Leadership Style of School Administrators and Teachers’ Performance

Understanding the impact of school administrators’ leadership styles on teachers is essential for enhancing overall school performance. This study explored the leadership approaches within a school district and examined their perceived influence on teaching practices. Findings reveal that while the administrator population is relatively young and places a strong emphasis on professional development, there remains significant room for growth. Both administrators and teachers generally view the leadership climate as positive; however, discrepancies exist—particularly in the areas of collaboration and teacher involvement in decision-making. The study identified a prevailing preference for clear and structured leadership, yet it also highlights the need to incorporate leadership elements that empower teachers and foster innovation. Teachers demonstrate strength in core instructional areas but would benefit from further support in interdisciplinary integration and collaborative teaching strategies. Enhancing communication with parents regarding student progress also emerged as an area for improvement. To address these gaps, the study recommends promoting a more collaborative and innovative school culture, alongside targeted professional development initiatives for both administrators and teachers. These strategies are intended to align perceptions, strengthen leadership effectiveness, and ultimately improve teaching quality and student outcomes.