The effects of principals’ leadership style on teachers’ performance

Abstract

School results have been dropping in South Africa and principals are the ones managing school curriculum and assessments. Governement and parents invest a lot of money in education to make sure that they prepare the younger generation for university education and the work environment. On account of this, the beamlight on the performance of students, teachers and schools would make no sense if principals being key leaders in schools are not understood particularly in terms of their leadership style. Therefore, this research aimed at investigating the effects of principals’ leadership style on teachers’ performance in secondary schools in Soweto, South Africa. The research utilised qualitative research approach. The data collection method that was used included interviews and focus group discussion. Data was assembled by drawing a sample of 3 principals, 3 deputy principals and 6 teachers from 3 different schools. Glaringly, there was more male participants compared to female counterparts. Amongst the study findings, is the revelation about results of schools. The study revealed that matric results are good in secondary schools in Soweto, a township in Johannesburg metropolis.This finding contrasts some earlier findings of previous studies about township schools. The good performance of the schools is linked to the principals and their leadership. Most of the teacher participants point to the influence of the principal’s leadership on their work performance. Importantly, as established in this study, there was evidence that suggested that there is a direct effect between democratic leadership style and performance of teachers.