Exploring School Principals’ Leadership Styles and Learners’ Educational Performance: A Perspective from High- and Low-Performing Schools

Makgato, Moses; Mudzanani, Nelson N.

doi:10.1080/18146627.2017.1411201

Cited by 30 publications

(27 citation statements)

References 6 publications

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“…While [21] explained that school excellence depends on its leaders who share goals with teachers. A study by [22] found that school performance problems are due to weaknesses in leadership practices and lack of focus on curriculum management. Further research by [23] revealed that there are still many school headmasters in rural or small schools who are less proactive, less creative, less innovative, often lose focus as curriculum managers.…”

Section: Introductionmentioning

confidence: 99%

Headmasters' Instructional Leadership and Its Relationship with Teachers Performance

Wahab¹,

Mansor²,

Hussin³

et al. 2020

ujer

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Section: Introductionmentioning

confidence: 99%

Headmasters' Instructional Leadership and Its Relationship with Teachers Performance

Wahab¹,

Mansor²,

Hussin³

et al. 2020

ujer

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“…The current study results confirm the influence of the leadership styles of school principals on teacher motivation for work, as well as the importance on knowing the school principals' practices and their impact. Furthermore, the findings from this study go beyond school principals' leadership styles and teachers' motivation, as this relationship affects students' evolution and academic performance (Roth et al, 2007;Robinson et al, 2008;Supovitz et al, 2010;Makgato and Mudzanani, 2019).…”

Section: Discussion and Practical Implicationsmentioning

confidence: 94%

Impact of Transformational and Transactional Attributes of School Principal Leadership on Teachers’ Motivation for Work

Duraku

Hoxha

2021

Front. Educ.

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The current study aims to identify the impact of transformational and transactional attributes of school principal leadership on teachers’ motivation for work. A sample of 357 Kosovar public middle school teachers was assessed using the Work Tasks Motivation Scale for Teachers (WTMST) and the Multifactor Leadership Questionnaire (MLQ). Results revealed that transformational leadership attributes, idealised influence, and inspirational motivation predict autonomous motivation in teachers; individual consideration predicts motivation for complementary tasks; and contingent reward significantly predicts motivation for student evaluations. The present study findings can serve as a support in improving the quality of education in low- and middle-income countries.

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“…In general, research findings show that principals' leadership affects teacher performance (Purwoko, 2018); (Sya'roni et al, 2018); (Ideswal et al, 2019); (Imhangbe et al, 2019); (Makgato & Mudzanani, 2019); (Oyugi & Gogo, 2019); (Nasution & Ichsan, 2020); (Russamsi et al, 2020); (Sulfemi, 2020); (Ulum et al, 2020); (Jaya, 2021) and (Yunus et al, 2021). Specifically, it was also found that charismatic, bureaucratic and transactional leadership styles have a negative effect on performance.…”

Section: Improving Teacher Performance Through Principal Leadershipmentioning

confidence: 99%

Factors Affecting and Affected by Principal Leadership Effectiveness: A Systematic Literature Review

Hardianto

Aida

Sari

2022

JPP

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This study aims to determine the effectiveness of the principal's leadership by looking at the urgency of the principal's leadership, the variables that affect the principal's leadership and the variables that are influenced by the principal's leadership. Methods: The research method used is the literature study method. The data obtained were then compiled and concluded based on the research objectives. Findings: The research findings show that the principal's leadership plays a very important role in realizing educational goals. There are three variables that affect the principal's leadership and eight variables that are influenced by the principal's leadership. Conclusion: Recruitment of school principals must be in accordance with the rules and training for existing school principals is necessary. Mastery of the 4C formula must be owned by the principal.

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Exploring School Principals’ Leadership Styles and Learners’ Educational Performance: A Perspective from High- and Low-Performing Schools

Cited by 30 publications

References 6 publications

Headmasters' Instructional Leadership and Its Relationship with Teachers Performance

Headmasters' Instructional Leadership and Its Relationship with Teachers Performance

Impact of Transformational and Transactional Attributes of School Principal Leadership on Teachers’ Motivation for Work

Factors Affecting and Affected by Principal Leadership Effectiveness: A Systematic Literature Review

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