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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
The Relationship Between School Principals’ Leadership Styles and Teachers’ Achievement Motivation
Author(s)
Heba Alfahad, Salem Alhajeri, Abdulmuhsen Alqahtani
Full-Text PDF
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DOI:10.17265/1537-1506/2013.06.008
Affiliation(s)
Heba Alfahad, Graduate Student, Educational Management and Planning Department, Kuwait University.
Salem Alhajeri, Ph.D., Faculty member, College of Education, Kuwait University.
Abdulmuhsen Alqahtani, Ph.D., Faculty member, College of Education, Kuwait University.
ABSTRACT
School principals’ leadership styles play a major role in teachers’ performance. This paper examines the relationship between school principals’ leadership styles, whether transformational or transactional, and teachers’ achievement motivation. Using the quantitative methodology, a total of 320 heads of instructional departments were randomly selected from randomly selected schools. The results revealed that a transformational leadership style was prevalent among principals, and teachers’ achievement motivation was positive. There was a positive correlation between the principals’ transformational leadership style and the teachers’ achievement motivation. Relevant recommendations are included.
KEYWORDS
leadership styles, transformational, transactional, achievement motivation
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