Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.765068
Title: Investigating the effectiveness of leadership styles on instructional leadership and teacher outcomes
Author: Hejres, Sabah Khalifa
ISNI:       0000 0004 7658 8664
Awarding Body: Brunel University London
Current Institution: Brunel University
Date of Award: 2018
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Abstract:
There are different criteria that affect active leadership styles that enhance the role of a principal as an Instructional Leadership. However, many principals lack such criteria where a strong principal considered as an Instructional Leadership. To become Instructional Leaders, principals must transform their practices from managerial to instructional. They need to exercise their leadership by exhibiting the leadership styles in their role and character, or their role will merely perform administrative duties that are akin to an administrative position. Furthermore, a school principal as a leader should play an important role in enhancing teachers' satisfaction. This study investigated the moderating effect of four leadership styles Directive, Supportive, Participative, and Achievement-oriented (D, S, P, A) on Instructional Leadership and teachers' outcomes (job satisfaction, job expectancies and acceptance of leader). The study used mixed methods, qualitative survey and quantitative focus group to develop a model based upon empirical data. The findings are based on a survey of 536 participants including teachers, principals and senior chiefs at various levels of primary, elementary and secondary schools across the Kingdom of Bahrain. The statistical and thematic analysis of the data shows that there is a direct and positive relationship between Instructional Leaderships and teacher's outcomes when moderated by the four leadership styles. The contribution of this study is the empirically tested relationships between Path Goal Theory and Instructional Leadership which shows that there are statistically significant relationships between D, S, P, A and the relationship between Instructional Leadership and the teacher's job satisfaction, job expectancy and acceptance of leader. Focus group finding shows that Leadership styles D, S, P, A transforms Instructional Leadership into a form that enhances the leadership role in Kingdom of Bahrain that Transactional Leadership influences Job expectancy, whilst Referent Power influences acceptance of leaders.
Supervisor: Braganza, A. ; Eldabi, T. A. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.765068  DOI: Not available
Keywords: School's principal ; Path goal leadership theory ; Instructional leadership model ; Focus group ; Thematic analysis
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