A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management
Achievement-oriented leaders let their followers know their expectations. They regularly set clear goals with potential high-performance standards, they trust in the capabilities of their subordinates, and they encourage the continued performance improvement of their subordinates. This investigation studied the effects of private secondary school principals’ leadership styles on teachers’ job performance. Four leadership styles outlined in the path–goal theory and five key performance indicators (KPIs) of teacher job performance were chosen for the present research. Numerous prior studies have documented this subject. However, they reported on teacher job performance as a single unit. Therefore, a concerted effort was required to examine the effects of adopted principal leadership styles on each of the five key performance indicators of teacher job performance. A total of 253 middle management personnel took part in this empirical study. The correlation findings from the structural equation modeling revealed that the directive leadership style had a significant effect on teacher job performance in the studied schools, followed by the supportive and achievement-oriented leadership styles. Conversely, although participative leadership was identified as a significant predictor, it was not considered a promising predictor of teacher job performance. This research was conducted in a non-Western culture, where directive leadership is beneficial for encouraging teacher job performance; this claim is greatly supported by the available rigorous literature.
Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management
Achievement-oriented leaders let their followers know their expectations. They regularly set clear goals with potential high-performance standards, they trust in the capabilities of their subordinates, and they encourage the continued performance improvement of their subordinates. This investigation studied the effects of private secondary school principals’ leadership styles on teachers’ job performance. Four leadership styles outlined in the path–goal theory and five key performance indicators (KPIs) of teacher job performance were chosen for the present research. Numerous prior studies have documented this subject. However, they reported on teacher job performance as a single unit. Therefore, a concerted effort was required to examine the effects of adopted principal leadership styles on each of the five key performance indicators of teacher job performance. A total of 253 middle management personnel took part in this empirical study. The correlation findings from the structural equation modeling revealed that the directive leadership style had a significant effect on teacher job performance in the studied schools, followed by the supportive and achievement-oriented leadership styles. Conversely, although participative leadership was identified as a significant predictor, it was not considered a promising predictor of teacher job performance. This research was conducted in a non-Western culture, where directive leadership is beneficial for encouraging teacher job performance; this claim is greatly supported by the available rigorous literature.
Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management
Atif Saleem (author) / Sarfraz Aslam (author) / Hong-biao Yin (author) / Congman Rao (author)
2020
Article (Journal)
Electronic Resource
Unknown
Metadata by DOAJ is licensed under CC BY-SA 1.0
Leadership, management and conflict management styles among nurse middle managers
| BASE | 2017
| Wiley | 2017
Performance and leadership outcome correlates of leadership styles and subordinate commitment
| Emerald Group Publishing | 2008
Performance and leadership outcome correlates of leadership styles and subordinate commitment
| Online Contents | 2008
The Effect of Leadership Styles and Initiative Behaviors of School Principals on Teacher Motivation
| DOAJ | 2021