Teachers' perceptions of the effect of leadership on school climate

Abstract

This mixed methods research examines the relationship between principal leadership and school climate. A sample of 63 elementary teachers evaluated their school climate and leadership through the OCDQ-RE and the MLQ-5X and expressed their views on both by responding to open-ended questions. Quantitative analysis for both questionnaires, correlations between the dimensions of the two instruments and qualitative analysis of the open-ended questions were conducted to determine the leadership characteristics and behaviors that impact school climate the most. Both principals scored high on supportive and directive behavior and were “more transformational” and “more transactional than the norm”; teachers scored high on collegial and intimate behavior; school climates were determined to be open. Correlational analysis revealed significant positive relationships between the characteristics of transformational and transactional leadership and both supportive and directive principal behaviors; qualitative results showed that characteristics of transformational leadership and supportive principal behaviors have the most impact on school climate. The results of this study revealed that although the principals were perceived as highly directive, the climates were still open. This calls for further exploration of the impact of principal behaviors on school climate and whether teacher behaviors are more significant determinants of school climate than principal behaviors are.

The Effect of Leadership on the Perceptions of Teaching and Non-Teaching Staff About School Climate in a Sample of Private Schools in Beirut

“…Actually, research on non-teaching staff is not only scarce in Lebanon but also internationally. This scarcity in international and (Ibrahim, 2019). There are, however, research studies in Lebanon that have addressed constructs such as trust (Ghamrawi, 2011), engagement (Nabhani et al, 2012), burnout (El Helou et al, 2016, and equity (Maaliki, 2018).…”

“…There are, however, research studies in Lebanon that have addressed constructs such as trust (Ghamrawi, 2011), engagement (Nabhani et al, 2012), burnout (El Helou et al, 2016, and equity (Maaliki, 2018). Research can be found that focuses on school leadership and its effect on constructs related to school climate, such as motivation, commitment, and decision-making (Addam, 2006;Berjaoui, 2013;Gharib, 2011;Ibrahim, 2019;Saheb, 2012).…”

Exploring the practices of educators in managing learner discipline within the classroom and in school: perspectives from teachers in three primary schools in the Umzinyathi district.

“…Following the legal ban on corporal punishment, LaRoche (2014) and Ibrahim (2019) report that learner disciplinary issues in schools are on the rise and pose a significant challenge for many teachers. Studies show that learners conduct issues in schools have an impact on teachers' morale and can be very problematic.…”