Teacher Leadership Styles Research Articles

School Head Leadership Styles and Performance of Teachers: Basis for An Intervention

School Head Leadership Styles and Performance of Teachers: Basis for An Intervention

The Relationship between Head Teachers’ Authoritarian Leadership Style and Teachers’ Burnout in Secondary Schools in Ibanda Municipality, Ibanda District, Uganda

The study investigated the relationship between head teachers’ authoritarian leadership style and teachers’ burnout in secondary schools in Ibanda Municipality, Ibanda District, Uganda. A correlation study design was employed to determine the relationship between the authoritarian leadership style of head teachers and burnout of teachers. A hybrid approach integrating quantitative and qualitative research methodologies was also employed to handle both qualitative and quantitative data. Data was collected from 217 teachers using a self-administered questionnaire and 15 head teachers using an interview guide. The results show that there is a positive but moderate relationship between authoritarian leadership style and teacher burnout as indicated by the r=0.34. Therefore, a high level of burnout was linked to increase in authoritarian leadership style. The researcher recommends that the Ministry of Education and Sports should embrace and intensify refresher courses for head teachers to re-equip them with the best leadership practices that could help them avoid authoritarianism. Such re-equipping can be managed at seminars, workshops, and short courses in conjunction with teacher education institutions such as colleges and universities. This can equip the headteachers with the best leadership practices in the ever-changing dynamics of the education system. Therefore, the ministry and its partner agencies like National Curriculum Development Center and National Council for Higher Education should put in place sound curriculums in leadership skills and styles to ensure that serving head teachers are adequately and effectively trained to lead and manage the schools. It should not be done in a hurry and by use of trainers who are not knowledgeable. This will enable head teachers to avoid disastrous leadership styles such as authoritarianism and employ the best practices for managing burnout of their teachers. Keywords: Leadership Styles; Burnout, Relationship and Head Teachers

Influence of Leadership Style, Academic Culture, Teacher Perceptions, School Status, and Teacher Gender on High School Learning Success

The study aims to test the direct influence of teacher leadership styles, teacher academic culture, teacher perception, on learning success and indirect influence through school status, and gender on learning Success in Samarinda City High School. Path analysis is used to test direct influences of free variables (leadership style, academy culture, and teacher's perception) through intervening variables. Direct influence has a greater contribution than the indirect influence of intervening school status and gender on learning success, as leadership styles, academic culture, and teacher perception have a direct and daily impact on the learning-teaching process as well as interaction with pupils.

The Influence of Head Teacher's Leadership Style on Junior High School Students ' Learning Engagement: The Mediating Effect of Self-efficacy

The Influence of Head Teacher's Leadership Style on Junior High School Students ' Learning Engagement: The Mediating Effect of Self-efficacy

Implementation of Project PIC (Pragmatic, Ideological, and Charismatic) in improving the leadership style of senior high school teachers in Gallanosa National High School

Implementation of Project PIC (Pragmatic, Ideological, and Charismatic) in improving the leadership style of senior high school teachers in Gallanosa National High School

Leadership Styles of Head teachers in Relation to Teachers’ Job Satisfaction: A Case Study of the Volta Region – Ghana

Purpose: The present study focuses on exploring the leadership styles of basic school headteachers, and their effects on teachers’ job satisfaction in Ghana’s Volta region. Methodology: Two research questions and one hypothesis guided the study. The study adopted a descriptive research design. The study was conducted in the Volta region of Ghana. The population of the study are 3,009 headteachers and 17,889 teachers in the 18 districts in the Volta Region. The sample size of the study was 191 headteachers and 328 teachers. Multi-stage sampling technique was used to draw the sample size. The Multifactor Leadership Questionnaire (MLQ) and Mohrman-Cooke-Mohrman Job Satisfaction Scale (MCMJSS) was adopted for the study. Findings: It was found that headteachers identified moderate levels of transformational, transactional, and laissez-faire as the leadership styles adopted by headteachers. Also, the majority of the headteachers had a very low level of job satisfaction whereas the majority of the teachers had a very high level of job satisfaction. Among the three leadership styles, transformational (β = .47, p < .001) and laissez-faire leadership styles (β = .19, p = .002) were the only significant predictors of job satisfaction. Both transformational and laissez-faire forms of leadership were positive predictors of job satisfaction. Unique Contributor to Theory, Policy and Practice: The results shows that headteachers identified moderate levels of transformational (M = 7.68, SD = 0.83), transactional (M = 7.51, SD = 1.15), and laissez-faire (M = 6.94, SD = 1.89) as the leadership styles adopted by headteachers. It shows that 128 (71.9%) of the headteachers had a very low level of job satisfaction, while 30 (16.9%) had a very high level of job satisfaction. On the contrary, 153 (52.8%) of the teachers had a very high level of job satisfaction while 21 (7.1%) had a very low level of job satisfaction. The three leadership styles; transformational (β = .47, p < .001) and laissez-faire leadership styles (β = .19, p = .002) were the only significant predictors of job satisfaction. Both transformational and laissez-faire forms of leadership were positive predictors of job satisfaction. Based on the findings of the study, relevant conclusions were drawn.

Headteacher's Leadership Styles and Organizational Commitment of Teachers in Primary Schools in Bitooma Sub-County, Bushenyi District

This study investigates the relationship between leadership styles and teacher commitment in primary schools within Bitooma Sub-County. Utilizing a sample size of 107 teachers and 8 headteachers, data was collected through interviews and questionnaires. Results indicate a strong positive correlation between transformational leadership and teacher commitment, while transactional leadership shows a moderate positive correlation. Conversely, laissez-faire leadership demonstrates a negative correlation with teacher commitment. Regression analysis confirms the significant impact of transformational leadership on teacher commitment, highlighting the importance of leadership style in fostering teacher dedication and retention. Keywords: Leadership Styles, Teacher Commitment, Transformational Leadership, Transactional Leadership, Laissez-faire Leadership.

Leadership Style of School Heads and Teachers’ Resiliency Level

With the escalating complexities of the lives of students and teachers, leaders need to come up with a better strategy to handle pressing issues to respond proactively to the constantly changing conditions in the educational situation. This study was undertaken to determine the extent of resilient leadership style of school heads in terms of crisis management, care for teachers and organizational capacity. Likewise, this study also determined the teachers’ resiliency level in terms of determination, interaction, relationship, and problem-solving. The study employed a descriptive correlational and causal research design which included a quantitative approach to collecting numerical data through an adapted and modified questionnaire from Tuscano (2020 and Yorge (2019). Mean, standard deviation, Pearson Product-Moment Correlation Coefficient or Pearson (r), and linear regression were also used. The respondents were the teachers in Jasaan South District in the Division of Misamis Oriental who were selected through a stratified random sampling procedure, Slovin’s Formula. Results revealed that the overall resilient leadership by the school heads was at a Very High Level while the teachers’ resiliency was at a High Level of Resiliency. Care for teachers showed significant impact on the teachers’ resiliency level. Thus, the school heads have to consider providing additional programs and initiatives on the care for teachers and organizational capacity building as these have an impact their resilient leadership style as well as the teachers’ resiliency level.

Assessing the influence of teacher leadership styles on motivation and academic outcomes among secondary school students

The quality of teaching, teacher leadership style, student satisfaction, and academic outcomes collectively serve as crucial predictors of the competence of graduates and the overall success of educational institutions. This study aimed to investigate the significance of classroom and teacher leadership in the context of enhancing students’ motivation and academic achievements. Employing a quantitative approach via a questionnaire, the study focused on Moroccan EFL students, specifically targeting first- and second-year baccalaureate students majoring in physics and first-year experimental sciences at Al Ahd Al Jadid Secondary School in the Taounat region. The study’s findings revealed that a substantial 97.9% of participants favored transformational leadership, with 61% opting for transactional leadership, and a modest 14.2% choosing laissez-faire leadership. These results suggest that effective teachers may employ a combination of transformational and transactional leadership styles, depending on the specific circumstances and needs of the classroom. This study highlights the importance of flexible and adaptive leadership in education and its potential impact on students’ motivation and academic success.

Data set for “Headteachers’ Leadership Styles and Commitment of Teachers in Bushenyi District, Western Uganda”

Data was collected to investigate the effect of head teachers’ leadership styles on the commitment of teachers among secondary in Bushenyi District, Western Uganda. It was specifically focused on: the relationship between head teachers’ democratic leadership style and commitment of teachers; the relationship between head teachers’ autocratic leadership style and commitment of teachers; the relationship between head teachers’ laissez-faire leadership style and commitment of teachers among primary schools in Bushenyi district, Western Uganda. Data was collected in the month of August, 2023 from a total sample of 233 teachers from both government aided and private schools (122 males and 111 females). The data was collected using a self-designed questionnaire that was constructed from reading literature and following the research questions. All items in this instrument were closed-ended were measurement based on the five-point Likert Scale (1 = strongly disagree 2 = disagree 3 = not sure 4 = agree 5 = strongly agree). After organising the data quantitatively, it was entered into the computer using both excel spreads and statistical package for social scientists for further analysis. The data is in form of raw data, and it can be analyzed in different forms such as: relationship between the different forms of headteachers leadership style (democratic, autocratic and laissez-faire) and; the particular areas of teachers’ commitment (Affective, Continuance, and Normative), ownership of the school (government or private), gender (male or female), category of the school (day or boarding), teachers’ age among other factors that can be considered. Policy makers and school administrators can also base on this data to identify leadership gaps among headteachers that may call for refresher training or mediation talks.

The Effect of Laissez-Faire Leadership Style on Academic Performance of Primary School Pupils in Selected Primary Schools in Kasese District

Education plays a crucial role in the development of society, particularly in the developing world. The purpose of this research is to assess the impact of a laissez-faire leadership style on the academic performance of primary school students in selected schools within Kasese district. The study utilized a cross-sectional survey design, employing both quantitative and qualitative methodologies. Quantitative data was processed by coding and entering it into a computer program called the Statistical Package for Social Sciences (SPSS 22.0). This data was then summarized using frequency tables, allowing for the identification of errors and necessary revisions. Among the respondents, 27 (45%) disagreed with the statement, indicating that teachers appreciate the leadership style that grants them freedom. This lack of accountability can have negative consequences. Conversely, 24 (40%) agreed that head teachers adopt a hands-off approach, empowering teachers to independently solve problems, while 60% disagreed with this statement. Additionally, 17 (28.3%) of head teachers spend the majority of their time outside the school, with their presence on campus being rather casual. This evidence suggests that head teachers do not perceive their presence as significant, failing to recognize its positive impact on academic performance. In Kasese District, the Primary Leaving Examination (PLE) results for 2018 and 2020 revealed a disappointing pass rate of only 47%. Therefore, it is crucial to examine various factors, such as the leadership styles of head teachers, in order to address this issue effectively. Keywords: laissez-faire leadership, academic performance, primaryschool, pupils, social studies.

How do departmental professional learning communities and teacher leadership matter for teacher self-efficacy? A multi-level analysis

PurposeWhilst professional learning communities (PLCs) have been widely explored at the school level, they have received less attention at the departmental level. The study takes the variance between departments and the role of departmental teacher leaders into consideration, and the relationships amongst departmental-level PLC dimensions, two types of teacher leadership (TL) and individual teacher self-efficacy are investigated.Design/methodology/approachThe sample consisted of 907 teachers from 81 departments in Chinese schools. The associations between the studied variables were explored through a multi-level analysis approach.FindingsThe results show that two specific characteristics of departmental PLCs, namely reflective dialogue (RD) and collective responsibility (CR), exhibit a positive correlation with individual teacher self-efficacy. Additionally, the findings indicate that teacher transformational leadership significantly predicts teacher self-efficacy, whereas teacher instructional leadership (IL) does not emerge as a significant predictor. These findings may be attributed to the contextual factors of Chinese teachers' collective work and the practice of teacher leaders.Originality/valueThis research contributes to the existing literature by addressing the variance between departments and uncovering the impacts of departmental PLC dimensions on individual teachers. Furthermore, two TL styles at the departmental level are differentiated, and their distinct influences on teacher self-efficacy are further analysed.

Homeroom Leadership Style in the Learning Process

Leaders are in charge of determining where an organization will run. The leader is a sign,model, mover, and source of influence, who can control various activities and resources to achievehis goals. Leadership will produce a conducive work culture by encouraging member performancestrategies to increase the work motivation of all organization members. This research aims to look atthe homeroom teacher's leadership style in the learning process in grade 1 elementary school. Themethod used in this study is a qualitative method with descriptive analysis techniques. The result ofthis study is that the leadership style applied to grade 1 SD Antawirya is the modern leadership styleof the boarding. This is considered from the concept of the Antawirya Elementary School, whichadopts the boarding culture but does not forget the values of character development such as openness,flexibility, and good morals. However, the authors do not yet know how the influence of the modernleadership style of the boarding on student achievement. Therefore, the authors suggest that futureresearchers can further examine the influence of modern leadership by the homeroom teacher of SDAntawirya on student achievement.

Effects of principals’ leadership styles on teachers’ commitment in Vietnam

<span lang="EN-US">In recent years, styles of transformational and transactional leadership have become an important area of research because of its significant impact on teachers’ outcomes such as commitment, job satisfaction, self-efficacy. However, the relationships between transformational and transactional leadership styles of school principals and teachers’ organizational commitment have been rarely investigated in the educational context in Vietnam. This study aimed to determine how transformational and transactional leadership styles influence the organizational commitment of Vietnamese high school teachers. The study employed two standardized surveys to collect data from 387 teachers at 24 public high schools in the Mekong Delta of Vietnam. The results of correlation coefficient analyses indicated that teachers’ organizational commitment was positively influenced by transformational leadership and negatively influenced by transactional leadership. In addition, the results of multiple regression analyses showed that the organizational commitment of teachers was predicted by all components of both leadership styles of principals. The present study suggested that school leaders might combine both transformational and transactional leadership styles in their leadership practices to improve teachers’ organizational commitment.</span>

Hubungan Antara Gaya Kepemimpinan Partisipatif Vroom-Yetton dan Motivasi Belajar Siswa di Lembaga Pendidikan Indonesia

This literature review research aims to explore the relationship between the Vroom-Yetton participatory leadership style and students' motivation to learn at school. The method used is an analysis of empirical studies and the latest literature relevant to the research topic. The results showed that the Vroom-Yetton participatory leadership style had a positive impact on students' learning motivation at school. This leadership style involves active participation of students in making decisions related to learning programs and the learning environment. Students are given the opportunity to express their opinions, provide feedback, and make decisions together with educational leaders and teachers. This study shows that students who are involved in decision-making and are given an active role in learning feel more valued and have a sense of ownership of their learning. This can increase students' learning motivation and help them to achieve their academic goals. In addition, the Vroom-Yetton participatory leadership style also allows teachers to obtain better feedback from students regarding their learning experiences. Teachers can use this feedback to modify the learning program and learning environment according to the needs of students, thereby increasing their motivation to learn. In conclusion, this study shows that the Vroom-Yetton participatory leadership style can have a positive impact on students' motivation to learn at school. Therefore, educational leaders should consider implementing the Vroom-Yetton participatory leadership style in learning environments to increase students' motivation to learn and the overall quality of education. Further studies can be conducted to explore more deeply the impact of the Vroom-Yetton participatory leadership style on student motivation in different educational environment.
 Keywords: Teacher Leadership Style; Participative Leadership Style; Vroom Yetton's Participative Leadership Style; Student's motivation to study

Hubungan antara Gaya Kepemimpinan Partisipatif Vroom-Yetton dan Motivasi Belajar Siswa di Lembaga Pendidikan Indonesia


 This literature review research aims to explore the relationship between the Vroom-Yetton participatory leadership style and students' motivation to learn at school. The method used is an analysis of empirical studies and the latest literature relevant to the research topic. The results showed that the Vroom-Yetton participatory leadership style had a positive impact on students' learning motivation at school. This leadership style involves active participation of students in making decisions related to learning programs and the learning environment. Students are given the opportunity to express their opinions, provide feedback, and make decisions together with educational leaders and teachers. This study shows that students who are involved in decision-making and are given an active role in learning feel more valued and have a sense of ownership of their learning. This can increase students' learning motivation and help them to achieve their academic goals. In addition, the Vroom-Yetton participatory leadership style also allows teachers to obtain better feedback from students regarding their learning experiences. Teachers can use this feedback to modify the learning program and learning environment according to the needs of students, thereby increasing their motivation to learn. In conclusion, this study shows that the Vroom-Yetton participatory leadership style can have a positive impact on students' motivation to learn at school. Therefore, educational leaders should consider implementing the Vroom-Yetton participatory leadership style in learning environments to increase students' motivation to learn and the overall quality of education. Further studies can be conducted to explore more deeply the impact of the Vroom-Yetton participatory leadership style on student motivation in different educational environment.
 Keywords: Teacher Leadership Style; Participative Leadership Style; Vroom Yetton's Participative Leadership Style; Student's motivation to study

Classroom Management: the Impact of Transformational Leadership of Homeroom Teachers to the Effectiveness of Class Management in High Schools

This study aims to investigate the contribution of the homeroom teacher's Transformational leadership style to the effectiveness of classroom management in Senior High Schools in Bandar Lampung City. Transformational leadership emphasizes adjusting the homeroom teacher's leadership style according to the needs of students and different classroom situations. This study used a quantitative method involving homeroom teachers and students from various high schools in Bandar Lampung City as the research sample. Data was collected through questionnaires and analyzed using appropriate statistical techniques. The results showed that the homeroom teacher's Transformational leadership style significantly influenced the effectiveness of classroom management in Senior High School Bandar Lampung City. The Transformational leadership style improves classroom discipline, student participation, quality of interaction between students and teachers, and student academic achievement. The implication of this research is the importance of developing Transformational leadership skills for homeroom teachers at Senior High School Bandar Lampung City, as well as assisting schools in developing more effective classroom management strategies to improve the quality of education.

Teachers’ Perception of Different Leadership Styles of Head Teachers in Public Girls’ Secondary School District Kech

This research aimed to investigate the perceptions of teachers towards the various leadership styles practiced by head teachers in public secondary schools of the district Kech, Baluchistan. The study had two main objectives: firstly, to explore how teachers perceive their head teachers' leadership styles, and secondly, to identify the different leadership styles employed by female head teachers in public secondary schools in the Kech district. A quantitative approach using a descriptive survey design was utilized to conduct the research. The population consisted of 19 public girls' secondary schools, 19 head teachers, and 146 female secondary school teachers. The research sampled 9 female head teachers and 100 female teachers from 9 respective schools, selected through a random sampling technique. The data was collected using Likert scale (5 points) questionnaires, and analyzed using descriptive statistics. The findings suggest that the adoption of democratic leadership styles has a positive and significant impact on teachers' perceptions of their head teachers' leadership effectiveness.

Hubungan Gaya Kepemimpinan Transformasional Kepala Sekolah dan Budaya Organisasi Sekolah Dengan Kepuasan Kerja Guru SD di Kecamatan Cidahu

This study aims to determine the relationship between the principal's transformational leadership style, organizational culture, and job satisfaction of state elementary school teachers in Cidahu District, Sukabumi Regency. The research design used is descriptive research with a correlational approach. Subjects in this study (N = 163) were taken from the population and became a saturated sample. Data analysis used product moment correlation and multiple linear regression analysis with the help of SPSS v23 for Windows. The research results show that: (1) There is a positive and significant relationship between the transformational leadership style of school principals and teacher job satisfaction, with a correlation value of 0.694. (2) Based on a statistical study using the Pearson correlation test, there is a positive and significant relationship between school organizational culture and teacher job satisfaction with a correlation value of 0.620. (3) The results of multiple regression tests show that the relationship between the transformational leadership style variable of the school principal (X1) and school organizational culture (X2) simultaneously has an impact on teacher job satisfaction (Y), which is equal to 54%.

The Moderation Effect of Head Teachers’ Leadership Styles in Directing Mentorship Pragrammes Towards Teacher Job Performance: The Case of Secondary Schools in Tororo District, Eastern Uganda

This research has been rooted in the Bandura’s (1986) Social Cognitive Theory of learning. The paper investigated how teacher mentorship relates to teachers’ job performance when moderated by head teachers’ management styles. From a pragmatic realist viewpoint, a cross-sectional survey design with concurrent mixed method approach was used in data collection, analysis and interpretation. A questionnaire comprising of Teacher mentorship experience scale, Teacher job performance scale and Leadership behaviour scale was filled by 286 teachers while four school administrators were interviewed. The results revealed a moderate level of mentorship (M = 35.95, SD = 6.78, Min =19, Max=50) and a moderate level of teachers’ job performance (M = 41.58, SD = 5.04, Min=13, Max = 50). Nonetheless, there was a positive significant correlation (r = .398, p < .001) between mentorship and teacher job performance. A multiple regression analysis using Process plugin in SPSS generated a significant moderation effect of head teacher leadership styles on the link between teacher mentorship and teacher job performance within the Johnson-Neyman region of significance. Autocratic leadership increased the effect of mentorship on job performance (B= -0.02, p =.05) by head teachers more than any other styles. This implies that head teachers have to be more directing and instructing in order for their teachers to perform their duties effectively.