Relationship Between The School Principal’s Leadership Behaviour And The Counsellors’ Morale

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Relationship Between The School Principal’s Leadership Behaviour And The Counsellors’ Morale

Abstract

This study of four suburban schools, two high schools, and two elementary schools examined how the principal’s leadership behaviours affect the morale of the teaching staff.

Questions answered included the role of participatory management and its relationship with the level of morale, differences between elementary and secondary teachers in their preference for certain leadership behaviours

differences in principal’s perceptions of his/her leadership behaviours and the perceptions of teachers, differences in principal’s perceptions of the level of morale of the staff and the perceptions of teachers, and identification of the principal’s behaviours.

The methods employed included survey, interview, and observation. Data was collected throughout the academic year 1987-1988. Data sources included the researcher’s recorded observations, interviews with principals and teachers, and questionnaires filled out by principals and teachers.^

The study’s significant findings include:

(1) The school whose teachers felt themselves to have the best morale was also the school whose teachers perceived themselves to be most involved in school organisation.

(2) The main difference between secondary and primary teachers’ preferences for specific leadership behaviours was that secondary teachers desired more influence over the review of general policy.

(3) In all schools, the principle regarded the principal-teacher relationship to be more participative than teachers perceived. (4) In all schools, the principal observed higher levels of morale than the teachers did.

(5) Principal characteristics and behaviours that teachers reported made their jobs more satisfying included support for teachers’ concerns, positive feedback and encouragement, concern for the school’s success, visibility, dedication to the school’s success, involving teachers in decision-making, good communication, consistency, pleasantness, honesty, consideration, and strength of character.

(6) Teachers reported that the principal’s characteristics and behaviours made their jobs unsatisfactory, including a lack of visibility, a lack of teacher involvement in decision-making, being too directive, being unsupportive of teachers’ concerns, not listening to teachers’ input, making snap judgements, being inconsistent in judgement, and a lack of communication and enthusiasm.

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