Proceedings of the 6th International Academic Conference on Education, Teaching and Learning
Year: 2023
DOI: https://www.doi.org/10.33422/6th.iacetl.2023.10.111
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How Teachers’ Performance Predicted by Contingent and Postmodern Leadership at School
Assoc. Prof. Dr. Nazmi Xhomara
ABSTRACT:
Leadership style is assumed to be one of the significant variables that impact the performance of teachers, as well as other aspects at school. The study aimed to inquire into the association connecting the school contingent and postmodern leadership models and teachers’ performance, as well as the indication of those school leadership approaches on teachers’ performance. The quantitative approach was the method used in the empirical study. A structured survey based on the Questionnaire of the leadership model (Atsebeha, 2016), and a systematic nonrandom sample of teachers (N = 279) and headmasters (N = 87) were selected to gather the quantitative data. The relationship linking contingent and postmodern leadership style with teachers’ performance was inquired using Pearson correlation, and linear bivariate regression. It is revealed that as per teachers 0.7% of the variation in teachers’ performance is explained by contingent leadership; meanwhile, in compliance with principals, 3.7% of the variance in teachers’ performance is disclosed by contingent leadership. It is also indicated that as per teachers 7.4% of the variation in teachers’ performance is described by postmodern leadership; meanwhile, in compliance with principals, 29.8% of the variation in teachers’ performance is described by postmodern leadership. Therefore, the schools needed to promote contingent and postmodern leadership approaches as important variables that indicate partly teachers’ performance. The results of the research study amplified the understanding that contingent and postmodern leadership models are important variables that affect partly teachers’ performance.
keywords: Contingent leadership, postmodern leadership, teachers’ performance