Leadership and Individual Principal-Teacher Relationships in Schools

Abstract

Transformational approaches to leadership have increasingly been advocated for schools. Research evidence suggests that the effect of leadership on student learning outcomes is mediated by school conditions such as goals, structure, people, and school culture. Using the combined approach of multilevel analysis and structural modeling, this study investigated the relationships of leadership with school learning culture. Data were collected from a random sample of 373 teachers. The results suggested relationships between leadership and school learning culture did exist, and they highlight the importance of individual principal-teacher relationships in schools.