Teacher Leadership Style: A Classroom‐level Study

Abstract

Borrowing the ideas from the theories of adult organizations, investigates how teacher leadership style is related to use of power, social climate, student‐affective performance in a sample of 678 classrooms in 190 Hong Kong primary schools. Finds that class teacher′s leadership and use of power are interrelated in process of leading a class of students. Leadership style was found to be strongly related to social climate and student‐affective performance. The leadership style of “high initiating structure and high consideration” should be preferable and effective in terms of nearly all of the climate and affective measures. The findings support the importance of balanced leadership style not only in adults organizations, but also in classrooms. The profiles of the four leadership styles provide a useful pattern for developing teacher leadership as well as classroom environment for better students′ outcomes. The findings support the possibility of generalization of the concepts of organization and management that were developed from adults organizations to a context of classrooms in primary schools.

Citation

Cheong Cheng, Y. (1994), "Teacher Leadership Style: A Classroom‐level Study", Journal of Educational Administration, Vol. 32 No. 3, pp. 54-71. https://doi.org/10.1108/09578239410063111