and to examine the relationship between them, utilizing a quantitative survey design with a questionnaire instrument that was returned by 731 respondents out of 750 distributed. Descriptive statistics were used to examine the perceived level of all variables and inferential statistics, applying Pearson’s correlation coefficient and multiple regression to examine the relationships between the variables. The findings indicate that school principals are highly involved in practicing the nine leadership styles and teachers were also greatly participating in PLCs. Teachers’ participation in PLCs was significantly related to the nine leadership styles at significance level of 0.05. The results also show that there were four significant predictors, namely learning, transformational, collaborative, and invitational leadership, which together contributed 55.6 % of the variance in teachers’ participation in PLCs. These findings contribute significantly to knowledge by proposing essential leadership styles that guide school principals in promoting teachers’ participation in PLCs, which in turn will improve students’ learning.

Relationship between Leadership Styles of School Principals and Whistleblowing Behaviors of Teachers

Relationship between Leadership Styles of School Principals and Whistleblowing Behaviors of Teachers

Do Leadership Styles Influence Organizational Health? A Study in Educational Organizations

<p style="text-align: justify;">This research aims to investigate the effect of leadership styles of school principals on organizational health. Causal-comparative research model was used to analyze the relationships between leadership types and organizational health. For data collection, a Likert type Multifactor Leadership scale questionnaire and Organizational Health scale were administered to 151 teachers working primary and secondary schools in Osmaniye city. Data were analyzed by using multiple regression analysis method. Findings of this study indicated significant relationships between school principals' leadership styles and health of schools, that leadership style of school leaders influence organizational health level of a school. Transformational leadership style was also found out to be closely related to a healthy school environment while transactional leadership style is negatively correlated with organizational health. Individual consideration, inspirational motivation, idealized influence, and intellectual stimulation sub-dimensions are found to effective in the formation of organizational health. In the light of the findings, some recommendations were also presented.</p>

English

The aim of this study is to investigate the transformational and transactional leadership styles of school principals, and to evaluate them in terms of educational administration. Descriptive survey model was used in the research. The data of the research were obtained from a total of 1,117 teachers working in public and private schools subjected to ministry of national education in Avcılar district of Istanbul province in 2014. In this study, data were obtained from the "personal information form" developed by the researcher and from the "leadership styles scale". Data entry that was obtained from the respondents was made by statistical package for the social sciences (SPSS) version 17.0, and research data was resolved with "average", "standard deviation", “t-test” and “one-way analysis of variance”.  According to research result; teachers had a high level of positive opinions with regard to transformational and transactional leadership characteristics of school principals. Teachers' perceptions about transformational and transactional leadership characteristics of school principals did not vary significantly according to gender, state of education and professional seniority. Key words: Transformational and transactional leadership styles, education management, school.

Leadership Styles and Value Systems of School Principals

The reforms conducted in the field of education are directed towards the changing manner of school management. The change is expressed in the transition from external supervision of schoolwork to the empowerment of school’s staff, with a change of the principal's and teacher's roles. It requires accountability from school’s principles and staff inproviding results of teaching and effective functioning of the school. The goal of this paper is to review research literature in order to determine the most effective leadership model in the new conditions of school management. In order to attain this goal, a consistent review of literature was performed on the following subjects: leadership evolution; transformational and transactional leadership styles; the links between a leadership style and organizational variables; the relationship between value systems and leadership styles of school’s principles. Approaches, methods, models, and means are analyzed during the examination of leadership evolution. Many studies reveal that leadership behavior is an important predictor of its effectiveness. A comparative examination of transformational and transactional leadership styles gives evidence for preference of transformational style relative to its influence on organizational variables. The literary review indicates that transformational leadership essentially improves the functioning of school and teaching processes. The effect of a value system on leadership styles of school principals is examined. As a result, it is determined that principals with a moral value system lean more towards a transformational leadership style and principals with a pragmatic value system lean more towards a transactional leadership style. Thereby, the review shows that effective leadership can be provided as a result of searching for correlations between the value systems and leadership styles.

Impact of School Principal Leadership Style on Performance Management: A Schooling Agenda

Today’s changing milieu, challenges organisations on a regular basis to make strategic changes that will keep them up to date with the transforming atmosphere. This is grounded in the belief that employee commitment can predict organisational and individual outcomes, such as employee turnover, performance, and intention to stay in or leave an organisation. This study argues there is a strong perception that the leadership style has an impact on the performance of the school. From these 13 high schools, 184 teaching staff were selected to participate. These high schools were not performing above the provincial benchmark and teaching staff were selected to participate in this study because teaching is a core duty in this enterprise. The participants were selected conveniently; however, the sample was chosen in such a way that more participants were selected from the schools that were not performing above the provincial benchmark. A multi-factor leadership questionnaire was adopted and used to judge the response of the teaching staff. Overall results show that both transformational and transactional leadership have positive relationships with the organisational commitment. Another important discovery is that transformational leadership is used more than transactional leadership. There were some limitations that contributed to the opposing results in the study. This means that management, by exception passive, is playing a weak role in organisational commitment. The elements of the transformational leadership have consistent averages in the contribution of organisational commitment. In this study, teachers’ perceptions about their own organisational commitment levels, and about school principals’ leadership styles are analysed. DOI: 10.5901/mjss.2014.v5n3p211