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Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management

Author

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  • Atif Saleem

    (Faculty of Education, Northeast Normal University, Changchun 130024, China
    Both authors contributed equally to the study.)

  • Sarfraz Aslam

    (School of Education, Shaanxi Normal University, Xi’an 710062, China
    Both authors contributed equally to the study.)

  • Hong-biao Yin

    (Department of Curriculum and Instruction, Chinese University of Hong Kong, Hong Kong 999077, China)

  • Congman Rao

    (Faculty of Education, Northeast Normal University, Changchun 130024, China)

Abstract

Achievement-oriented leaders let their followers know their expectations. They regularly set clear goals with potential high-performance standards, they trust in the capabilities of their subordinates, and they encourage the continued performance improvement of their subordinates. This investigation studied the effects of private secondary school principals’ leadership styles on teachers’ job performance. Four leadership styles outlined in the path–goal theory and five key performance indicators (KPIs) of teacher job performance were chosen for the present research. Numerous prior studies have documented this subject. However, they reported on teacher job performance as a single unit. Therefore, a concerted effort was required to examine the effects of adopted principal leadership styles on each of the five key performance indicators of teacher job performance. A total of 253 middle management personnel took part in this empirical study. The correlation findings from the structural equation modeling revealed that the directive leadership style had a significant effect on teacher job performance in the studied schools, followed by the supportive and achievement-oriented leadership styles. Conversely, although participative leadership was identified as a significant predictor, it was not considered a promising predictor of teacher job performance. This research was conducted in a non-Western culture, where directive leadership is beneficial for encouraging teacher job performance; this claim is greatly supported by the available rigorous literature.

Suggested Citation

  • Atif Saleem & Sarfraz Aslam & Hong-biao Yin & Congman Rao, 2020. "Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management," Sustainability, MDPI, vol. 12(8), pages 1-15, April.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:8:p:3390-:d:348544
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    References listed on IDEAS

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    1. Brikend AZIRI, 2011. "Job Satisfaction, A Literature Review," Management Research and Practice, Research Centre in Public Administration and Public Services, Bucharest, Romania, vol. 3(4), pages 77-86, December.
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    Cited by:

    1. Atif Saleem & Ling Wu & Sarfraz Aslam & Tianxue Zhang, 2021. "Spotlight on Leadership Path-Goal Theory Silos in Practice to Improve and Sustain Job-Oriented Development: Evidence from Education Sector," Sustainability, MDPI, vol. 13(21), pages 1-20, November.
    2. Maria Lyn S. Alcances & Antonio R. Yango & Pedrito Jose V. Bermudo, 2023. "Leadership Style, Instructional Supervision Strategies, and Job Performance of College Instructors in the Local Colleges in Cavite," Technium Social Sciences Journal, Technium Science, vol. 44(1), pages 477-497, June.
    3. Tornino, Janelee & Ferdinez, Emil, 2025. "Financial Literacy, Behavior, and Challenges in Teaching: An Insight for a Literacy Program," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(7), pages 2932-2965, July.
    4. Atif Saleem & Philip Saagyum Dare, 2023. "Unmasking the Action-Oriented ESD Approach to Acting Environmentally Friendly," Sustainability, MDPI, vol. 15(2), pages 1-22, January.

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