Education Process

Running Head: CORRELATION OF PRINCIPALS LEADERSHIP AND STUDENTS ANXIETY AS PERCEIVED BY TEACHERS 1
The effect of leadership styles of faculty/administrators to students' Anxiety
Student’s name
Affiliated institution
Instructor’s name
Course
Date of submission
CORRELATION OF PRINCIPALS LEADERSHIP AND STUDENTS ANXIETY AS PERCEIVED BY TEACHERS 2
Table of Content
Table 1: teacher leadership framework..........................................................................................11

Table 2: Teacher Leadership Conceptual Framework...................................................................23
Table 3: the type and size of households.......................................................................................58
Table 4: summary of the city ethnicity demographics...................................................................60
Table 5: the district adequate year progress summary...................................................................62
Table 6: education level of the sampled teachers..........................................................................63
Table 7: grade assignment for the teacher in the two schools.......................................................64
Table 8: the frequency and percentage of the teachers who teach core assessed area..................64
Table 9: demographic characteristics of the students in both Western middle school and Eastern
middle school.................................................................................................................................65
1.0 CHAPTER 1: INTRODUCTION..........................................................................................4
1.1 The school principal’s job in understudy accomplishment.................................................4
1.2 Background information.........................................................................................................6
1.3 Statement of the Problem........................................................................................................7
1.4 Purpose of the Study................................................................................................................8
1.5 Theoretical Framework.........................................................................................................10
1.6 Research Questions................................................................................................................11
1.7 Nature of the Study................................................................................................................12
1.8 Data Gathering Instruments.................................................................................................15
1.9 Significance of the Study..................................................................................................16
1.10 Definition of Key Terms......................................................................................................17
2.0 CHAPTER TWO: LITERATURE REVIEW.....................................................................20
2.1 Literature Review..................................................................................................................20
2.2. Conceptual Framework........................................................................................................21

2.3 Situational leadership theory................................................................................................24
2.4 Transformational type of leadership...................................................................................30
2.5 Transactional leadership.......................................................................................................33
2.6 Building School Capacity through Leadership Styles........................................................34
2.7 Elements of teacher-focused principal behaviors that build teacher................................38
2.8 School capacity and teacher capacity..................................................................................39
2.9 Leadership decisions and building school capacity............................................................44
2.10 Leadership Style and School Capacity impacts Student Learning Gains......................46
2.12 Conclusion............................................................................................................................55
3.0 CHAPTER THREE: RESEARCH METHODOLOGY....................................................56
3.1 Purpose...................................................................................................................................56
3.2 Context of the Study..............................................................................................................57
3.2.1 City Context....................................................................................................................57
3.2.2 School District.................................................................................................................60
3.3 Participants............................................................................................................................63
3.3.1 Teacher Sample...............................................................................................................63
3.3.2 Student Sample...............................................................................................................65
3.4 Research Design.....................................................................................................................66
3.5 VARIABLES AND MEASURES.........................................................................................66
3.5.1 Student Achievement Data.............................................................................................66
3.5.2 Teacher Leadership Perception Survey........................................................................67
3.6 Ethical assurance...................................................................................................................68
3.7 Data Analyses.........................................................................................................................69
3.8 Limitations of the Study........................................................................................................69
REFERENCES..............................................................................................................................71
1.0 CHAPTER 1: INTRODUCTION

The initiative of the federal education activities hold responsible each state for the
education of all the learners through close observation and guidance of every individual learner
info at both district and institutional level. The No Child Left behind Act of 2001 revises the
basic and high level Education Act of 1965 to incorporate necessities for states to achieve
Adequate annual Progress standards and execution measures laid by government strategy (No
Child Left Behind Act, Public Law 107-110, 2001, Baker, Betebenner and Linn, 2014). This
unavoidable responsibility framework strategy puts statewide learners testing results as ultimate
judgments of learning institutional improvement endeavors. According to the positivism
philosophical paradigm, the leadership elusiveness is based on the fact that the realities of the
teachers are determined by their personal experiences This is the most important change in focus
from an administrative leadership styles in learning institutions initiative to an instructor centered
leadership style that learners performance will be enhanced and the anxiety of students
emanating from the institutional leaders be kept under a level that is consumable to the students.
This kind of administrative leadership style will improve the student’s anxiety and hence the
performance of the students (Barth, 2013, Lazaridou, 2016). A correlational and non-
experimental descriptive and correlational research design was utilized in this research establish
the correlation of the educator impression of school administration and learners’ accomplishment
in improving and non-improving schools.

1.1 The school principal’s job in understudy

accomplishment.
The administrative action in an institutional setting impacts greatly on the capacity of
the school. This may improve or diminish the anxiety of the students and hence impact of their
performance and achievements (Angelle, & Teague, 2014). The compelling instructive pioneer
has a capacity to initiate the school's ability to upgrade understudy learning through the
inspiration of instructors, staff and learners (Cooper, Stanulis, Brondyk, Hamilton, Macaluso, &
Meier, 2016). Such initiative is controlled by the subjects, who include the teachers and other
staffs but on the principals (Cooper, Stanulis, Brondyk, Hamilton, Mcaluso, & Meier, 2016).
Accordingly, it might be asserted that student’s anxiety is influenced by the educator's view of
school authority. The, learners real their anxiety in their education process through their
attendance, measured performance and involvement in bot curriculum and co curriculum
activities. Leithwood did a study which discovered transformational and value-based styles of
leadership that empower staff coordinated effort, instructor improvement, and a higher educator
impression of administration which affects the general culture of the school The students
leaning outcome is evident through examination score which is primarily determined by the
efficacy in the leadership and the focus of the leadership and the management of the school
(Angelle, & Teague, 2014). The primary role of the administration of the institution is to hire
and facilitate the teachers to enhance the anxiety and the performance of the students (Angelle,
& Teague, 2014). The, learners real their anxiety in their education process through their
attendance, measured performance and involvement in bot curriculum and co curriculum
activities. It is however, the daily anxiety of the students and their perception towards their
teachers that sets the phase and propels that motion of the daily learning activities. On the other
hand it is the perception of the teacher or the educators on how the principal and the school
administration treats and value them that greatly determines their daily decisions that in turn
enhances the learner’s anxiety ((Barth, 2013). , Demir, 2018) the authentic leadership is defined
and determined not by the subjects but not the leaders.
1.2 Background information

The philosophical paradigm of positivism is therefore relevant in unveiling the
situational leadership in the learning institutions. According to the positivism philosophical
paradigm, the leadership elusiveness is based on the fact that the realities of the teachers are
determined by their personal experiences (Samuels, Samuels, & Cook, 2017). It also suggest
that the leaders must be aware of the teacher’s definition of their leadership within the learning
institution and in accordance with the culture of the school. The situational leadership in schools
is viewed through the passivism lens. The paradigm offers researchers with realism which is
critical for the principals to utilize their reality independence in numerous measures that they
apply in their daily decision making situation in their leadership (Barth, 2013). The leadership
of the school principal correlate with the anxiety of the students through the teachers whom they
interact on daily activities. The principal in a school setting has several roles which requires
adaptability of their traits and non-limited freedom of choice. However, the student’s anxiety
and learning gain may correlate and react with capacity of the institution as determined by the
leadership decisions which are teacher focus within the situational leadership theory conceptual
framework
The significance of instructor centered authority. School directors who fabricate school
limit through a successful administrative style may influence learner’s performance through
instructors (Cooper, Stanulis, Brondyk, Hamilton, Macaluso, & Meier, 2016). The school
principal must be able to create an environment where he/she can build up the capacity to work
with other teachers to actualize the learning program with curriculum focus, students’ guidance
and leaning achievements a to unleash the students anxiety. The decision and activities of
leaders reflects their fortified stand and focus and leadership style of the institution‘s authority
(Samuels, Samuels, & Cook, 2017). An instructor centered principal progresses towards
enhancing the advancement of institution’s capacity which expands upon teachers’ positivism
with the ultimate output enhancing the anxiety of the students and the achievements.
1.3 Statement of the Problem

The research problem for this study is to examine how the teachers in a school setting
perceives the principles leadership styles and how it impacts on the student’s anxiety. The
interpretation and the definition of the leadership styles of the principal in a school setting are
deciphered and characterized through their educators. It is expected that important initiative
practices influence the commitment with the learners which brings about a deliberate effect on
students execution and anxiety. The situational leadership structure of theory holds that
educators have the freedom to choose the style which emphatically affects their compelling
practices, exclusive and role modelling to upgrade school improvement and enhance the anxiety
among the students. (Samuels, Samuels, & Cook, 2017).
Does a central's administrative style as comprehended by instructors as value-based,
transformational, or latent avoidant sway school limit and overall student’s anxiety and
achievement? Based on their choices, successful school principals build up a domain that
fabricates or devastates capacity of the institution. The capacity of the school is enhanced
through the managerial actions of actualizing successful practices and reliable educator centered
choices that at primarily affects anxiety of the learners and their learning gains (Samuels,
Samuels, & Cook, 2017). Therefore, the teacher’s capacity advancement legitimately identifies
with the choice of style when an educator adheres to conviction framework that underpins them
expertly (Cooper, Stanulis, Brondyk, Hamilton, Macaluso, & Meier, 2016).
There is an information gap in training research study on educator centered
administration styles that impact learner’s anxiety. To help bridge this gap, the variables of this
research identified the leadership traits of the principal as observed their educators, the schools
status of whether improving or not improving, and the anxiety and performance of the students.
A related model to this research was a comparable 2008 research accomplished by world
researchers, Koford, Krejsler, and Moos who led numerous examinations on value-based
initiative that discovered administration drives learning success when teachers know about their
effect on instructor self-adequacy (2008). Bredson's research bolstered that school administration
must thrive to build instructor capacity because of the high accountability for enhanced students
anxiety supported the 2001 No Child Left Behind Act (2005)
Leithwood, chief scientist on transformational authority, upheld the requirement for more
research on the effect of leadership styles on style on student’s anxiety. Leithwood did a study
which discovered transformational and value-based styles of leadership that empower staff
coordinated effort, instructor improvement, and a higher educator impression of administration
which affects the general culture of the school. This researcher upheld that the most impressive
methodology to drive educator activities is head perceivability while completing acting toward
expanding the performance and anxiety of the students. (Samuels, Samuels, & Cook, 2017).
Subsequently, this investigation offers advantageous and extended research on the assessment of
the leadership style of the school principal, in both improving and non-improving schools.
1.4 Purpose of the Study

The purpose of this study is to determine the correlation between the principal’s
leadership in a school setting as perceived by the teachers and the student’s anxiety as dictated
by the MLQ (5x-Short) overview (Samuels, Samuels, & Cook, 2017) and the students’
performance data on (FCAT) the Florida Comprehensive Assessment Test. The research variable
will be controlled by the research questions mirroring the study purpose. The principals style of
leadership, the institutional status whether improving or not improving in terms of students’
anxiety, performance and achievements. These factors were resolved dependent on the
conviction that administrations don't directly affect student’s anxiety and achievements since
they are not liable for training students. Principal’s leadership impact on the student’s anxiety
through the teachers who interact directly with the students
The grounds of this study will be that the administration’s leadership practices impacted
on teachers who, in turn are legitimately answerable for students anxiety and accomplishment.
The perception of the teachers on the principal’s leadership practices and school execution on
FCAT may distinguish compelling initiative styles and practices that impact understudy
accomplishment. This investigation will try to add to the research that looks at a key's
administrative style and its effect on learners’ scholarly execution. Situational authority has been
unmistakable in past research and added to the examination's structure. For instance, Zugelder,
Greene, Warren, & L'Esperance, (2016) found that pioneers have the chance to choose the style
that decidedly affects compelling practices, job displaying and their exclusive requirements as
instructional teachers who upgrade school performance Also, improving schools show a culture
with an attention on student’s anxiety, great correspondence, and elevated standards of educators
and learners (Kıranlı, 2013).

The literature of the research validates the investigation and presents support patterns for
extra research because of information gap (Bauman, 2018). Barely any current examinations set
up a connection between the effect of leadership choices on teachers and learners anxiety.
Research on educational administration is broad. However, current research flops to focus on
explicitly leaders- centered leadership styles that impact on the student’s anxiety through
enhancing the institutional capacity.
This examination will endeavor to identify the correlation between the style of
principal’s school leadership, as perceived by the instructors in enhancing students’ anxiety in
improving and non-improving schools, and the impact on the achievement of the students. This
research will serves to add to the establishment of information and comprehension of how
leadership styles impact educators and eventually students’ accomplishment
1.5 Theoretical Framework

Hypothetical Framework is a blend of a changed (Kıranlı, 2013)) structure and Pitners
directed impacts model (2013) were used in this research. As indicated by Bosserts model, a
principal’s administrative conduct is formed by school setting both outer and locale and the
principal’s individual qualities. The hypothetical system for this research depends on an
interceded impacts model of powerful schools as conferred by (Zugelder, Greene, Warren, &
L'Esperance, 2016). This interceded impacts model gives an increasingly unpredictable portrayal
of manager impacts inside schools than does a basic direct impacts or directed impacts approach.
It is recognized that interceded variables can have a significant causal impact that affect the
required results, such as the achievements of the students. Nonetheless, the focal point of this
research is to inspect the correlation between the administration practices of the head and school
and other classroom variables such as school learning condition and instructor self-efficacy. In
this model, the variables of the administrator’s roles is thought to be both a dependent and
independent variables (Zugelder, Greene, Warren, & L'Esperance, 2016). As a depended variable
factor, the administrator is dependent upon the impact of outer antecedent factors, such as the
financial status, or other external managerial environment factors like technological variations
and mechanical change. As an independent variable, the administrator is viewed as the key driver
of change, impacting legitimately on the activities of instructors, the learning environment
internal to the school setting and the achievement of results, such as educator work fulfillment,
students’ anxiety and, indirectly affecting the learning results of the students. Simultaneously,
administrator’s administrative conduct legitimately impacts on the school atmosphere and
instructional association that has direct implication on school results.

Table 1: teacher leadership framework
1.6 Research Questions

Is there a correlation between the administration style of the school principal as perceived by
their teachers and student test scores and anxiety?
1. How do tutors perceive the school principals’ styles on leadership in both
improving and non-improving?
2. What is the link between value based, transformational, and passive-avoidant
administration styles of the principal in a school as perceived by their teachers and defined by the
student’s anxiety and achievement as determined by the FCAT over a period of four years.
3. Is there correlation between the leadership of the school principal’s on the on the nine
leadership subscales and student anxiety/ achievement to the FCAT?
4. What are the school principals’ behaviors that influence anxiety of the students’
achievement as portrayed by the teachers?

5. How do student tutors perceive their school principals styles of leadership in terms of
leadership results of efficacy, satisfaction, and extra zeal?
1.7 Nature of the Study

This research analyzed the correlation between school authority as professed by
instructors, learners’ accomplishment, and the socioeconomics of educator sexual orientation, the
level of teachers’ experience in teaching, and years of involvement with their present school. The
principal’s administration style was dictated by their educators as estimated by the Multifactor
Leadership Questionnaire (5x Short) review (Zugelder, Greene, Warren, & L'Esperance, 2016)
(Appendix A) and corresponded with the school's learners anxiety and accomplishment
information as estimated by the Florida Comprehensive Assessment Test (FCAT). The segment
information was gathered with the MLQ (5x Short) overview. Moreover, an open-ended
questionnaire required the teachers to depict the principals’ traits that enhance their dignity in
upholding the students’ anxiety and achievements.
The intentional example comprised of twelve schools chosen from a group of qualifying
lower, intermediate and secondary schools within a certain district or region. Nontraditional
learning institutions were excluded from the sample to guarantee a proportional sample. The
excluded schools were recognized as private, charter, special centers and detentions. In totality,
thirty percent of lower, intermediate and secondary schools in the district of study region were
involved in this research. The samples gathered from the selected schools produced adequate
information to elucidate the response to the research inquiries with rich portrayals (Zugelder,
Greene, Warren, & L'Esperance, 2016) and expanded the illustrative legitimacy and interpretive
legitimacy (Kıranlı, 2013). Factual derivations about a populace can be produced using data
obtained from an individual sample example taken from a populace (Zugelder, Greene, Warren,
& L'Esperance, 2016).
To attain the purpose of the research and respond to the exploration questions, the
samples for the schools were separated by the improvement status of schools or non-improving.
Theses school status were chosen by the level of schools and coordinated with comparative
demographics and extent to acquire the required numbers and guarantee a relative sample. An
improving school was characterized by an expansion of 1% for every individually year of the
four continuous years utilized in the research for their FCAT Reading and scores in Mathematics
tests. Non improving institution were regarded as those that did not attained an expansion of one
percent for every year in the four years utilized in the research for their FCAT Reading and score
in Mathematics test. The increment and decline rates in the score depended on the FCAT's
performance scale ranging from 1 to 5 with learners failing scores of a 1 or 2 and passing scores
ranging from 3 to 5.
The MLQ, examination in addition to other added questions created by researcher, was
messaged to 798 instructors at the 12 sampled schools (Appendix B). In the event that an
individual survey had lower than half finishing, the survey was disposed of. The ultimate number
of surveys used was 149. An elaborate. A correlational and non-experimental descriptive and
correlational research design was utilized in this research establish the correlation of the educator
impression of school administration and learners’ accomplishment in improving and non-
improving schools. The analysis of the data depended upon the both correlational and descriptive
research structures.an elaborate graphical and numerical summary of gathered data was derived
using these two research techniques. An assessment of the variables of administration style, the
status of school improvement and students’ anxiety and achievements offered for examination of
the correlation.
1.8 Data Gathering Instruments
The Multifactor Leadership Questionnaires (5x-Short) Rater Form are utilized in this
research as the estimation tool to determine the principal’s administration traits as perceived by
the educators. The transformational, value-based, and detached avoidant administration styles are
recognized through a number of questions that are intended to characterize the principal’s
leadership style (Zugelder, Greene, Warren, & L'Esperance, 2016). From this sequence of
question, two styles of leadership and seven subscales are characterized and estimated using
MLQ review through a Likert-type scale.
Transformational leadership is then main style on the MLQ that is supported by 5
subscales describing the principals who spurs their teachers to excel on the bases their unique
degree of certainty towards achieving required results. The subscales of transformational
administration address the apparent impacts, practices, inspirational capacities, and support of
instructors by the head. The 5 subscales include: The idealized attribute, persuasive inspiration,
the behavior, personalized consideration and scholarly simulation. The other leadership style
surveyed on the MLQ, is the value-based that depicts principals who work within the
organizational structure to recognize the abilities of the teachers’ in assigning the roles and
responsibilities in order to achieve the end results. The realized results are products of the
negotiation between the principal and the teachers through exchange programs of compliance
reward. This is accompanied by three subscales which estimates the principal’s level of idea
exchange with the teachers, assessing the feedback in the event where the required output is not
met and negative and criticism fortified when correcting. Latent avoidant is the last leadership
style with a single subscale known as passive avoidance. In this case, the principal does not make
decision or assign responsibilities to the teachers and therefore it is regarded as the least effective
style of leadership in an institution. The MLQ however includes there factor outcomes which are
satisfaction, extra zeal and efficacy
1.9 Significance of the Study

This examination endeavored to identify the correlation between the style of principals’
school leadership, as perceived by the instructors in enhancing students’ anxiety in improving
and non-improving schools, and the impact on the achievement of the students. This research
serves to add to the establishment of information and comprehension of how leadership styles
impact educators and eventually students’ accomplishment. This research was intended to
determine the impact of administration style on learners’ anxiety and accomplishment as
perceived by the tutors in an institution of learning. The assortment of research was enhanced
with information reporting the effect of administration style on the institutional capacity and
learners academic achievements and anxiety of the students. The tutor’s variables such as
experience under the current school administrator, sexual orientation, age, educator experience
and experience under the present school chief were inspected. These factors were resolved
dependent on the conviction that administrations don't directly affect student’s anxiety and
achievements since they are not liable for training students. Principal’s leadership impact on the
student’s anxiety through the teachers who interact directly with the students. The professional
development programs of the incumbent principal and the course for the future aspiring
principals in involve a good curriculum that is capable of facilitating effective institutional
leadership that enhance the students anxiety and achievements as well as motivation the
teachers towards achieving the set goals for the school performance and improvement.
1.10 Definition of Key Terms

The accompanying terms are characterized with the end goal of this investigation:
Adequate Yearly Progress (AYP): AYP shows the base level of students who must be capable in
mathematics and reading for a school to fulfill the government guidelines for the year on the
bases of NCLB.
Elementary School: Schools with grades from Pre-K or Kindergarten through grade 5.
Florida Comprehensive Assessment Test (FCAT): The test offered every year to learners in
language, sociology math, and science and used to evaluate school and learners achievements
and capability.
Secondary School: learning institutions with grades from ninth grade to twelfth grade.
Educator centered Leadership: is defined as the choices and activities of school-based
administrators who in coordinating their association and curricular choices, sway the impact of
instructor influence on the learning gains of the students.
Leadership Style: A procedure where an individual impacts the musings and activities of
another's conduct (Gul, Demir, & Criswell, 2019).
Middle School: lower part of secondary school from grade 6 to grade eighth.
Multifaceted Leadership Questionnaire (MLQ): An overview instrument used to accumulate
quantitative information through the tabulated Questionnaire. This instrument gives input
dependent on the self-view of the principals just as teachers rate their principals (Avolio and
Bass, 1995). There exists there constructs of leadership and 9 sub facets in this instrument.
Understudy anxiety: Achievement is characterized by a foreordained scale that shows the
minimum entry point built up to decide the passing or bombing on an individual student
evaluation. This research utilized the Florida Comprehensive Assessment Test and its capacity of
performance
Inactive avoidant Leadership: An administrative style in the MLQ instrument that alludes to the
detached and receptive types of authority.
Positivism Philosophical Paradigm: The post positivism philosophical worldview underpins the
utilization of situational initiative hypothesis in the theoretical system of this audit to help
Characterize the trickiness of authority. Post positivism reasoning proposes that, instructor
leadership theory depend on their own encounters (Gul, Demir, & Criswell, 2019).
Principal: This term was utilized reciprocally with administrator to allude to the pioneer of the
rudimentary, middle and secondary school.
Value-based Leadership Style: A value-based administrator conveys explicit measures of
similarity while observing for abnormality and remunerating consistence (Avolio, Bass, Berson,
and Jung, 2003). An audit of the value-based administration literature uncovers a correlations
with transformational authority (Zugelder, Greene, Warren, & L'Esperance, 2016). Value-based
administration style elevates teachers to perceive what should be done and gives them the power
to finish assignments along these lines upgrading their self-adequacy.
School Capacity: The aggregate impact of the staff of the school, including educators and bolster
faculty, to enhance learners’ execution (Zugelder, Greene, Warren, & L'Esperance, 2016).
Situational Leadership Theory: This hypothesis furnishes the pioneer with a mixture of
administration styles which sets up a heap of apparatuses from which to choose contingent upon
the present circumstance. Situational authority hypothesis gives the primary the apparatuses to
continue to the greatest advantage of the school that is centered on instructor viability (Zugelder,
Greene, Warren, & L'Esperance, 2016).

Student Learning Gain: An expansion or decline in an individual’s gauge test information
starting with one school year then onto the subsequent to elucidate the estimation of students
learning gains.
Educator Capacity: is characterized as the instructor's confidence in their own capacity to raise
understudy learning gains as impacted by their principal (Barth, 2013).

2.0 CHAPTER TWO: LITERATURE REVIEW
2.1 Literature Review

In the last years the schools leadership has improved its openness in carrying out their
daily activities. In those decades, the responsibility of classroom goals have been turned to being
undertaken by the principal hence has to monitor the students’ performance academically. The
role of school leaders has now turned to improve the students learning capacity hence raising the
schools performance abundantly. With this hard work by the school managers, it has led to
higher performance of the school and greater focus on achievement of the set goals. According to
Samuels, Samuels, & Cook, (2017), teachers have obtained experience of how the students
understand easily when being taught in a cool environment hence the leaders have to ensure that
better methods are applied in making the schools environment better for the benefit of the
students to meet their set goals. The student’s anxiety in this case seem to have a big boost from
the principles leadership as perceived by the teachers who interact directly with the students in
almost every school activity.
Among the purposes of this study, the leadership styles such as teacher-focused which is
considered in making decisions and taking actions where the effect of teachers ability on the
students learning capacity is determined basically by the school leaders. The work of these
school-based leaders is to monitor how the school activities are being undertaken following the
leadership styles being applied. The leadership styles applied in school determines how teachers
make decisions while in classes’ environment. A good leadership style sets out the possibility of
a positive gain by the students as the school leaders influence the improvement on academic
performance. In the literature review it looks into how school capacity, leadership style and
student achievement integrates in various aspects. It however examines the two leadership styles
transformational and transactional together with the changes in the school relate from each other.
The analysis of the review helps the school leaders in making final decision in the school and
taking corrective measures so as to build a strong capacity. Among the elements of principal
character are leadership decisions, principal guider and the school culture which helps in
building the capacity of the students as they gain leadership style theory
2.2. Conceptual Framework

The situational type of leadership style is highly preferred in the conceptual framework as
it reviews mostly the importance of leadership in a school based capacity. The positive measure
of this situational theory indicates that teachers use their personal exposure while interacting
with the students directly (Samuels, Samuels, & Cook, 2017). The conceptual framework in this
research includes the aspect of teachers participating fully through the experience they have
gained in improving the performance of the students hence the school gains success. The school
leaders put a lot of effort in understanding how the students widely view the culture of their
school as taught by the teachers. The leaders at times defines what the learners have to gain from
the teacher so as to ensure good culture is being instilled in their minds. According to Samuels,
Samuels, & Cook, (2017), the school leaders rarely determine the approach to authentic type of
leadership but the people with positive thoughts and as such add valuable input into the school.
Having enough information which is valuable and can bring positive impacts to the school
performance, the school managers can embark on applying it for the purposes of the learners to
improve on their performance.

The application of situational type of leadership style to both transactional and
transformation styles has wide impact on the school leaders. The leadership style chosen should
bring positive impact in connection with the desires of the followers. Effective leadership style
brings improvement in the schools performance capability. Among the leadership styles
discussed in conceptual framework review, the situational type of leadership is considered to
have a positive impact to the students, teachers and school managers.it is concluded that positive
performance of the students is brought by the effort of the teachers and the good leadership of
the school managers.

Table 2: Teacher Leadership Conceptual Framework
In the figure above, it illustrates how situational leadership is useful to the students
acquiring learning skills and to the various styles of leadership which are being applied.in the
management of education in various settings of variables, the school managers and leaders use
well the leadership styles which are available including transactional and transformational.
According to Wang, 2017, the educational organizations achieves high performance outcome at
the moment when the school leaders put into practice and adapting the decisions made during
leadership meeting. The decisions made by school principal as a leader have a great change in
the schools performance capacity and hence bringing an impact on the learning performance of
the students both directly and indirectly. In relation to Zugelder, Greene, Warren, & L'Esperance,
(2016), the school administrators have various duties to perform and they need certain behaviors
of leadership so as to adapt them.
The leadership style and school capacity are key factors in raising the learning skills of
the student due to good performed administrative duties. In the literature review, Gul, Demir, &
Criswell (2019), it is said that a school with good leadership is a pushing factor as it motivates
the students to work harder so as to become helpful young adults in the upcoming industries and
depend on themselves. According to Bauman, (2018), addressed that strategies used in
improving leadership has to be in connection with the culture of the school and the actions
undertaken by the leaders are addressed in an appropriate manner. In the conceptual framework
which explains situational theory of leadership style, the literature review focuses on the
behaviors of the school administrators in both the transactional and transformational types of
leadership styles. Each of the style is explained in relation to a principal’s decision with that of a
teacher- focused having one aim of improving the students’ and performance and checking its
impact on the school performance capacity.
2.3 Situational leadership theory

In this part, the leadership styles in the review process explains how the school managers’
decisions are made while concentrating on the availability of the parties. Using various types of
leadership styles brings a combination of information tools where the school leader can access
easily. In accordance with Gul, Demir, & Criswell (2019), this situational type of leadership style
has brought various tools in relation with transactional and transformational for the progress of
the principal decision in the issues of schools best interest on the impact of the teacher
performance. The interaction of the schools managers with the teachers is mostly down until the
inner meeting is held and some changes are discussed and done immediately where proper
monitoring is ensured, Gul, Demir, & Criswell (2019) In relation to Hersey and Blanchard, it is
concluded that situational leadership style depends less on the hierarchy of management levels
and the maturity of the school teachers’ arrangement and organization is highly depended upon.
In contrast with the situational type of leadership as it is accepted in its behavioral
leadership theory, it is discovered that its flexibility is conquered in connection with how the two
aspects connects together depending on their maturity. According to Samuels, Samuels, & Cook,
(2017), the measurement of the situational type of leadership is at times not accurate since their
relevant task and the subordinates’ maturity is measured through their higher quality
performance. The concept used in checking their leadership style is absolutely undecided.
According to a research done by Blase and Blasé the perception of a teacher in the
leadership of the school is carried out as the situation is presented. In their study of 2018, it
mainly concentrated on the perceptions of the school teacher in relation to the qualitative views
of the leadership style of administrative. The results of the study which included well analyzed
data as it was presented made the learners to fully understand how the school managers’ duties
are related in the promotion of the schools’ environment together with the teachers. According to
Gul, Demir, & Criswell (2019), in the United States over 800 school teachers accepted that the
strategies used by the school managers many times they show good examples of the instructional
type of leadership. In their research they used questionnaires to the teachers which gave them
more chances to fully explain their issues and suggestions in relation to how the actions of the
school managers assisted or blocked them in achieving their set goals professionally.
In a research done by Heck and Hallinger, it had analysis of 42 studies which included a
caution which was found in the current theory of situational leadership. It was discovered that the
movement of leadership in connection with interaction level happens when the school’s manager
brings a culture of openness and control (Zugelder, Greene, Warren, & L'Esperance, 2016). The
researchers however found that for the students to show improved performance the principals
have to get concerned with the capacity of the teachers to be improved further
According to Heikka, Halttunen, & Waniganayake (2018), the laissez-faire type of
leadership style is termed as less effective in comparison with the other leadership styles
including transactional and transformational. In a research of Heikka, Halttunen, &
Waniganayake (2018), explains the meaning of leissez-faire as when a leader escapes or delays
crucial decisions while having the expectations that the allowance of certain attitude has no
change. In accordance with teachers’ perceptions of the world’s view on the leadership
satisfaction it was found that this type of leadership style had more side effects from the results
obtained. Furthermore, the school teachers have a greater satisfaction when being headed by
their principals. It is noticed that having a negative attitude on either the school leader or
principal, a teacher may experience abandonment when he or she is left to teach without
assistance of either knowledge or openness in relation to how the school carries out its activities.
An encouragement on funding of various strategies which mostly involves teachers where they
learn on escaping this type of leadership style through carrying out a general talk on personal
truth, honesty, respect and importance of active listening (Heikka, Halttunen, & Waniganayake,
2018).
Transformational leadership style is among the types as examined in the literature review
which looks into the interaction between the school management and what the students gains
academically. In the transformational type of leadership style it brings out the results which give
an explanation on the cultural management. In relation to Burns who came up with this type of
leadership explained that there was absence of middle concepts in central leadership even where
there was an important literature. According to Heikka, Halttunen, & Waniganayake, (2018), he
reported that in the research of people psychology that it’s possible for human beings to
respond similarly in different scenarios. In the transformational type of leadership, the school
leader or manager encourages and gives useful information to the employees in order to assist
them in coming up with full decisions even in absence of their managers. Sebastian, Huang, &
Allen worth (2017) revealed that, in the transformational leadership style, the subordinates
acquire a greater personal confidence when undertaking their own activities.
According to Heikka, Halttunen, & Waniganayake, (2018), the transformational type of
leadership aim at achieving three objectives including; assisting workers in dealing with their
challenges, helping employees to cooperate and motivating teachers’ development in a
productive manner. Those practices brought an appreciations to the school leader’s skills and the
aptitude of teachers which are necessary in carrying out the daily schools activities and
programs. Leithwood however gave an opposing feedback proposing that the upgrading of
schools management have brought a small verification on promoting management standards.
Nevertheless, Leithwoods study has enlarged the foundation of the information in the bounds of
various perspectives and the current models (Heikka, Halttunen, & Waniganayake, 2018)
Leithwood and Janzi carried out a 5-year subjective research on the approach used by
teachers during the making of transformational leadership which included more than 3000
members. They discovered that coming up with management resolutions is quite powerful as
being considered by a principal. According to Sebastian, Huang, & Allen worth (2017), the
manager reveals their behaviour in leadership during or when they are in day- to- day activities
and exercises. The research however discovered that people with an aim of becoming managers
need to interact with those who are already leaders in order to acquire leadership characteristics
to enable them motivate teachers’ attention in relation to principals potentiality (Heikka,
Halttunen, & Waniganayake, 2018).
The presence of openness in the learning system brought a wider appearance of a
leadership style where there was division of power. The school leaders who had a good
interaction with their subordinates managed to bring a greater development with some
achievements since they would seriously pay attention to the juniors’ issues and solve them
instantly. In a research done by Sebastian, Huang, & Allen worth (2017), it had an assembled
data of 218 school leaders from various locations such as Edime and Turkey, and used a given
scale to measure the approach of a leaders view on the transformation type of leadership, the
effectiveness of the being together, personal adequacy and acceptance of a given mood among
the leaders. The results recommended that this type of leadership style plays a role in improving
school leaders’ effectiveness in a wider perspective (Sebastian, Huang, & Allen worth, 2017).
The presence of the successful leadership which has enlightening support points is
opposed by researches showing that transformational type of leadership style is weak as it is
showed in the preceding section of the literature review. The school managers present in high-
yielding learning institutions they at times put into consideration the various choices made by
their subordinates and are having an improvement in their schools’ learning capability.
According to Sebastian, Huang, & Allen worth (2017), found that when a principal has paid
attention to the decisions being made by the juniors and the students, it gives the school manager
to design a new strategy of either encouraging or promoting the teachers before adapting to the
transformational style. A research carried out in 24 learning centers discovered that the school
managers who adopted transformational type of leadership pushed for an improved effort from
the school teachers and had established new customs in the school for a higher achievements
(Heikka, Halttunen, & Waniganayake, 2018).
According to Heikka, Halttunen, & Waniganayake, (2018), transformational type of
leadership style it is argued that it begins where there is an agreement that the followers are
ready to be led by the school managers and their issues are handled in a collaborative manner.
The study however appealed that students need to be involved in the leadership management so
as to air out the issues affecting them and possible solutions hence promoting students learning
gains (Sebastian, Huang, & Allen worth, 2017). The students groups formed brings teamwork
among them and the teachers therefore having a common goal of building a strong leadership.
According to a research carried out by Marks and Printy it was revealed that the aim of
forming transformational type of leadership was purposely to bring into school the developments
to be experienced in the management system. On contrary to Leithwoods research, their study
explained that there were less authors which showed the relationship between instructional and
transformational types of leaderships and how they correspond in improving the students’
performance. Among the importance of instructional leadership in learning institutions is to
enhance better skills to teachers through promoting accountability and honest surrounding. In
accordance to Heikka, Halttunen, & Waniganayake, (2018, revealed that when an institution has
an organized leadership management where there is presence of joint sharing of responsibilities
among the school leaders and teachers, more of experiences is acquired.
2.4 Transformational type of leadership

The transformational type of leadership style has its importance to the learning institution
of promoting the students learning achievements in relation to their set goals. In the literature
review where a discussion on the positive results which learners acquire from this type of
leadership found that an increment on the teachers engagement in their work with less
improvements in the learners performances. In a research of Heikka, Halttunen, &
Waniganayake, (2018), the outcomes showed that the choices made in transactional type of
leadership have a direct effects on the learners’ improvement results as compared to the
transformational type where the leadership conclusions appear indirectly made. In the years of
2018 and 2019, it was analyzed from the results obtained from 40 sources that in the learning
institutions, there were no physical patterns which could be used to show how the students
behaved while in the learning organization. This research was based on the school manager’s
ideas on the analysis of the students’ progress in their performance. A change of the school
leaders, however brought a greater enhancement in the sector of performance of the students
where the new incoming principals merged both transactional and transformational types of
leadership together for a better management in the schools. The school leaders came with new
ideas and rules which were to be instilled to the students so as to have unique behaviour when
mingling with other students. According to (Cooper, Stanulis, Brondyk, Hamilton, Macaluso, &
Meier, 2016), the employees at times were restricted when coming up with various choices so as
to promote the learners improvement partially in the transactional leadership style.

Among the researches done concerning the impacts of transformational leadership style
which cautioned the leaders about the side effects of the leadership style and how it affected the
students’ performance and lowered their interest in improving their studies (Heikka, Halttunen,
& Waniganayake, 2018). According to the writers they insisted that this type of leadership had
negative effects on the relationship between the teacher and the school leaders which at long last
led to lower students gain academically. Due to different views of the teachers in relation to this
type of leadership style many chaos such as the next person to be the school leader has risen up.
In this aspect, the school leaders present in the leadership office put various rules on how the
teachers had to observe the set timetable with an aim of eliminating misuse of time (Heikka,
Halttunen, & Waniganayake, 2018).
In relation to a warning given by Sebastian, Huang, & Allen worth (2017), it was realized
that there were some leadership styles including distributive which are allowed to be used in
learning institution but had cautions of being applied in certain departments while other schools
preferred the former leadership management called hierarchal leadership. The teachers however
had made their decision concerning the type of leadership style which they would follow and
was transactional. According to Heikka, Halttunen, & Waniganayake, (2018), it was concluded
that the school leaders’ ideas and decisions are mostly followed by the teachers while paying no
interest on the disruptive leadership.
In the transactional type of leadership style, it is said that it happens when the head of any
institution or a group gives out certain rules in connection with adhering to the given standards
so as to achieve the set goals (Cooper, Stanulis, Brondyk, Hamilton, Macaluso, & Meier, 2016).
In relation to Sebastian, Huang, & Allen worth (2017), in the study present in the literature it was
said that this type of leadership had more benefits to the organizations which apply it as
contrasting to disruptive type of leadership. Among the benefits of transactional style of
leadership is enhancing the students and teachers to get to identify and understand their
necessities and hence informing their top managers for them to be solved but instead they are
granted the opportunity to settle by themselves which at long last improves their personal
knowledge. Sebastian, Huang, & Allen worth (2017), concluded that while transformational type
of leadership style had more advantages which included achieving enhanced performance of the
both teachers and students goals, the transactional type focuses mostly on improving schools
performance.
The most recent study by Heikka, Halttunen, & Waniganayake (2018) using students as
subjects was used as a bench mark to conduct a study on the c0orrelation between the teachers
and the students with an aim of determining the efficacy of teacher leadership with regards to
transactional leadership and its correlation with student’s anxiety. This kind of leadership creates
a more enabling learning environment for the students as this looks into the effects and the
influence of incorporating the students and the school authorities in the management of the
learning institution. The principal in a school setting serves as the chief executive officer of the
institution and has a key role in a the decision making and supervising the operation of both the
teaching and non-teaching staff with the institution as well as the conduct of the students, their
behavior and also creating the enabling environment for them to carry out their duties in a more
humble and humid environment. According to the results of the research conducted by Heikka,
Halttunen, & Waniganayake (2018), the transactional leadership has a very big impact in raising
the performance of the school management team as well as the students anxiety thus it can be
regarded as one of the best teachers leadership methods for enhancing the students achievements
in an institution. The transaction leadership styles of the school principle is claimed to attract a
positive responses from both the teachers and the students. This style of leadership has two key
themes that attracts a good response for the teachers and the students as well. The first theme
gives the teachers a frequent and consisted chances to reflect ion their classroom experiences and
interaction with the students in both curriculum and co-curriculum activities. According to
Sebastian, Huang, & Allen worth (2017), the results of a quantitative study indicated that the
school principals who enhance the reflective teacher traits in their schools realized that the
teaching personnel reported high degree of security, high sense of self efficacy, and self-
motivation all of which are drivers of success within an institution. The other theme realized a
positive outcomes from the teachers who offer professional growth opportunities constantly to
both their students and other teaching personnel.
The professional mutual interactions with regards to the data exploration, learners
intimated teaching methods and implementation of research action on proper leadership and
teaching methodologies built an atmosphere of positive professional growth with the learning
institution for the benefit of both the teachers and the learners. The second themes was also a key
factor in assisting and motivating the teachers to embrace high degree of self-efficacy and self-
reflective behavior (Heikka, Halttunen, & Waniganayake, 2018).
2.5 Transactional leadership

The demand of the new federal education act of No Child Left Behind had deemed the
transactional leadership style of the school principal more important for its accountability. Still
regarding the transaction leadership style, the institutional capacity has to be considered as this
may lead to increased administrative responsibilities that in turn may lead to kind of management
which is collectively site based. Pressures in the institutional managements and leadership leads
into using the staff who are experiences and with expertise on the implementation of the
leadership programs and school development and improvement (Heikka, Halttunen, &
Waniganayake, 2018). Despite the fact that the federal act of No Child Left Behind is highly
demanding, many school principals do not possess the required instructional knowhow of
pedagogy and the contend to provide a good environment for transactional leadership as well as
assisting the teachers in their service delivery to the students and other institutional tasks. These
serves as balancing act that is capable of diverting the attention of the school principal form the
school management. There are some basic administrative issues that are so demanding to a level
of distracting the principal not to develop a system to guide other aspects of pedagogy and
curriculum in the school setting (Heikka, Halttunen, & Waniganayake, 2018). Through the
situational leadership theory lens, both the transformational and transactional leadership styles
are addressed on the bases of teacher perception on the school principals leadership strategies
and its effects on the students anxiety and also its impacts on the students achievements and
ability to promote teachers self-efficacy and self-reflective behavior. Both transformational and
transactional styles of leadership are based on the school based management decisions that seek
to impact positively on the students’ anxiety, learning gains and enhance the capacity of the
institution. The backbone and the determiner of the school performance is the teacher’s ability to
interact with both the learners and the leadership with a high degree of self-efficacy and
professionalism.
2.6 Building School Capacity through

Leadership Styles
The federal act of No Child Left Behind (2001) has escalated the past decade in the
matters of school accountability that has made the school principal to be more responsible and
concerned with setting up school strategies for development and enhancing the learning
achievements of the students by considering the effects of the leadership styles on the students
anxiety and the perception of the teachers and other institutional personnel. The school managers
are called upon to make decisions which are institution based indoor to take care of the student’s
anxiety and enhance the educational gains of the students which is triggered by the institutional
capacity (Heikka, Halttunen, & Waniganayake, 2018). The big question revolves around the
ability of the teacher value based institutional based leadership style boost the learning outcomes
of the students by creating the capacity of the school as well as the capacity of the teachers. As
asserted by Heikka, Halttunen, & Waniganayake (2018), the leadership style of the school
principal has a direct impact of the behavior and the conduct of the teachers including the
practices in classroom. There exists a very close correlation between the behavior of the
individual’s leadership and the culture of the school. For the success to be realized, the principal
must focus the leadership efforts and decision on the improvement of the teacher as they interact
more directly and frequently with the learners. The prior study has indicated a negative
correlation in the cases where the school principal concentrated much on the student’s
achievement and failure to or disregards the improvement of the teachers. The students anxiety is
said to be favored by the reciprocal relationship where the school management interacts more
with the teachers and focus more on teacher improvement, teacher self-efficacy and teacher self-
reflective behavior. These virtues which are derived from the principal’s leadership styles are
very crucial in determining and triggering the students anxiety and ultimately impacts positively
on the students’ academic gains. (Heikka, Halttunen, & Waniganayake, 2018).
The teacher capacity can be enhanced by the school leadership through encompassing teachers in
the improvement and development decision s and strategies for the school. Heikka, Halttunen, &
Waniganayake (2018) strived to link the development of the school capacity with the
empowerment of the teachers by considering different levels of learning institution ranging for
the basic elementary level schools, middle level learning institutions and high school level. The
research revealed that the empowerment of the teachers in a school in a very vital aspects in
determining the capacity of the institution for organizational learning which in turn determines
the level of student anxiety and the ultimate learning gains of the students in the school. Then
research findings after the hierarchical linear model analysis embolden a decision making and
strategy setting body which is collaborative in nature in order to initiate school capacity
improvement through wide school action plan and implementation (Heikka, Halttunen, &
Waniganayake, 2018).
The success of the school through the capacity of the school is attained by involving the
teaching staff in the decision making pertaining the leadership and management of the school
and also involving the teachers in the school problem solving processes. Involving the teachers
in the decision making and collaborative problem solving to interact with issues that pertains to
the student’s affairs helps the students to excel as well as impacting on their learning outcome.
This also enable the teachers to be able initiate a more close relationship with the students which
ultimately enables them to meet the needs of the students and positively influence the students
anxiety(Sebastian, Huang, & Allen worth, 2017). Involving the teachers in the culture of the
school problem solving is a very important spice in enhancing the capacity of the school.
Teachers with experience and high levels of understanding of the school systems and
curriculums are capable of achieving great highs in collaborative decision making and problem
solving process as they have the best understanding of the school systems and at the same time
they are experiences. Interactive teacher involvement in the problem solving culture gives the
teacher an opportunity to impact positively on the learning gains of the students. A success
oriented school principal builds a culture of school problem solving which that touches of the
broad belief system of the school as encrypted in the school goals and mission statement
(Sebastian, Huang, & Allen worth, 2017).
The greatest challenge in the initiation of the school capacity comes in during the
assessment of the students and curriculum standardization. According to Burke (2009), the
instructors are held accountable for the achievement of the students even with the scarcity of the
important resources. The challenge is big and in most cases this may give a negative results
where a teacher is expected to produces the best results and enhanced students learning gains
while the relevant resources are never enough or tot up to the standard. In such case, the
teacher’s educational mandate may attract negative effect since the resolution of the problems
does not cover a wide school belief systems enshrined in the school goals. The schools that focus
on building the capacity of the school through enhancing the activism of the teachers are capable
of overcoming the non-beneficial curriculum standardization since the round table consultation
brings up a consolidated knowledge sharing and efficiency of the whole process (Sebastian,
Huang, & Allen worth, 2017). Another very important leader strategy in building the capacity of
the institution is through constant consultation with all stakeholders through teacher
empowerment and collaborations challenge the external practices of the school that are triggered
by standardized students assessment.
Heikka, Halttunen, & Waniganayake, (2018) asserts that, the school principal in order to
firmly build the school capacity, needs to first build unwavering trust with their teachers. The
teachers plays a very crucial role in development of the school as they act as the link between the
students and the school administration thus thy sit in the control button of the student’s anxiety.
If any correlation between the school leadership and the students anxiety, it is determined by the
teachers who perceive the school principal and dissipate down to the students. When the
management of the school deploys a strategy that involves mistreating the teachers in order to
acquire the success of their institution, the so called success may never be realized as the
teachers require a free working space where they can dedicate their effort in willful service
delivery with high degree of professionalism for them to realizes better and rewarding results.
(Sebastian, Huang, & Allen worth, 2017) stresses on the role of the school principal being
essentially creating free and open culture fortified with honesty, efficacy and free insightful
exchange between the teachers and the leaders. The principals are only capable of raising the
levels of openness and trust of their teachers and their schools through building the trust outside
the conventional institutional conversation. Such exchanges may involve away from school
conversations which may involve sharing on issues such as personal issues, family related
information and leisure stories that involve one on one social interaction outside the job setting
(Sebastian, Huang, & Allen worth, 2017). A leaders who is teacher focused is capable of creating
a working culture of the foundations of trust by developing a school capacity which is students
need centered. The school leadership style has a very demanding impacts on the capacity of the
school. The decision making process as well as the problem solving process In a school based
leadership impacts heavily on the learning gains of the students and the school capacity. An
effective and efficient leadership advance beyond the understanding the kind of action the it has
to take to enhance the students performances to understanding when the action should be taken
and the reason for talking the action. This level of stability of leadership is important as it
indicates the time and the reason as to why a leaders is supposed to take an action and that any
alteration that the leaders make must stand out to safeguard the vision and the culture of the
school vision (Heikka, Halttunen, & Waniganayake, 2018).
2.7 Elements of teacher-focused principal
behaviors that build teacher capacity.
Heikka, Halttunen, & Waniganayake (2018) argues that, there so many ways in which the
leadership of the school principal strongly affects the actions of the teachers and the students’
anxiety that in rerun determines their academic achievement. The establishment of a progressive
school culture is the primary elements of teacher value based school leadership in creating the
teacher capacity. The responsibility of building the school culture is nested in the school
leadership who are expected to create a work environment that promotes the engagement of the
students and which does not interfere with the teacher capacity building as this enables each
player to enjoy his/her spaces, trust dedication that will create a team effect and eventually
treatise a rewarding output (Sebastian, Huang, & Allen worth, 2017). As per Heikka, Halttunen,
& Waniganayake (2018), teacher capacity can also be created or development by the school
principal through modelling the institutional expectation. The third element that is very
important in building the teacher capacity is the influence of the perception of the teacher the
decisions of leadership.
2.8 School capacity and teacher capacity.

According to the research by Sebastian, Huang, & Allen worth (2017), the school
principals serves as very critical forces in driving the reforms on sustainable education. Through
the style of leadership, the school capacity stands a critical role in building the teacher capacity.
The school heads who supports the teachers rather than exercising authority form a very good
culture bridge for pivotal readership capacity within the teaching staff which eventually gives
raise to high levels of student’s anxiety and learning out comes (Heikka, Halttunen, &
Waniganayake, 2018). A clear link must exist between the educator’s common purpose and the
decision s of the principal on play so as to avoid the emergent stress of the managerial
procedures which can easily be transferred to the students. In case this occurs, then the students
on the receiving end be the victims of circumstances and the whole system becomes messy
(Sebastian, Huang, & Allen worth (2017). An institution with focused leadership must show
some characteristics of an improving school such as perfect communication channels and
strategies, a clear focus on rising the anxiety and academic gains of the learners and the
expectation of both the students and the staff are high (Sebastian, Huang, & Allen worth, 2017).
The school capacity is highly influenced by the support of a good leadership culture of
the institution. According to Heikka, Halttunen, & Waniganayake (2018), the culture of the
school does not occur accidentally but it is rather created nurtured and developed by the
administration. There are several strategies that are procured to effect the culture of the school.
Such strategies may include, staff appraisal where the staff members who are the drivers of the
school culture may be appreciated for their support and efforts towards the success of the school.
This may be done through conducting the award ceremonies. Another strategy may involve
honoring and celebrating the important events of individual staff members as a group to
rejuvenate the sense of support and team spirit through the courtesy of staff welfare and
hospitality. The third and very important strategy is instilling discipline among the students. The
systems must be put in place for classroom management that will govern the code of conduct
from both the students and the staffs. This will facilitate easy running and success of the both
sides. The instructors are given times to plan and integrate the instruction of ethical conduct.
This creates a culture of value and support that any individual in the world would like to work
The teachers who are attached in a culture that was established through teacher focused
leadership are involved in a collaborative decision making process and the problem solving
process of the school as it is the case in the transactional style of leadership. Creating a
collaborative environment for maximum consultation is highly recommended in order to gain
access to a wide view of ideas and critiques during the decision making process and also during
the implementation process. The genesis of the school culture building is nested in the inclusivity
of teacher with expertise in all aspect of the school running including the teaching, classroom
management, and school improvement process (Sebastian, Huang, & Allen worth, 2017). The
teachers and the administrators are advised to perceive themselves at the capacity of learners so
that they may be able to creating a befitting culture which is likely to make the students’ best
choice (Sebastian, Huang, & Allen worth, 2017).
According to research, teachers perceives school principals as considerate in the events
where they are given opportunity to participate in the decision making process or when they are
given chance to collaborates in the decision making and problem solving processes. There exists
a close correlation between the collaborative leaning involvement and institution and the head of
the school style of leadership. The communities and schools with professional learning builds a
culture of honesty and trust by initiating the round table consultation where the teachers hand the
administration enjoys the privilege of consulting from other teachers. The end product of the
kind of collaboration is informed decisions and well-structured strategy that are built in the
foundation of expertise ideas and efficacy of the process. The collaborative discussions created a
common pool of ideas and on the positive end makes the teachers to own the whole process as
they are part and parcel of the establishments and the ideas and feelings of every party are
included in the end decision (Heikka, Halttunen, & Waniganayake, 2018). In the cases where the
teacher have negative attitudes towards the administration with the feeling or notion of being
abused or mistreated by the administration, their level of involvement and participation in the
collaborative decision will be low and may not make much sense (Sebastian, Huang, & Allen
worth, 2017).
Sebastian, Huang, & Allen worth, 2017) conducted a study in Australia that gave
controversial results. The school leader’s visionary style does not exhibit any important
correlation ion the construction of a school culture. From this study it was realized that the
school principals vision is not important than the individual teacher’s personal opinion of the
school leadership. In this form of school leadership, the teacher are interested in the school head
who consider and validated their open ions and efforts and take care of them at personal levels as
an individuals. They are not aligned to the culture collaborative participation and consultation.
The teacher in this case advocate for a school principal who will present himself and
confidentially make private decision in the glaze of important matters pertaining the school
Professional school leader’s role modeling also plays a very important role in the school
capacity building. According to Kıranlı, (2013), the school leaders who effect the institutional
changes in their areas of administration, they portray a very important energy model, leadership
picture, hope and enthusiasm in their subjects. Role modelling in leadership is a very vital
strategy where the leader offers exemplary services and leadership styles and strategies by
leading with actions that can be followed by the subjects. In a school setting, the professional
modeling give a lot of motivati0on to both the students and staff to endure is giving the relevant
support to the leadership initiative (Sebastian, Huang, & Allen worth, 2017). Motivation in any
job situation is appositive aspect that initiates the spirit of continuity. Role modeling quenches
the thirsty of laziness and confusion in job situation. It raises the student’s anxiety and enable
them to perform even much better as the teachers gain the energy to work more dedicatedly with
zeal. In a study by Heikka, Halttunen, & Waniganayake (2018). In the United States, different
elementary level school showed improvement in the score on arrival of a new school principal.
Every leaders creates institutional capacity through a process of decision making. It is this build
capacity that initiates that change in performance centering on the style of transformational
leadership. The focus of every leaders is guided by the thirsty for humid environment for
learning, expression of attitude, expectations, high sense of positive code of conduct and
accountability. Professional role modeling played a pivotal role in building the new capacities for
the institution as well as initiating the timely changes.
The school leaders are focused on enhancing the student’s anxiety, and improving their
school’s performance through creation of positive cultures and display what they perceive as the
best leadership models that initiate of influences their teachers and students positively
(Sebastian, Huang, & Allen worth, 2017). The day to day actions of the school principals affects
the perspectives and the perception of the staff members on the running of the school programs
as well as the school leadership in general. The principals modelling of positive and effective
models that is mirrors on knowledge of instructional leadership generally impacts positively on
overall perception and perspectives of the teachers on the culture of the school.
The successful school principals concentrates their main focus on telling their subjects
on the required norms within their profession. This is a less structured leadership system that
involves professional modelling where the leaders hold the student instructor responsible for
such things that they not able to control themselves. It also involves a system whereby the school
leaders are capable of giving instruction and directives without necessarily monitoring or
communicating the relevant effective systems of accountability (Kıranlı, 2013). The professional
modelling leadership system is very important aspect in the school leadership as it is encourages
and motivates both the teachers and the students towards meeting the school goals with minimal
or no supervision or monitoring by the principal. The principal in this case does not exercises
active participation neither does the principal has an active system of accountability of the day to
day function of the school.
The consistency of leadership influences the impacts of professional role modeling of
leadership in schools. The school climate exhibit positive results in the school where the
principal practice role modelling in executing their leadership duties and issuing directives to
their subjects. The competency of the school principal is very important aspect as the teacher and
the students follow the footsteps of their principal who is their leaders. The lack principal’s
consistency in issuing directives or performing managerial and leadership roles in the school is
referred to as then managerial blind sport. According to Heikka, Halttunen, & Waniganayake
(2018), the teachers and the students are capable of noticing any aspect of principal’s
inconsistency in the school managerial aspects such as projects delegation, communication, and
other discipline procedures.

2.9 Leadership decisions and building school

capacity.
Within the school capacity frame work, the principal’s choice of leadership is intertwined
with the leadership styles. In the vent of motivating the teachers, the principals’ success is
determined by the degree of the principal’ capability of gauging the degree of their interaction
and appeals and whether they are capable of appropriately adopting the leadership strategies
(Campbell, Wenner, Brandon, & Waszkelewicz, 2019).
The self-efficacy of the teachers within the culture of the school is directly influenced by
the actions of then school principal. The combination of several principal leadership styles plays
a big deal in initiating the self-efficacy in teachers. The success of the principal in leading the
school is not determined by the style of leadership but by the ability of the school leaders to
strictly abide and drive the school towards and belief system of the school and the ability to offer
pr0fessional support to them (Cooper, Stanulis, Brondyk, Hamilton, Macaluso, & Meier, 2016).
In most cases the teachers are displeasured by the intrinsic factors including lack of high public
view of the teaching profession, increased teacher work load and the curriculum pacing.
According to Heikka, Halttunen, & Waniganayake, (2018), the perception of the teachers on the
leadership of the principal is not based on the visionary leadership of the principal but on the
individualized consideration of the principal. School leaders with the proper understanding of
that the self-efficacy of the teachers is affected by the feeling of collaboration, they tend to
involve them in the school problem solving and decision making systems. The teacher value
based leadership acknowledges the opinion of the teachers and essentially involves them in the
institutional decision making to participate in the decisions that impact on their work (Cooper,
Stanulis, Brondyk, Hamilton, Macaluso, & Meier, 2016). A school with the high positive results
supports the teachers and frequently involves them in process of making important institutional
decisions. The principal through this initiative maintains the efficacy of the teachers by
supporting them which intern enhances the anxiety of the students and improves of the learning
gains of the students.
Looking back to at the times when the school heads had the autonomy over the activities
that takes place in a classroom including the curriculum, the teaching methodology and the
whole classroom in general. Actually, it is turning into a fundamental quality of teacher capacity
development as indicated by Heikka, Halttunen, & Waniganayake (2018) fights that "Individual
and expert learning require an intuitive expert culture if teachers are to collaborate with each
other in in a consultative decision making and problem solving processes especially when
handling matters affecting the teachers capacity development and teacher self-efficacy. This
norm in the teaching profession is the genesis of cracking then nutshell that hinders the academic
progress of the students the general demonstrable skill and viability of the teaching profession.
The development of the instructive change has cleared the United States during the previous
decades has introduced proficient learning networks, shared initiative, participatory
administration and a heap of different structures in which teachers are figuring out how to open
up and look for the best answers for the school and their students anxiety in a collaborative
manner. Never again is the standard for the school principal to be the dictator or solitary decision
maker of the school with educators left to follow bearings or look for work somewhere else. In
actuality, Barth (2013) claims that, the principals are a little while ago understanding this wonder
and understanding that teachers are bound to invest in their profession on the off chance that they
are permitted to at the decision making and the problem solving table to determine the progress
of the school as abiding to and initiating the fortification the school belief system.
2.10 Leadership Style and School Capacity impacts

Student Learning Gains
The effects of leadership styles that a school leader adopts relates to when the teacher is
not present and this brings a negative impact on the students’ performance. A research that was
carried out recently proved that a school that had poor performance of the students in the sector
of academic and absence of teachers motivation in their work was due to unfit leadership style
adopted by the school management and hence the principal had a wide task of bringing a change
in the leadership for betterment of schools performance. In the areas of Northern states, there
was an electronic equipment used in collecting a needed statistics and then analysis were done
where for a period of 4 years in around 106 learning institutions had teachers resulting to 5,189
who were not reporting to schools as required by the school management for 130,747 times, and
this brought a drop in students’ performance. It was analyzed and found that a bigger percentage
of 56 made absences without seeking for permission from the schools leadership management
and lower number of teachers present could not attain the set goals of the day. The students’
improvements in their academics was promoted by the presence of teachers who were committed
fully in their work and had openness to their leadership management mainly to improve school
capacity. According to Kıranlı, 2(013), suggested that teachers who showed continuous
attendance in their work had to be appreciated accordingly and the school leaders had to come up
with new strategies governing the schools attendance so as to achieve the school goals.
A study done on measurable correlation of schools with less trained mentors who had
observed eagerly the leadership style followed by their manager had a great impact in the
students’ improvements in the learning sector. In accordance with Kıranlı, (2013)) on how
school managers handled their instructional issues, it was found that the usefulness of the core
values of the school and the enhancement of the surrounding depended on the association of the
school managers and teachers where it led to improvement of the school capacity. The research
made a conclusion that having better substantial association of both the teachers and the students
had a greater impact on the improvement of the school performance and how they positively
accepted the upgrading of the school’s principal hence bringing a change on the environment
where students undertake their studies (Heikka, Halttunen, & Waniganayake, 2018).
According to a study done by Heikka, Halttunen, & Waniganayake, (2018), found that
what the school managers aspired to achieve by building an encouraging school ethics led to a
positive opinions of the teachers in focusing to improve the learners’ performance. A study
looked into how the leadership styles affected the school managers when making decisions
concerning the entire school community and the observation of the teachers on the decisions
made by leaders which gave full support to the students. A sample of some experienced teachers
from three countries said that the leadership style adopted by their school manager at times
followed the nations’ strategy which it had set aside on the actions to be taken regarding the
performance of the students. Furthermore, the school teachers gave suggestions that school
leadership management had to put into the school calendar that they were to receive awards as an
appreciation of good work done and had to be organized in the school not at country level
(Heikka, Halttunen, & Waniganayake, 2018). For the purposes of enhancing the students
learning gains, while choosing the school leaders, an operational and active style of leadership
has to be correctly decided upon by the school management.

In the improvement of the school capacity, the experienced teachers have to be handled
in the right ways by the school leaders’ management which helps in preventing the students from
lowering their performance. In a research done which used a different mixed policy where fifty
school teachers gave out their views and found that causes of distress, lack of confidence and
feeling emotionally down were presence of unfortunate leadership which led to poor students’
performance. In such schools there were teachers who didn’t bother in carrying out their duty
and hence became oppressive and used a commanding voice to the students. Gul, Demir, &
Criswell (2019), informed that the school principals were strict when hiring various types of
teachers for different subjects since some of the teachers brought fake documents and had high
expectations of securing a chance. This action aimed at promoting school capacity while
improving students learning gains.
In a study done by Heikka, Halttunen, & Waniganayake (2018), found that the
transactional type of leadership style had great advantages in relation with the improvement of
the performance of the students. The teachers were involved in giving of ideas concerning the
students’ performance and also participated in making of schools’ decisions and wide choices
(Kıranlı, 2013). A case study which included analysis of 24 learning institutions with 910 school
teachers who used a designed- mixed way where the schools had different performance levels
and the student learning achievements were highly achieved with the presence of excellent
leadership which gave full support to both the teachers and the students (Heikka, Halttunen, &
Waniganayake, 2018). The writers suggested that when there is distribution of duties in line
with leadership styles, this brings new ideas of leadership from both teachers and school
manager which lastly promotes the students learning gains while reducing more stress among
the school principal (Heikka, Halttunen, & Waniganayake, 2018). The real relationship of the
school manager and the teachers concerning how the school leadership was to be changed was
yet to be discovered.
A quantitative research which was done by Gul, Demir, & Criswell (2019) suggested
that, transactional type of leadership style had positive effects on enhancement of students’
anxiety after being applied within the school’s leadership management. The strong participation
of schools leadership management, teachers, learners and parents towards the growth of the
school in performance sector had been contributed by advanced level of leadership through
working fully on their roles. The professional role mode4lling initiated high levels of motivation
in the events where the management involves the teachers in sharing the school management
roles to allow then give their insights towards the creation of school capacity. Teachers have
direct contact with the students more frequently as opposed to principal who interacts with the
student’s occasionally. This aspects improves on the relationship between the student’s anxiety
and the principal’s leadership as the students through their teachers will experience the impacts
of the principal’s leadership in their school activities. A research has revealed that the students
with high anxiety may experience a great collaboration between the parents and the school
management and the students and teachers and the teachers are more willing to participate in all
aspects of the school activities and leadership (Heikka, Halttunen, & Waniganayake, 2018).
Among the challenges which a leader faced when adopting either transactional or
transformational types of leadership included a great drop in the students’ performance due to the
presence of a delays in attending classes among the teachers. The school teachers present in
secondary learning institutions proposed the introduction of sharing of leadership responsibilities
where the school principal had to involve them while making strategic plans for them to air out
their views. According to a study done by Gul, Demir, & Criswell (2019), it was found that a
bigger number of teachers were assured of having a leadership style where the roles will be in a
joint form but as it was being experienced and noticed by the teachers it was not being done as it
was said. It was however concluded from the research that the level of performance among the
various schools was still at a lower rate due to failure of organizing joint meetings where
exchange of education opinions would be done with an aim of upgrading the school’s academic
performance. The school administrator had an opportunity of conversing with the teachers on the
issues which they need to be addressed efficiently hence lead to improving the students’ anxiety
(Cooper, Stanulis, Brondyk, Hamilton, Macaluso, & Meier, 2016). In the types of leadership
styles, among them where there is presence of daily meetings of the schools administrator and
the teachers the school tends to begin showing some improvements on the students’ performance
due to the inspirations given to teachers by the principal hence building a strong school ability.
In the aspect of the schools management of leadership, the issue of motivating teachers in their
work had to be put among the first because the teachers at most interact directly with students in
their learning progress hence contributing to the upgrade of schools capacity. According to the
study done by Gul, Demir, & Criswell (2019), the school which is led by the school
administrator who has good relationship with the teachers within the institution has higher
chances of performing academically and improve on school capacity. The powerful knowledge
of the school manager about the strategies to be incorporated within the leadership management
so as to assist teachers in working towards a common goal of improving learners gains. In the
situations where a teacher personally has different opinions on the leadership styles being
applied in the school, they have to be granted opportunities to express themselves in promoting
personal relationship. For the school to attain its set goals it has to focus on maintaining strong
leadership relationship of the principal ,the teachers and students where they all work towards
achieving success of the school (Gul, Demir, & Criswell 2019).
In the essence of school capability which is explained as the presence of confidence
among the employees where they work as a team having a similar goal of upgrading the
performance of the students as they have been subjected by the school’s principal. In addition,
the perception of the teachers and the supporting staff on how the management of leadership
style is affecting the school capacity and the improvements on the students’ performance have
been a key factor being considered. A research done by Wayne Hoy and Anita Woolfolk (1993),
explored that enhanced relationship of the principal and the students’ instructor in the aspects of
the school leadership control had a benefit to the society and in the school profile as a whole.
The support of the school’s administration to the students’ instructor had an outstanding benefit
to the school learners of upgrading their set performance goals. According to a study by Gul,
Demir, & Criswell (2019), suggested that teachers were to acquire full support from the school
administrator concerning the demands required by the learning institution so as to teach as
expected by the administration.
The strong bond which exist between the school administrators and the students’
instructor brings a wide impact on the performance of the students due to the hard work put by
the teachers. The adverse effect of the drop of performance of the learners happens when the
school manager isn’t concerned about the critical needs of the teachers such as increment of the
salary or provision of more updated text books. A school which had an improved performance of
the students had a school administrator with efforts in adhering to the positive changes which the
learners required. In a study done by Gul, Demir, & Criswell, (2019), found a learning institution
applying a balanced type of leadership had both affirmative and adverse effects when making
choices on the leaders to be upgraded or brought down from leadership chain hence affection the
students’ academic improvement. The writers concluded that leadership management requires an
experience obtained when serving various schools so that when issues and challenges arise, the
school leader is able to make a strong decision on the same and therefore the school managers
needed a training on leadership management and improvement (Gul, Demir, & Criswell, 2019)
The school management has their annual strategic plan and reviewed during the closure
of the schools where the analysis of the students’ instructor and the learners is analyzed
independently. According to a research done by Gul, Demir, & Criswell, (2019), established that
annual analysis of teacher’s performance on the leadership practices had disadvantages to both
the schools capacity and enhancement of the students’ learning gain. The effectiveness of the
teachers to improve on their daily task is triggered when the learning surrounding is changed and
a new responsibility is brought abruptly. The students’ instructor performance is effective when
the teaching practice goes for more years, encouragements from the peer friends and
modifications of the school syllabus. The writers concluded that an experienced teacher in the
education sector has all the requirements in promoting the students’ performance (Samuels,
Samuels, & Cook, 2017).
The components of the capability of the school and the learners performance as discussed
in the theoretical review ,it included that the leadership management decisions has widely
resulted to improved performance of the students due to the positivity of the school
administrator’s exemplary and the presence of strong beliefs and philosophy. In a research done
by George (2019), suggested that the school leadership positive decisions had an influence to the
learners’ performance since when the leaders strongly look into how the teachers attend classes,
it would predict an improvement in schools capability. According to a study on literature

conducted by George (2019), established that strong school’s philosophy and beliefs was
subjected by the presence of good communication channels within the school by the principal.
The schools beliefs is created by both the manager and the teachers where the good cultural goals
are instituted to the students for them to accept the changes made for the betterment of the
improving their performance academically (Samuels, Samuels, & Cook, 2017).
The school leader is viewed as the key factor when the school performance generally
improves or drops due to the responsibilities he or she has to undertake to ensure smooth
learning is going on. The determination of the reasons as to why most of the teachers exit the
teaching career was due to disrespect in the profession hence making them opt to decide not to
attend any classes again (Samuels, Samuels, & Cook, 2017). In such cases where the students’
instructors have a negative thought in the profession, the school principal search for motivational
speakers to give talks about careers and importance of having a good philosophy hence bringing
a better impact in their academic improvements. According to a study done by George (2019),
leadership skills need to be taught to the students with an aim of attaining their career goals,
therefore, teachers have a duty of instilling different professional careers to the learner for them
to understand that there is need to put more efforts in the school learning improvement.
The techniques of promoting the students’ higher performance is among the contributions
done by the teachers after the school administrator inspire the school staff to volunteer in their
daily duties. In a study done by Samuels, Samuels, & Cook, (2017)found that when teachers are
assisted by the school leader in dealing with their challenges and weaknesses affecting them
while in the teaching surroundings, it automatically boosts the schools performance capacity
together with that of the learners. The school which experienced shortage of teachers had to put
more and more efforts to attain the set goal where the few students instructor would stay focused
always to help students succeed in the academics as directed by the principal (Samuels, Samuels,
& Cook, 2017).
A successful school manager has to make choices in connection with the teacher’s views
which impacts the learners’ improvement while in a conducive learning environment. In a study
done by (Samuels, Samuels, & Cook, 2017), found that a school which impressed a joint
teaching techniques had a wide prosperity of achieving the schools’ target of achieving higher
learning goals. According to the conclusions by Samuels, Samuels, & Cook, (2017), a
relationship between the school’s capacity and the students learning gains brought an increased
interaction of the educators and learner as compared to when there is strong bond between the
teachers themselves. In addition, the possibility of eliminating challenges facing education sector
by both the principal and teachers helps in bringing improvements in the schools learning sector.
A good leadership skills are learnt from the school managers who shows how duties are carried
out strategically by being a role model to the staff and students who in near future aspire to seek
opportunities in the national leadership (Basom & Frase, 2004, Cheng, & Szeto, 2016).
According to a research on how the improvement of students gain were affected by the
school leader’s decisions carried out by Cemaloğlu, & Duran, (2018)found out that learning
institutions were being seen as community owned structures hence the key decisions about how
learning in the school would be taking place were made by the community leaders. The
principal’s decisions on the how the school management is undertaken has to focus on the
changes which need to be made basing on improving the students’ instructor morale and the
results of the learners.in addition, the school manager had opportunities of enquiring support of
various decisions regarding which areas need improvement with an aim of introducing better
school curriculum Cemaloğlu, & Duran, 2018)

The differences in the students instructors were realized when they were enquired to
share their opinions about the leadership styles applied by the principal whether it had a positive
or negative impact in the management of the school Cemaloğlu, & Duran, 2018). . Most of the
teachers disagreed with the alterations which were made in the school’s leadership management
despite the good strategies which were being instilled to the students. The writers made a
suggestion that a school’s leadership management has to accept changes made by the
governmental state policy from the leadership sector and hence enhancement of reliability in
school’s performance Cemaloğlu, & Duran, 2018). The author concludes that a school with good
leadership style enhances a better performance of the students and improves school capacity
while having responsible and openness teachers’ efficacy.
2.12 Conclusion
As this review has illustrated, a positive correlation was supported between a leadership style,
school capacity and student learning gains. The research selected represented a sample of the
research available to define impact of leadership and its effectiveness through transformational
and transactional leadership styles within the framework of situational leadership theory.
Research revealed the importance of utilizing the style of leadership which most directly
influences school capacity and student achievement.

3.0 CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Purpose
The core aim of this research is to determine the impact that the school leadership on the
students anxiety and students’ academic gains. The school principals and some teacher who
regards themselves as leaders with more powers than other teachers influence the student’s
anxiety and their performance in classroom and other school activity through improved school
capacity. The research will also determine the different styles of leadership such as
transformational leadership, transactional leadership, and servant leadership and their influence
in building teacher capacity, school capacity as well as student anxiety and learning gains. The
research work was mainly considering the teacher leadership in schools that are regarded as
eligible for School Improvement Grants (SIG) or the schools that are persistently getting low
achievements in terms teacher capacity and students gains under the federal government. School
administration is considered as one of the key drivers for gainful implementation of the reforms
in schools as well as enhancing student’s anxiety and academic gains and increasing school
capacity. The research will seek to determine whether the principals and other teachers who
regard themselves as teacher leaders correlates with students anxiety and students’ academic
outcomes under the direct involvement in classroom management and direct contact with the
students. To settle this dogma, the following question will be handled:
1. What is the correlation between the principal’s leadership, teacher perceived leadership
and students anxiety or students’ academic output?
The rationale of this study is that there is need for a research on the correlation between
the student’s anxiety and school principal’s leadership and its impact on the students’ academic
outcome, the types of leadership, the leadership levels in the school, teacher capacity and
experience and that the response of the teacher will be required to be scrutinized to determine the
existing correlation between the teacher perceived leadership, the principals leadership and the
students anxiety of the federal reference test criterion for accountability models. The outcomes of
this research will be important in identifying important educational reforms that are related to
student’s anxiety and the school leadership and their impact to the academic gains of the
students.
3.2 Context of the Study

3.2.1 City Context
For the purposes of ensuring concealment, the district schools used in this research will
be given a pseudonym of Western School District for the purposes of anonymity. Middle level
institution pseudonym as western middle institutions and eastern middle learning institution will
be used in this study. Using pseudonym in this research will ensure that the data of the students,
the school and the teachers will be concealed. Additionally, the personal identifiers are not
present in the survey question where the teachers will give their responses. The eastern and the
western middle learning institution are situated in the urban setting in the lower parts of the
United States of America. The states mountain city has a wide geographic coverage of 250
square kilometers and with a population of about 194,000 people. The average house hold
income between 2016 and 2018 was estimated to $44,223 with about 17.5 % of the people living
below the poverty level. Among the population members, about 49.7% of the people own their
homes with a medium cost of the homes estimated to $243,200. More than 52% of the total city
households are local households with about 17.4% of the population living as marriu3ed couples
and their siblings and children’s. About 9.7% of this households are single mother who are
rearing their children of the age of 18 years and below without their fathers. Another section of
this population in the city are non-household members who live in the households just as males
and females and without children present.
Table 3: the type and size of households
TOTAL HOUSE HOLDS PERCENTAGE

Family households with young children under the age 18 years 52.5
Households with their own children below the age of 18 years 24.8%
Family with a wife and husband 37.9%
wife and husband with own children below the age of 18 years 17.4%
Male house holders without wife in the household 4.8%
Male house holders with the children below the age of 18years 2.1%
and with no wife present

Female householders who are without their husbands 9.7%
Female householders who live with their children below the age 5.3%
of 18 years
House holders without families 47.5%
House holders who live alone without partners or children 34.6%
male 17.7%
Male in the age of 60 years and above 2.6%
female 17.0%
Females in the age of 60 years and above 5.8%
Households with people below 18 years of age 27.5%

Households with people above 60 years of age 18.0%
Average size of house hold 2.44
Average size of a family 3.25
The mountain city is composed mostly of the white residents with the portion of Hispanic
heritage residents being uneven to most of the cities in America which is slightly above 20
percent. Similarly, when considering most of the metropolitan areas, the population of African
Americans is very low making less than 3 percent of the whole population
Table 4: summary of the city ethnicity demographics
Ethnicity % Of The
Total
Population
White 75.1
Hispanic/Latino 22.3
Black 2.7
Asian 4.4
American Indian and Alaska Native 1.2
Native Hawaiian and Other Pacific Islander 2.0
Persons reporting two or more races 3.7
3.2.2 School District

The data will be collected from a total of 278 elementary schools in both western and eastern
regions of the mountain city of the United States. These 28 elementary schools will comprise of
five middle level learning institutions,

Five high schools, 5 chartered institutions and 6 specials school the totals students’ population
in the district amounts to 24,596 students. There is existence of shared governance in the western
district schools that’ has been happening for quite a number of years which is controlled by a
book referred to as Shared Governance Guide: in this process of governance, all the key
stakeholders in the school governance system including the students, the teachers and parents are
all trained in this guide. At the same time, the rights of the teacher are contained in a document
called the written agreement which includes the school decision making and problem resolution
system policies at the school level. The district exercises what is known as the site based
management and the decision are then delegated down to the schools. Utilizing this framework,
the two institution chosen for this study the eastern middle schools and the western middle
schools are bound to shared decision making practice which allows all the stake orders in the
school setting to give out their views during the school decision making process. This is
attained through the input of two councils in the school management; School Community
Council (SCC), and the School Improvement Council (SIC). The shared governance system is
very important given the facts of the leadership of the schools. The calendar of the schools in the
western district is similar to all other institutions comprising of 181 days for the students in high
schools and 178 days for the students in the elementary schools. The latitude is given to the
council for the school to issue alternative calendar that adheres to the guidelines provided for, by
the federation statute and the contractual language union. The School Improvement Council
together with the School Community Council are responsible for determining the starting and the
closing dates for the school, a decision which is subject to schools superintends approval.
The achievement data for the district implies that 73 percent of the grade 3 to grade 8
students managed to meet language art proficiency and about 67 percent attained math’s
proficient. This was an indication for the improvement in the score f9or math’s but did not
adequate progress for the year. The adequate year progress of the school will be determined
using the score for the test on criterion preference. Other AYP indicators are proficiency test
whose results ale illustrated by percentage score in the proficiency column in the table below.
Table 5: the district adequate year progress summary
PARTICIP PERCENTA IMPROVEME WHETHER SCHOOL
ATION GE NT ATTAINED ADQUATE
PROFIECINC YEAR PROGRESS
Y
LA MA LA MAT LA MA
THS HS TH
State - Grades 100 100 81 76 yes yes no
3-8
Whole 100 100 73 67 no ye no
District
-Grades 3-8
State-grade 8- 99 99 87 63 same yes no
12
Whole district 99 99 76 49 yes yes no
–grade 8-12
Table 3.3.
2010-2011 District AYP Summary

3.3 Participants
3.3.1 Teacher Sample
Teacher were key were key players during the data collection exercise for the study. All
the teachers who are certified and present during data collection period working at western
middle school and eastern middle schools during the time when the questionnaire were given out
registered a reasonable rate of completion. The teachers at western middle schools (N=48) and
teachers at eastern middle school (N=44) Adding up to a total of 92 teacher. The survey was
completed at a faculty meeting. SMS teachers (N=42) and NMS teachers. The academic
achievement of the sampled in the two middle school varied from 3 teachers who holds
bachelor’s degree and 1 teacher who holds a doctorate degree. The vast number of the sampled
teachers attained master’s degree with some extra credit hours.
Table 6: education level of the sampled teachers
TEACHER LEVEL OF FREQUENCT % CUMMULATIVE
EDUCATION VALIDITY %
Bachelor’s degree 3 3.3 3.3
Bachelor’s with additional credit 28 30.8 31.7
masters 10 11 49.8
Masters with additional credit 50 55 98.7
doctorate 1 1.1 100
92 100
The sample teachers are those who teaches students ranging from grade 6 to grade 8
levels in their schools. The percentages and the frequency of the teachers who mainly teach
every grade levels are analyzed in the table below. Also included are the teacher who teaches in
more than one level grade.

Table 7: grade assignment for the teacher in the two schools
The level grade Teacher frequency % validity Cumulative %

Grade 6 6 6.6 6.6
Grade 7 36 39.6 47.6
Grade 8 27 29.7 77.9
Multiple grades 22 24.2 100
total 91 100 41
Out of the teacher who were involved in the data collection, on a few of them are
assigned to the subjects that are reported in the federal system of accountability. Bearing in mind
that only few subjects are counted for the federal accountability system. One of the accountable
subjects is English language / language art which makes the greater art of the contend area. Both
the teacher percentage and the frequency of the teacher who are participated in the survey and
teaches the core assessed teaching areas during this research period are indicated in the table
below. For the utilization in this research, only teachers for English and language art are
involved in this sampling Language Arts teachers/ (N=42)
Table 8: the frequency and percentage of the teachers who teach core assessed area
Are you assigned to teach assessed Freq. % validity Cumulative
contend subject? %
yes 54 59.4 100
no 38 40.6 39.1
total 92 100
3.3.2 Student Sample

The students who will be sampled in this research will comprise of the student in western
middle school who are in grade level 6 to grade level 8 and students in eastern middle school
who are I level grade 7 through to level grade 8. The students were assessed in language art/
English. The western middle school has a total student’s population of 815 while the eastern
middle school has total students population of 779 during the period of research. The students in
both institution exhibited similar traits. Vast number of the students emanates from the ethnic
grouch constituting 86 percent of the western middle school and 77 percent of the eastern middle
school.
Table 9: demographic characteristics of the students in both Western middle school and Eastern
middle school
Students characteristic Western middle school Eastern middle school

Total population 815 779
F/R lunch percentage 93 87
ELL percentage 61 57
4AA percentage 9 6
Asian percentage 1 3
Caucasian percentage 13 13
Hispanic percentage 63 70
Native American percentage 4 4
Percentage of Pacific Islander 14 9
Percentage of Total Minority 84 81
3.4 Research Design

In addition to the study of literature review, leadership styles which are applied in the
schools management has an impact on the teachers’ efforts in performing their duties with an
aim of enhancing the students learning gains. In the research design, there has been the use of
similar design methods together with various data collection techniques to help in achieving the
goals set of improving students’ performance. Different sources of data give room for the teacher
leader perception of their leadership ability gathered during the research data collection for the
analysis to determine their correlation with the student anxiety and academic gains in classroom
activities. This will be achieved using the test score data set on the federal reference test
criterion to be administered to the two middle school students to be involved in the study. The
score of the students in this research were limited solely on the language art subject which is
treated as the core assessment area for the federal assessment criterion test since this score
contributed to NCLB category of each of the two schools. The score of each student is identified
the core subject teacher for the Language Arts.
3.5 VARIABLES AND MEASURES

3.5.1 Student Achievement Data
To effectively respond to the research question, this research will use the outcomes form
the CRT used as a key aspect of the federal accountability system in which the western school
district ids bound. The CRT offers to assess the academic achievement of the students from the
level grade 2 all through to level grade 12 for language art subject. The test is issued to the
students in the learning facilities every year during the spring season although it does not count
for the level grade 2 federal accountability. The outcome of this test is utilize to assist the schools
and the parents to assess the baseline growth and strategic instructional efficacy for the teachers
and curriculum. All the test outcomes are utilized by the institution affiliated to assess progress
and proficiency growth for individual students, cluster students and students group in terms of
level grades, districts. Background characteristics and schools. Moreover, this results are very
important in measuring the requirements for federal NCLB for Adequate Yearly Progress and
also they are very primary to for the accountability in then ranking of the state. Only the data for
language art test is utilized for the purpose of this research.
The Language Arts was used as a part of CRT that estimates the student’s skills that they
require to excel in all contend areas including reading, listening and writing which are regarded
as core aspects of federal curriculum. The Language Arts is quizzed through use of multiple
choices which involves reading comprehension in some parts. This offered the student with
overall reading ability, and critical comprehension of the text that will enable the student to
succeed in other subjects in the curricula. To be able to estimate the correlation between the
students Language Arts score and the leadership of the teacher, the annual students scale score
which are equated across different level grades are utilized. This scores gives room for the
analysis of the student’s achievement in Language Arts test across level grade 6 all through to
level grade 8
3.5.2 Teacher Leadership Perception Survey

The teacher were sampled to measure quantitatively, their teacher leadership perception
within their profession as well as determining whether or not they regard themselves as teacher
leaders. 6-point Likert scale was will be used too conduct the perception survey with the
following response choices: 6 = strongly agree; 5 = agree; 4 = mostly agree; 3 = mostly disagree;
2 = disagree; and 1 = strongly disagree. The questionnaire composed of 6 question involving the
school leadership. The questions were added to the main survey that was issued during the SIG
grand evaluation process in schools. The teacher leadership quizzes were framed in section IV
school capacity and teacher working conditions. Which is a portion of the greater survey
institutional leadership survey. The survey was completed by teacher from both institutions in 30
minutes with 100 percent response rate. The questionnaire were administered during faculty
meeting for the teachers. The research contained barcodes for individual unique identification
teacher that gave room for the correlation of the specific teacher to individual student score
achievement by contend area tested. The following were contend of the research questionnaire.
1. Teachers are regarded as educational experts in this school.
2. Teachers have important role to play in school decision-making.
3. Teachers are encouraged to take part leadership roles in this school.
4. Most of the teachers serve in leadership capacity that directly affect student learning.
5. The principal supports teachers in building their capacity into teacher leaders.
6. Participating in teacher leadership capacity enhances teacher efficacy.
7. Teacher leadership contributes positively on student achievement.
3.6 Ethical assurance

To determine the reliability and the internal consistency of the stud question y
Cronbach’s alpha was used on the research that addressed teacher leadership and its relation to
student’s anxiety and learning gains. The consequential Cronbach’s alpha = .659 was an
indication that the scale for teacher leadership was highly refutable
3.7 Data Analyses

SPSS version 21.0 data analysis software was used to analyses the data. The descriptive
statistics involving standard deviation, mean and frequencies were determined for each item on
Teacher Leadership. The Teacher Leadership scale mean and standard deviation are also
reported. CRT descriptive data status was also reported for language art test. Another statistical
model that was used in the data analysis was a simple linear regression to determine the students
achievement in the language art test which was used as an in depended variable and reduced
lunch, eligibility and teacher leadership (0=no, 1=yes), disability (o=no, 1=yes) and racial
minority (0=white, 1=non-white) were used as predictor variable at the α=.05 the statistical
significance was determined
3.8 Limitations of the Study

There are various restriction in this research study which among them are; due to
differences in understanding the core topics in subjects which are being taught by the students’
instructor it becomes a burden to the learners and they experience hard time when doing the
exams test leading to decrease in performance. In addition, this research quarantined the impact
of the lower graded educator termed as primary where their exclusion led to negative
understanding of the leadership management. It is noticed that other than the teacher’s
experience in leadership management, every student instructor has their own knowledge and
skills in different aspects which they are best in, which includes ones effort in performance level
of the specified class, the period of experience in teaching and their schooling level which is
excluded from the study. The research however has not considered how the students behave
while at home and how this is likely to affect so much their concentration in class hence leading
to decrease in the performance. The students behaviour becomes quite different when in various
places such as at school, church and home and where they spent much of their time determines a
lot whether there will be an improvement or not. Furthermore, students are taken mostly to a
nearby school where a big number of the residents come from same area. This aspect limits the
students from diverting their minds into exploring new opinions and ideas. However some of the
key factors are discussed at a shallow angle such as the behavior of the students in languages and
creative arts, reduced time for refreshing and having supper, observing equality when treating
others especially the disabled students and eliminating the issues of rivalry and personal
background. Similarly, the leadership style which is based on teachers has some characteristics
which excludes themselves from the real behaviors showed in leadership management. Lastly,
the research data was obtained from the known schools in a single region where the other
learning institutions were excluded hence giving incomplete results.

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Running Head: CORRELATION OF PRINCIPALS LEADERSHIP AND STUDENTS ANXIETY AS PERCEIVED BY TEACHERS 1

The effect of leadership styles of faculty/administrators to students' Anxiety

Table 1: teacher leadership framework..........................................................................................11

1.0 CHAPTER 1: INTRODUCTION..........................................................................................4

1.1 The school principal’s job in understudy accomplishment.................................................4

1.2 Background information.........................................................................................................6

1.3 Statement of the Problem........................................................................................................7

1.4 Purpose of the Study................................................................................................................8

1.5 Theoretical Framework.........................................................................................................10

1.6 Research Questions................................................................................................................11

1.7 Nature of the Study................................................................................................................12

1.8 Data Gathering Instruments.................................................................................................15

1.9 Significance of the Study..................................................................................................16

1.10 Definition of Key Terms......................................................................................................17

2.0 CHAPTER TWO: LITERATURE REVIEW.....................................................................20

2.1 Literature Review..................................................................................................................20

2.2. Conceptual Framework........................................................................................................21

2.3 Situational leadership theory................................................................................................24

2.4 Transformational type of leadership...................................................................................30

2.5 Transactional leadership.......................................................................................................33

2.6 Building School Capacity through Leadership Styles........................................................34

2.7 Elements of teacher-focused principal behaviors that build teacher................................38

2.8 School capacity and teacher capacity..................................................................................39

2.9 Leadership decisions and building school capacity............................................................44

3.0 CHAPTER THREE: RESEARCH METHODOLOGY....................................................56

3.2 Context of the Study..............................................................................................................57

3.2.1 City Context....................................................................................................................57

3.2.2 School District.................................................................................................................60

3.3.1 Teacher Sample...............................................................................................................63

3.3.2 Student Sample...............................................................................................................65

3.4 Research Design.....................................................................................................................66

3.5 VARIABLES AND MEASURES.........................................................................................66

3.5.1 Student Achievement Data.............................................................................................66

3.5.2 Teacher Leadership Perception Survey........................................................................67

3.6 Ethical assurance...................................................................................................................68

3.7 Data Analyses.........................................................................................................................69

3.8 Limitations of the Study........................................................................................................69

1.0 CHAPTER 1: INTRODUCTION

judgments of learning institutional improvement endeavors. According to the positivism

from an administrative leadership styles in learning institutions initiative to an instructor centered

in improving and non-improving schools.

1.1 The school principal’s job in understudy

attendance, measured performance and involvement in bot curriculum and co curriculum

attendance, measured performance and involvement in bot curriculum and co curriculum

and determined not by the subjects but not the leaders.

1.2 Background information

situational leadership in the learning institutions. According to the positivism philosophical

1.3 Statement of the Problem

among the students. (Samuels, Samuels, & Cook, 2017).

Does a central's administrative style as comprehended by instructors as value-based,

expertly (Cooper, Stanulis, Brondyk, Hamilton, Macaluso, & Meier, 2016).

There is an information gap in training research study on educator centered

anxiety supported the 2001 No Child Left Behind Act (2005)

coordinated effort, instructor improvement, and a higher educator impression of administration

1.4 Purpose of the Study

through the teachers who interact directly with the students

and learners (Kıranlı, 2013).

Research on educational administration is broad. However, current research flops to focus on

enhancing the institutional capacity.

principal’s school leadership, as perceived by the instructors in enhancing students’ anxiety in

leadership styles impact educators and eventually students’ accomplishment

1.5 Theoretical Framework

of change, impacting legitimately on the activities of instructors, the learning environment