![]() The principals in the high-performing schools were perceived as less passive-avoidant in practice than those in the low-performing schools. ![]() The results show a difference between teachersĪnd principals regarding the transformational leadership style. The Cronbach’s α coefficient, statistical significance ( p-values) and effect size ( d-values) were calculated, and a factor analysis was conducted. ![]() A systematic random sample of 72 secondary schools in KwaZulu-Natal, South Africa, was selected. The purpose of this paper is to describe school leadership styles and the influence the styles have on school performance.Ī quantitative approach with a post-positive paradigm was followed. School leaders shows positive results with regard to school effectiveness. The adoption of different leadership styles by 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. Successful leadership is ensured by school leaders’ compliance to a set of basic practices An emphasis on school performance is not just a national issue, but must be examined within the global context.
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