The Relationship Between Self-perceived and Teacher-perceived Principal Leadership Style

Gabriel Pinkas


This paper presents the results obtained on a sample of 467 teachers and 25 principals from elementary schools in the wider city area of Tuzla. The subject of the research was the relation between self-perceived principal leadership styles and principal leadership styles perceived by teachers. The Multifactor Leadership Questionnaire (MLQ) was used to collect data; one version for principals and a different version for employees. The results obtained from the sample of respondents show no statistically significant difference between self-perceived and teacher-perceived principal leadership styles, and that the average scale values on the subscales of transformational and transactional leadership obtained on subsamples of teachers led by more transformational and less transformational principals statistically significantly vary. Correlation analysis showed that the dimensions of transformational leadership and laissez-faire leadership have a predictor value of teacher perception for principal (self) perception, with the laissez-faire style having a negative value. The probable reason for such results lies in the fact that principals with more pronounced transformational leadership characteristics have a greater ability for empathy and self-awareness, and are better at assessing their managerial strengths and weaknesses.


leadership style; school principals; teachers; transformational, transactional, laissez-faire leadership.

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