PROBING THE PRINCIPAL'S LEADERSHIP STYLES FROM THE PERSPECTIVE OF THE SUBJECT COORDINATORS AND TEACHERS

Abstract

A principal's approach of balancing a wide range of tasks in a school is unique to that individual. The manner in which he or she integrates and projects in school determines whether or not he or she is effective to everyone. Some principals choose to leave the teaching profession because of the multiple demands placed on their time by their administrative responsibilities. There are many different types of leadership styles, according to David A. Sousa, including autocratic/bureaucratic, democratic/participative (situational), transient and transformational (transactional), and systematic. It follows an outline of the most well-known theories of leadership style and how they have had an impact on schools and other organizations. The findings of the study would indicate that the principle may employ a variety of leadership styles, depending on the situation and events that occur. It appears that certain leaders have a constant technique that they have utilized throughout their careers, and that this style does not appear to be purely a reflection of their psychological makeup. When it comes to the notion of leadership, the functions and responsibilities held by leaders and senior management are approached in two unique yet immediately distinguishable ways. In the first place, it underlines the significance of the notion that the company's top managers must exercise leadership for change and direction, i.e., that they must determine the direction in which changes and developments will take place inside the organization. In addition, due of their position of power within the organization, senior executives must support changes that are being implemented in other parts of the organization in order to give an initiative the weight of authority that it merits.