DISCLOSING THE LEADERSHIP SKILLS AND SUPPORT TO NOVICE SCHOOL HEADS: THEIR EFFECTIVENESS IN IMPLEMENTING SCHOOL POLICIES

This study explores the impact of perceived support mechanisms on the effectiveness of novice school heads in implementing school policies, with a particular focus on fostering high expectations and positive home-school relations. Despite prior literature emphasizing the importance of professional development, mentorship, administrative support, and resource access for enhancing school leadership, the findings reveal lack of significant statistical relationships between these support factors and leadership effectiveness in both policy implementation and home-school relations. The results suggest that while these support structures are essential for general leadership development, their influence may be limited or mediated by contextual factors, such as school culture, leadership style, and community dynamics. The study challenges assumptions about the direct impact of traditional support mechanisms, urging policymakers and educators to refine professional development and mentorship programs to better address the relational and contextual needs of school leaders. The study concludes that a more holistic approach to leadership development, which includes enhancing emotional intelligence, communication skills, and family-school partnerships, is necessary to improve educational outcomes in diverse and resource-constrained settings.