Successful and Sustained Leadership: A Case Study of a Jesuit High School President

García-Tuñón, S.J. Guillermo M.

doi:10.25148/etd.fi10022513

Cited by 3 publications

(3 citation statements)

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“…The role of leadership in schools is the vital key to school effectiveness or successful schools (García-Tuñón et al, 2016). Leadership maintains the critical balance between management tasks to conserve the existing culture of leadership initiatives to create new goals, policies and procedures; however, successful school leadership can be measured against the personal professional and career growth of the school principal, the management of the school's personnel and the management of production (Ponomareva, 2015).…”

Section: Successful School Leadershipmentioning

confidence: 99%

Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context

Jaarsveld

Mentz

Ellis

2019

IJEM

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Purpose An emphasis on school performance is not just a national issue, but must be examined within the global context. Successful leadership is ensured by school leaders’ compliance to a set of basic practices within particular school contexts. 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. The adoption of different leadership styles by school leaders shows positive results with regard to school effectiveness. The purpose of this paper is to describe school leadership styles and the influence the styles have on school performance. Design/methodology/approach A quantitative approach with a post-positive paradigm was followed. A systematic random sample of 72 secondary schools in KwaZulu-Natal, South Africa, was selected. The Cronbach’s α coefficient, statistical significance (p-values) and effect size (d-values) were calculated, and a factor analysis was conducted. Findings The results show a difference between teachers and principals regarding the transformational leadership style. The principals in the high-performing schools were perceived as less passive-avoidant in practice than those in the low-performing schools. A principal manages and leads a school effectively by applying an appropriate leadership style. Research limitations/implications For future research, it will be advisable to make use of a mixed-method design. Although the Multifactor Leadership Questionnaire addressed numerous aspects of leadership and leadership styles, the “voice” of the respondents lacked. Furthermore, more leadership styles could be investigated in different contexts. Practical implications A chosen principal leadership style is not necessarily the best style for this purpose. School principals and teachers interpret leadership styles differently. Communication is therefore important. Social implications The principal leadership style is not always necessarily the teachers’ and learners’ choice. It is important that schools keep up with a constantly changing world. Originality/value If school principals and teachers agree upon a specific leadership style, there may be better collaboration which enhances better academic performance as well as effectiveness regarding schools.

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Section: Successful School Leadershipmentioning

confidence: 99%

Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context

Jaarsveld

Mentz

Ellis

2019

IJEM

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“…When leadership is scrutinised, several arguments emerge. According to García-Tuñón et al (2016), leadership maintains the critical balance between management tasks to conserve the existing culture of leadership initiatives to create new goals, policies, and procedures. For this reason, strong leadership is required.…”

Section: Introductionmentioning

confidence: 99%

Personality and self-leadership of school principals as determinants of school performance

Delport¹,

Jaarsveld

Challens

2021

J. educ. (Univ. KwaZulu-natal)

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In this article, we argue that personality and self-leadership are determinants that play a role in the performance of a school. We consider aspects such as the leadership style of the principal, motivation, and support in this regard. We followed a qualitative phenomenological approach in the interpretivist paradigm. We conducted semi-structured interviews with eight principals in both performing and underperforming schools. We found that the principals of both kinds of schools had the same types of personality and concluded that the personality of a principal does not determine whether a school is performing or underperforming. Self-leadership occurs more naturally in the principals of performing schools than in those of underperforming schools. Furthermore, the self-leadership of principals in underperforming schools is suppressed because of their particular circumstances. It is recommended that principals practise and develop self-leadership.

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“…In the educational process, the role of the leader (teacher) defines the processes by which any subject (the students) who is part of a social structure (the class group) will try to achieve the learning goals (Northouse, 2012). This leadership is key to achieving efficient educational actions and students' adequate school performance, provided that it uses the right approach to orient the tasks and create new goals and learning procedures (García-Tuñón et al, 2016). In this sense, precise tools are needed to assess the different types of leadership that teachers exercise.…”

Section: Introductionmentioning

confidence: 99%

Adaptación y validación de la escala de liderazgo MLQ-5X al contexto educativo español

et al. 2021

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Desde la teoría del liderazgo transformacional, este estudio tenía como objetivo analizar las propiedades psicométricas de una versión adaptada al ámbito educativo del Multifactor Leadership Questionnaire (MLQ-5X). Un total de 1551 estudiantes españoles (M = 15,47 años ± 0,72; 679 chicos y 872 chicas) de 31 centros de enseñanza secundaria participaron en el estudio. El análisis factorial confirmatorio de la estructura inicial de nueve factores de la escala determinó la necesidad de eliminar dos ítems del factor dirección por excepción pasiva, agrupando en un solo factor el liderazgo pasivo. En un segundo modelo de ocho factores, se hallaron altas correlaciones entre los factores del liderazgo transformacional, señalando la necesidad de establecer un factor de primer orden. Finalmente, se testó un tercer modelo que obtuvo valores adecuados de validez y fiabilidad, que estaba compuesto por 34 ítems distribuidos en 4 factores principales (liderazgo transformacional, recompensa contingente, dirección por excepción activa y liderazgo pasivo) y 5 factores secundarios para el liderazgo transformacional (influencia idealizada conducta, influencia idealizada atribuida, motivación inspiracional, estimulación intelectual y consideración individualizada. Por tanto, la versión española del MLQ-5X en el ámbito educativo puede ser utilizada para evaluar el liderazgo transformacional de los docentes desde la percepción del alumnado. Drawing from the transformational leadership theory, this study aimed to analyze the psychometric properties of a version adapted to the educational environment of the Multifactor Leadership Questionnaire (MLQ-5X). A total of 1551 Spanish students (M = 15.47 years ± 0.72; 679 boys and 872 girls) from 31 secondary schools participated in the study. The confirmatory factor analysis of the initial structure of nine factors of the scale determined the need to eliminate two items of the direction by passive exception factor, grouping passive leadership into a single factor. In a second eight-factor model, high correlations were found between the factors of transformational leadership, indicating the need to establish a first-order factor. Finally, a third model was tested that obtained adequate values of validity and reliability, which was composed of 34 items distributed in 4 main factors (transformational leadership, contingent reward, leadership by active exception and passive leadership) and 5 secondary factors for transformational leadership (idealized influence behavior, attributed idealized influence, inspirational motivation, intellectual stimulation and individualized consideration). Therefore, the Spanish version of the MLQ-5X in the educational field can be used to assess the transformational leadership of teachers from the perception of the students.

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Successful and Sustained Leadership: A Case Study of a Jesuit High School President

Abstract: We have read this dissertation and recommend that it be approved.

Cited by 3 publications

References 32 publications

Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context

Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context

Personality and self-leadership of school principals as determinants of school performance

Adaptación y validación de la escala de liderazgo MLQ-5X al contexto educativo español

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