Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management

Atif Saleem, Sarfraz Aslam, Hong-biao Yin and Congman Rao
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Atif Saleem: Faculty of Education, Northeast Normal University, Changchun 130024, China
Sarfraz Aslam: School of Education, Shaanxi Normal University, Xi’an 710062, China
Hong-biao Yin: Department of Curriculum and Instruction, Chinese University of Hong Kong, Hong Kong 999077, China
Congman Rao: Faculty of Education, Northeast Normal University, Changchun 130024, China

Sustainability, 2020, vol. 12, issue 8, 1-15

Abstract: 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.

Keywords: leadership; principal leadership styles; path–goal theory; teacher job performance (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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