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The re
lationship between principal’s
leadership style and its effect on
teachers’ performance.
ByFrank E. Peart
Teacher‟s Diploma
Buff Bay Primary School,Portland, Jamaica.
A study submitted in conformity with the requirements for the Bachelor of Artsdegree (Guidance and Counselling) at The International University of theCaribbean2006
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ABSTRACT
The study aimed at discovering “The relationship between principal‟s leadershipstyle and its effect on teachers‟ performance.”
ByFrank E. PeartThe study was confined to eight schools in West Portland: three Primary Schools,three All Age Schools and two High Schools. The sample consisted of fifty eight(58) respondents where fifty were teachers and eight were principals.The study undertaken revealed that:Teachers depend to a great extent on the advice and support provided by theirprincipal whose leadership is most times not in the best interest of the teachers.The study points out that fifty two percent (52 %) of the teachers are being led bytheir principals who employed a mixture of each leadership style in their dailyroutine. While most principals employed a mixture of each leadership style intheir daily routine an overwhelming majority of seventy percent (70 %) of theteachers chose the democratic leadership style because of the wide range of benefits it offers, such as: the ability to share their ideas and opinions, take part inthe decision making process and are motivated by rewards for achieving goals.
12Of interest is the finding that shed a dismal light on the principals where sixtyeight percent (68 %) of the teachers disagreed that their principal supports theidea of his teachers furthering their education and directly encouraged them to doso. This is indicative of the fact that more than seventy two percent (72 %) of theteachers only have a Diploma in Education with more than five years in theprofession.
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