Teachers’ and Administrators’ Perspectives on School Principals’ Self-Regulation Skills and Decision-Making Styles: A Mixed-Methods Study

This study investigates the impact of self-regulation skills on the decision-making styles of school administrators in public primary schools using an explanatory sequential mixed-methods approach. Quantitative data were collected using the “Self-Regulation Skills Scale for School Administrators” and the “Decision-Making Styles Scale,” while qualitative data were derived from semi-structured interviews with administrators and teachers. The findings reveal that administrators with strong self-regulation skills predominantly adopt rational and intuitive decision-making styles, fostering effective management and improved educational outcomes. Notably, foresight, will control, and self-reflection emerged as key dimensions influencing these styles. The study highlights the importance of professional development programs focused on enhancing self-regulation skills, which can optimise decision-making processes and positively impact student performance and overall school success. These results underscore the necessity of integrating self-regulation training into educational leadership development for sustainable organisational growth.