scholarly journals Leadership Style: School Perspective in Cameroon

2015 ◽  
Vol 2015 ◽  
pp. 1-9 ◽  
Author(s):  
Asan Vernyuy Wirba
Keyword(s):  
Secondary School ◽  
Leadership Styles ◽  
Continuous Improvement ◽  
Leadership Style ◽  
School Principals ◽  
Secondary School Principals ◽  
Training And Development ◽  
Qualitative Approach ◽  
Transformational Leaders ◽  
Semistructured Interview

This paper examines leadership styles of secondary school principals in Cameroon, in terms of transformational, transactional, and laissez-faire leadership styles. This paper discusses the leadership styles in Cameroon and puts forward ideas for continuous improvement. A qualitative approach, using a semistructured interview, was adopted. It was conducted on ten principals, ten teachers, and ten students. Majority of respondents from schools described their principals as transformational leaders. Doubts are cast on the nature of transformational leadership in schools in Cameroon, since there is less training and development for leadership in schools.

Do You See Yourself as Your Subordinates See You?

1987 ◽  
Vol 71 (502) ◽  
pp. 68-71
Author(s):  
Calvin A. Roesner ◽  
Charles A. Sloan
Keyword(s):  
Secondary School ◽  
Leadership Styles ◽  
Leadership Style ◽  
School Principals ◽  
Secondary School Principals

This article describes a study that focused on secondary school principals and their key subordinates' perception of the leadership style of the principal. Significant differences in perception were found to exist between principals and select ed subordinates in two of the four leadership styles measured.

Predictive Leadership Style of Private Secondary School Principals in Nigeria

2019 ◽  
pp. 286-307
Author(s):  
Talatu Salihu Ahmadu ◽  
Hafsat Lawal Kontagora
Keyword(s):  
Transformational Leadership ◽  
Qualitative Study ◽  
Secondary School ◽  
Secondary Schools ◽  
Leadership Style ◽  
School Principals ◽  
Secondary School Principals ◽  
Depth Interview

This research is a qualitative study of two private secondary schools in Nigeria. Data was collected from eight (8) participants through in-depth interview (IDI). Observation was employed to triangulate and validate the leadership style claims of both principals and teachers as few researches have dwelled on such. Findings revealed that a situated involvement of teachers in responsibilities motivate them to do their most excellence to achieve result through initiating change in schools' organizations as well as others referred to as transformational leadership.

scholarly journals Leading Ladies:  Portraits of Principals:  The Leadership Styles and Practices of Women Secondary  School Principals Reflected within a Principal Professional  Learning Community

2021 ◽  
Author(s):  
◽  
Erika Helen Snedden
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Learning Community ◽  
Leadership Styles ◽  
Professional Learning Community ◽  
Professional Learning ◽  
School Principals ◽  
Secondary School Principals ◽  
Women Principals ◽  
School Contexts

<p>Recent New Zealand Ministry of Education documents highlight the challenge to provide professional learning opportunities for principals and the current initiative to support and strengthen school leadership through the Professional Leadership Strategy. There is a need for professional development strategies and opportunities that help principals more effectively understand their school contexts, responsibilities and their own competencies, leadership styles and practice. To transfer and be sustainable, effective leadership practice requires the building of principal leadership learning communities within individual New Zealand school contexts. This thesis builds on previous studies of New Zealand women principals' experiences of leadership, contributing to a greater insight into the identities, role and practice of women principals while modelling a framework for reflective practice as a tool for professional and educational leadership development. As an iconographic study of three New Zealand women secondary school principals this thesis exhibits the life stories and experiences which have impacted upon their personal theories about leadership styles and practice. Composed through a métissage (merging) of image and dialogue to create portraits of the principal's leadership identities it is set in situ within a principal professional learning community. A qualitative, multiple-case studies methodology was employed. The design was informed by a reflective practitioner approach and action learning orientation underpinned by arts-based inquiry, a methodological and theoretical genre that proposes a reinterpretation of the methods and ethics of human social research. The findings indicate that the personal development, self-awareness and growth of a leader are a catalyst to stimulate collective development and accomplishment.</p>

scholarly journals Leading Ladies:  Portraits of Principals:  The Leadership Styles and Practices of Women Secondary  School Principals Reflected within a Principal Professional  Learning Community

2021 ◽  
Author(s):  
◽  
Erika Helen Snedden
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Learning Community ◽  
Leadership Styles ◽  
Professional Learning Community ◽  
Professional Learning ◽  
School Principals ◽  
Secondary School Principals ◽  
Women Principals ◽  
School Contexts

<p>Recent New Zealand Ministry of Education documents highlight the challenge to provide professional learning opportunities for principals and the current initiative to support and strengthen school leadership through the Professional Leadership Strategy. There is a need for professional development strategies and opportunities that help principals more effectively understand their school contexts, responsibilities and their own competencies, leadership styles and practice. To transfer and be sustainable, effective leadership practice requires the building of principal leadership learning communities within individual New Zealand school contexts. This thesis builds on previous studies of New Zealand women principals' experiences of leadership, contributing to a greater insight into the identities, role and practice of women principals while modelling a framework for reflective practice as a tool for professional and educational leadership development. As an iconographic study of three New Zealand women secondary school principals this thesis exhibits the life stories and experiences which have impacted upon their personal theories about leadership styles and practice. Composed through a métissage (merging) of image and dialogue to create portraits of the principal's leadership identities it is set in situ within a principal professional learning community. A qualitative, multiple-case studies methodology was employed. The design was informed by a reflective practitioner approach and action learning orientation underpinned by arts-based inquiry, a methodological and theoretical genre that proposes a reinterpretation of the methods and ethics of human social research. The findings indicate that the personal development, self-awareness and growth of a leader are a catalyst to stimulate collective development and accomplishment.</p>

Sign in / Sign up

Export Citation Format

Share Document