Leadership Behaviour in High- Performing Government Boys Secondary Schools in Quetta: A Grounded Theory Analysis

Bahadur, Waheed; Bano, Amir; Waheed, Zarina; Wahab, Abdul Azis

doi:10.22555/joeed.v4i2.1252

Cited by 1 publication

(2 citation statements)

References 15 publications

(26 reference statements)

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“…The finding that interpersonal relationship leadership practice had a positive and significant relationship with students' discipline agreed with the findings of previous schools. In agreement, Bahadur et al (2017) established that relation-oriented leadership behaviours contributed to school performance, including students' discipline. Also, Rajbhandari et al (2016) reported that relationsoriented behaviours led to the development of schools, including modelling students' discipline.…”

Section: Discussionmentioning

confidence: 96%

“…Therefore, in a school where there are good interpersonal relationships, teachers will work hard to promote students' discipline. In their study done in high-performing schools in Quetta in Pakistan, Bahadur et al (2017) and Rajbhandari et al (2016) in a study involving Finnish schools reported that relation-oriented leadership contributed to school performance including students' discipline. In a study involving Kenyan schools, Kasivu (2020) found out that interpersonal relationships had a significant positive relationship with levels of students' discipline in public secondary schools.…”

Section: Interpersonal Relationships and Student Disciplinementioning

confidence: 99%

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Headteachers' Leadership Practices and Students’ Discipline in Government Aided Secondary Schools in Bushenyi-Ishaka Municipality, Uganda

Jennifer

Ampeire

Kemeri³

2022

IJER

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This study examined the relationship between headteachers' leadership practices and students' discipline in secondary schools in Bushenyi-Ishaka Municipality, Uganda. Particularly, the study tested the relationship between headteachers' collaborative culture practice and students' discipline, the relationship between headteachers' distributed leadership practice and students' discipline, and the relationship between the headteachers' interpersonal relationships leadership practice and students' discipline. The cross-sectional design was adopted using the quantitative and qualitative approaches. Data were collected on a sample of 310 teachers using a questionnaire survey. The findings revealed that while the collaborative culture and interpersonal relationship had a positive and significant relationship with students' discipline, distributed leadership had a negative and insignificant one. Therefore, it was concluded that the collaborative culture leadership practice is imperative for promoting students' discipline in secondary schools, distributed leadership practice is not an essential practice for promoting students' discipline in secondary schools, and interpersonal relationship leadership practice is vital for the promotion of students' discipline in secondary schools. Therefore, it was recommended that headteachers should promote collaborative culture practice in schools to promote students' discipline, headteachers should not over-emphasise distributed leadership in implementing measures of promoting student discipline, and headteachers should prioritise enhancing interpersonal relationships in secondary schools to promote students' discipline.

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Section: Discussionmentioning

confidence: 96%

Section: Interpersonal Relationships and Student Disciplinementioning

confidence: 99%

Headteachers' Leadership Practices and Students’ Discipline in Government Aided Secondary Schools in Bushenyi-Ishaka Municipality, Uganda

Jennifer

Ampeire

Kemeri³

2022

IJER

View full text Add to dashboard Cite

show abstract

Leadership Behaviour in High- Performing Government Boys Secondary Schools in Quetta: A Grounded Theory Analysis

Abstract: The performance of schools is highly dependent on the leadership of school heads, and, flexible leaders accelerate school performance.

Cited by 1 publication

References 15 publications

Headteachers' Leadership Practices and Students’ Discipline in Government Aided Secondary Schools in Bushenyi-Ishaka Municipality, Uganda

Headteachers' Leadership Practices and Students’ Discipline in Government Aided Secondary Schools in Bushenyi-Ishaka Municipality, Uganda

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