The study focused on defining the effect of school principals' perceived transformational leadership on the follow-up styles of graduate teachers in Sri Lanka's public schools in the Colombo district. Therefore this study aims to achieve four research goals: 1) Identify the follow-up styles among graduate teachers in public schools in the Colombo district; 2) Analyze the relation between graduate teacher follow-up styles in public schools and their demographic variables; 3) Identify the level of transformative leadership of principals of schools perceived by graduate teachers; 4) Investigate the effect on the follow-up styles of graduate teachers in public schools of the perceived transformational leadership of principals. A questionnaire survey (n=496) based on Kelley's (1992) Followership Questionnaire and Bass & Avolio's (1990) Multifactor Leadership Questionnaire was conducted to gather data on respondents' follow-up styles and the extent of their principals' perceived transformative leadership. Semi-structured interviews with ten deliberately chosen teachers were performed to reflect various types of styles of followership. Efficient followers were the largest number of graduate teachers in public schools in the Colombo district. Age, teaching service and service under the respondents' incumbent principal revealed no significant association with their styles of followership, while respondent teachers' gender and school form revealed a significant association with their styles of followership. 45% of respondents considered that disruptive leadership features are always exhibited by their principals. Finally, the findings indicated that higher levels of perceived transformational leadership of principals increase the likelihood of good followers for graduate teachers and minimise their likelihood of becoming moderately effective and unsuccessful followers.
Please see the link :- https://www.ikprress.org/index.php/JOGRESS/article/view/5256
No comments:
Post a Comment