Abstract
This quantitative study explored the leadership skills of the six principals in selected public senior high schools in Jambi City, Indonesia. Principals’ leadership skills in terms of setting instructional direction, teamwork, sensitivity, judgement, results orientation, organizational ability, oral communication, written communication, development of others, and understanding own strengths and weaknesses were assessed by the principals themselves and of the 159 public school teachers from their respective school. The difference as regards the leadership skills of the principals as perceived by themselves and of the teachers was also determined and the relationship between the principals’ self perceived leadership skills and of the teachers to school culture was also determined. Findings revealed that there was a positive correlation correlation between setting instructional direction skill and self- determination/efficacy (r=.864, p<.05), teamwork skill (r=.852, p<.05), and results orientation skill and affiliative collegiality (r=.956, p< .001).
References
Caldwell, B. (2012). Review of Related Literature for the Evaluation of Empowering Local Schools (Issue June).
Conley, S., Fauske, J., & Pounder, D. G. (2004). Teacher work group effectiveness. Educational Administration Quarterly, 40(5), 663–703. https://doi.org/10.1177/0013161X04268841
Jones, L. (2009). The Importance of School Culture for Instructional Leadership. 1–9.
Leithwood, K., Louis, K. S., Anderson, S., Wahlstrom, K., Minnesota Univ., M. C. for A. R. and E. I., & Ontario Inst. for Studies in Education, T. (2004). How leadership influences student learning. Review of research. Wallace Foundation, The, January.
Peterson, K. D., & Deal, T. E. (2002). The Shaping School Culture Fieldbook. The Jossey-Bass Education Series. https://files.eric.ed.gov/fulltext/ED479930.pdf
Polatcan, M., Arslan, P., & Balci, A. (2021). The mediating effect of teacher self-efficacy regarding the relationship between transformational school leadership and teacher agency. Educational Studies, 00(00), 1–19. https://doi.org/10.1080/03055698.2021.1894549
Schmoker, M. (2009). Measuring Data-driven. New York, December 2008.
Stolp, S., & Smith, S. (1995). Transforming School Culture.
Whitfield, G., & Davidson, A. (2016). Cognitive behavioural therapy explained. Cognitive Behavioural Therapy Explained, 1–198. https://doi.org/10.12968/indn.2006.1.4.73618