Managing educational institutions: School heads’ leadership practices and teachers’ performance

Abstract

School heads are agents of change who contribute a major impression on the educational milieu through their information-sharing methods, creating supportive social connections, participating in mentoring programs, and fostering progress. Hence, this study ascertained the interrelation between the public school head’s leadership practices and teachers’ performance. As correlation research, simple random sampling was used to calculate the sample size for teachers, while total enumeration was used for school heads. A structured questionnaire was developed to gather the necessary information that reinforced the theme of this analysis. Weighted mean was used to ascertain the level of leadership practices of school heads and the level of teacher performance. T-test, F-test, post-hoc test, and Pearson <em>r</em> were employed to establish the degree of association between and among variables. This study concluded that the variation in leadership practices experienced by school heads and teachers is absolutely vital, confirming that their reactions are fundamentally better. Teachers' performance is consistent irrespective of age, educational achievement, or significant contributions. In terms of teaching status and number of years of experience, head teachers have improved teaching efficiency than teachers and master teachers. Teachers with shorter relevant experience showed poorer educational quality relative to those who spent more time in the school system. School heads who have obtained their doctorate degrees get a greater level of leadership practices than the holders of master's degrees. The very productive performance of teachers stays the same, regardless of whether the school heads exhibit a very high degree of authentic leadership.

Principal transformational leadership and teacher readiness to teach: Mediating role of self-efficacy

“…Various research results have shown that the leadership behavior of principals plays a key role in preparing qualified teachers [9], [10]. Transformational principals can serve as important agents to create a school vision, assist teachers in increasing their confidence, promote quality teaching practices, and assist teachers in developing teacher competencies [11].…”

Supervised learning through k-nearest neighbor, used in the prediction of university teaching performance

“…In the context of migration towards a teaching based on the use of technological tools, it is perceived in many cases that teachers have a poor use of technologies or virtual tools [12]- [14]; and it is that the teacher must have the capacity for adaptability and flexibility to the evolving environments of teaching that are being developed these days [15]- [17]; whose lack or lack influences the university educational quality, becoming a relevant and necessary aspect to permanently evaluate the teaching performance in various factors, with the purpose of implementing a quality education [18], [19]. In recent years, university educational institutions have carried out a poor systematization of teacher performance evaluation processes, so it is important to incorporate mechanisms that contribute to its assessment [20]; consistent with the evolution of data processing strategies [21], [22]; making these institutions more significant and even more effective [23].…”

Teachers’ performance effectiveness: Analysis of leadership style, work environment and trust.

“…Other elements that affect teachers' performance effectiveness in the organisational life are principal leadership, work environment and trust in leadership. The principal leadership style has an effect on the performance of the teacher (Abu Nasra & Arar, 2020, Aquino et al, 2021, Mislia et al, 2021, Parveen et al, 2022. Work environment affects the performance of a teacher (Ivanova & Suvorova, 2022).…”