The Impact of Leadership Styles of School Principals on Teacher Performance
Abstract
The purpose of this study was to investigate the impact of principals’ leadership styles on teacher performance in secondary schools in Colombo District Sri Lanka. The objectives of this study were to identify the leadership styles used by secondary school principals, find out level of teachers’ performance and explore the impact of principals leadership styles on teacher performance. The study was carried out in association with two hundred and fifty (250) sample units of secondary level teachers. Simple random sampling was used to select the sample. This research was quantitative in nature and the descriptive survey design was employed. A questionnaire was used as data collection instruments. The data analysis was done using Statistical Package for Social Sciences (SPSS) and presented using frequency, percentage, mean value, standard deviation, tables and graphs. Results revealed that there are two types of leadership styles of school principals, namely democratic and transformational leadership styles which have significant impact on teacher performance. Further, it was revealed from this study that more than 80% of secondary level principals use democratic and transformational leadership styles in their schools. In addition, 95% of teachers had positive perception on principals’’ leadership styles. Further it was found that there is a positive relationship between principals’ leadership styles and teacher performance. The study concluded that a significant number of secondary level teachers in Colombo District have positive perception about principals leadership styles. It is, therefore, recommended that, the school principals should use democratic and transformational leadership styles in order to increase work performance of teachers.
References
2. Adeyemi, T. O. (2013). Head Teachers’ Leadership Styles’ and Teachers Job Satisfaction in Primary Schools in Ekiti State, Nigeria. International Journal of Academic Research in Economics and Management Sciences, 2(2), 69–79.
3. Akan, D. (2013). The relationship between school principals’ leadership styles and collective teacher efficacy. Academic Journals, 8(10), 596–601. https://doi.org/10.5897/ERR2013.1167
4. Arya, M. L. (2017). A Study of Relationship between Leadership Styles of Principal and Teacher Effectiveness. International Journal of Science and Research (IJSR), 6(1), 2015–2017.
5. Bass, B. (2000) Leadership and Performance beyond Expectations, Free Press, New York.
6. Bhatti, N. (2012). The Impact of Autocratic and Democratic Leadership Style on Job Satisfaction. International Business Research, 5(2), 192–201. https://doi.org/10.5539/ibr.v5n2p192
7. Boateng, C. (2012). Leadership Styles and Effectiveness of Principals of Vocational Technical Institutions in Ghana. American International Journal of Contemporary Research, 2(3), 128–134.
8. Bogler, R. (2001). The Influence of Leadership Style on Teacher Job Satisfaction: Educational Administration Quarterly, 37(37), 662-683.
9. Bust, T. (2008) Leadership and Management Development in Education. London: Sage.
10. Cohen, L., Manion, L. and Morrison, K. (2007) Research Methods in Education (6th Edition).
11. Creswell, J. (2003) “Mapping the developing landscape of mixed methods research”, in inSage Handbook of Mixed Methods in Social & Behavioral Research, Tashakkori, A. and Teddlie, C. (Eds) 2010, Sage, California, pp 45-68. [5].
12. Creswell, J.W, (2007) Educational Research: Planning, Conducting, and EvaluatingQuantitative and Qualitative Research, Prentice Hall, 3rd Edition, 2007.
13. Dunklee, D. R. (2000) If You Want to Lead, Not Just Manage: A Primer for Principals. California: Corwin Press Inc.
14. Ekaterini, G. (2010). The Impact of Leadership Styles on Four Variables of Executives Workforce. International Journal of Business and Management, 5(6), 3–16
15. Hargreaves, A. and Fink, D. (2003). Sustaining Leadership. Phi Delta Kappan, 84(9):693 –700.
16. Leithwood K, Harris A, Hopkins D (2008) Seven strong claims about successful school leadership. School Leadership and Management, 28(1): 27-42.
17. Leithwood, K. and Jantzi, D. (2003) Explaining Variations in Teachers’ Perception of Principals’ Leadership: A Replication, Journal of Educational Administration, 35(4), 312-331.
18. Mulford, B. (2003). The Role of School Leadership in Attracting and Retaining Teachers and Promoting Innovative Schools and Students. Retrieved on November 23, 2007, from http://www.dest.gov.au/ 7.
19. Mulford, B. and Silins, H. (2004) ‘Leadership for organizational learning and improved student outcomes – what do we know?’, Cambridge Journal of Education, 33(2): 175-195.
20. Northouse P (2006). Leadership: Theory and Practice (4th Ed.) Sage: Thousand Oaks, CA.
21. Quinn, D. M. (2002). The Impact of Principal Leadership on Behaviours on Instructional Practice and Student Engagement. Journal of Educational Administration, 40 (5), 447-467.
22. Ramsey, R. D. (1999) Lead, Follow, or Get Out of the Way: How to be a more effective leader in today’s schools. California: Corwin Press Inc.
23. Southworth, G. (2004) “Primary School Leadership in Context: Leading Small, Medium and Large Sized Schools”. London: Routledge Falmer.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.