![]() The principals in the high-performing schools were perceived as less passive-avoidant in practice than those in the low-performing schools. Findings: The results show a difference between teachers and principals regarding the transformational leadership style. The Cronbach's a coefficient, statistical significance (p-values) and effect size (d-values) were calculated, and a factor analysis was conducted. A systematic random sample of 72 secondary schools in KwaZulu-Natal, South Africa, was selected. Design/methodology/approach: A quantitative approach with a post-positive paradigm was followed. The purpose of this paper is to describe school leadership styles and the influence the styles have on school performance. The adoption of different leadership styles by school leaders shows positive results with regard to school effectiveness. The impact of leadership styles on performance, the work environment and job satisfaction is emphasized, while the appropriate leadership style could make teachers more effective in terms of job productivity. ![]() ![]() Successful leadership is ensured by school leaders' compliance to a set of basic practices within particular school contexts. Purpose: An emphasis on school performance is not just a national issue, but must be examined within the global context.
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