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Leading Schools towards Sustainability. Fields of Action and Management Strategies for Principals
Open AccessArticle

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

by Atif Saleem 1,†, Sarfraz Aslam 2,*,†, Hong-biao Yin 3 and Congman Rao 1,*
1
Faculty of Education, Northeast Normal University, Changchun 130024, China
2
School of Education, Shaanxi Normal University, Xi’an 710062, China
3
Department of Curriculum and Instruction, Chinese University of Hong Kong, Hong Kong 999077, China
*
Authors to whom correspondence should be addressed.
Both authors contributed equally to the study.
Sustainability 2020, 12(8), 3390; https://doi.org/10.3390/su12083390
Received: 21 March 2020 / Revised: 4 April 2020 / Accepted: 6 April 2020 / Published: 21 April 2020
(This article belongs to the Special Issue Sustainability in Leadership and Education)
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. View Full-Text
Keywords: leadership; principal leadership styles; path–goal theory; teacher job performance leadership; principal leadership styles; path–goal theory; teacher job performance
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MDPI and ACS Style

Saleem, A.; Aslam, S.; Yin, H.-B.; Rao, C. Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management. Sustainability 2020, 12, 3390.

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