Perceived Effectiveness of Leadership Styles for Improvement in Public Schools of Punjab

Abstract

School leadership is identified as a central point in the effectiveness of the school environment. School leaders work in instituting a learning climate in ways that assist a broad understanding of the effectiveness through the participation, learning, and achievement of students from diverse cultural and social backgrounds. There is little research about how a leadership role can assist in coping with the challenges varying according to contextual differences. Research under study furnished the reliance that different leadership styles can help to play a mediating role by carefully planning to overcome all pressure on transforming policy into practice to integrate values. Inferential statistics were applied using factor analysis, correlation, and multivariate regression. The research yielded five leadership styles that successful principals practiced: delegation, commanding, participative, cultural, and moral leadership styles. The commanding leadership style of principals is more effective in fixing responsibility to accountability, while the participative leadership style of teachers contributes to school improvement. However, a collaborative leadership style contributes to leadership effectiveness. The results indicate that a lack of leadership-oriented practices is still problematic for schools, and this challenge alone can negatively affect school improvement.