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      The role of diverse leadership styles in teaching to sustain academic excellence at secondary level

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          Abstract

          Educational leadership is a multifaceted area of study. Unquestionably, leadership is the most deliberate field within the social sciences. Still, administrators have evaded the notions of leadership concept like a haunting tune. This study has focused particularly on the significance of varied leadership styles in teaching to sustain academic excellence at the secondary school level. The quantitative research method was used. Data was collected through the scale of diverse leadership styles (strategic, cultural, instructional leaderships and sustaining academic excellence) from 103 secondary schools in Punjab, Pakistan. The sample consisted of 540 teachers who were enacting as teachers presently. Based on research objectives and questions, two hypotheses were formed and tested using mean analysis to determine the average ranking of leadership styles. Pearson correlation to know the statistically significant relationship between each leadership styles, and overall scales with sustaining academic excellence. The results revealed that most teachers give preference strategic Leadership, then instructional leadership, and finally cultural leadership in their teaching to sustain academic excellence. Moreover, the findings also indicated that a statistically strong positive relationship among diverse leadership styles in teaching and sustaining academic excellence with the value ( r = 0.752). Based on the findings, it has been concluded that when teachers increase their effort in the use of strategic, instructional, and cultural leadership styles, academic excellence may also sustain and improve.

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          Most cited references53

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          The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education

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            The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types

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              Comparing online and blended learner's self-regulated learning strategies and academic performance

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                09 January 2023
                2022
                : 13
                : 1096151
                Affiliations
                [1] 1College of Teacher Education, College of Education and Human Development, Zhejiang Normal University , Jinhua, China
                [2] 2School of Education, Shaanxi Normal University , Xi’an, China
                [3] 3College of Business Administration, American University in the Emirates , Dubai, United Arab Emirates
                [4] 4Lazaridis School of Business and Economics, Wilfrid Laurier University , Waterloo, ON, Canada
                Author notes

                Edited by: Imran Saeed, University of Agriculture, Peshawar, Pakistan

                Reviewed by: Muhammad Anwar Khan, International Islamic University, Islamabad, Pakistan; Nurdiana Gaus, Yogyakarta State University, Indonesia

                *Correspondence: Hafiz Muhammad Ihsan Zafeer, hafizihsan28@ 123456gmail.com
                Pingfei Zeng, zpf@ 123456zjnu.cn

                This article was submitted to Organizational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2022.1096151
                9869245
                0bcabfaa-fa29-4788-889d-bf24a6ca087c
                Copyright © 2023 Maqbool, Zafeer, Zeng, Mohammad, Khassawneh and Wu.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 11 November 2022
                : 14 December 2022
                Page count
                Figures: 0, Tables: 5, Equations: 0, References: 64, Pages: 9, Words: 6337
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                strategic leadership,culture leadership,instructional leadership,sustaining academic excellence,secondary schools

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