Understanding the Impact of Administrator Leadership Styles on School Improvement in Secondary Schools: A Mixed Methods Approach

Abstract

Using a mixed-methods approach, this study explores the impact of administrator leadership styles on school improvement in secondary schools. The research delves into the multifaceted nature of leadership within educational settings, specifically focusing on how various leadership styles employed by administrators contribute to or hinder the school improvement process. The study utilizes quantitative and qualitative methods to examine the intricate dynamics at play comprehensively. The mixed methods design leverages the strengths of each approach, providing a comprehensive understanding of the research topic. The quantitative instrument, comprising 39 statements characterizing leadership behavior advocated for 21st-century school leaders, is the Leadership Behavior Inventory. The study identifies specific participants based on quantitative findings, enriching the qualitative phase. Support for professional development, fair decision-making, emotional intelligence, and adept conflict resolution strategies contribute to a positive and growth-oriented school culture. The study highlights the adaptability of administrators to change as positively impacting the school environment. These findings underscore the intricate interplay of leadership styles in shaping the school's culture and influencing its trajectory toward improvement.