Analysis Of Leadership Styles in School Teachers

Abstract

This study investigates the leadership styles preferred by school teachers, focusing specifically on democratic and authoritarian approaches. A total of 160 teachers from various academic disciplines and experience levels participated in the study. The research aimed to analyze patterns in leadership style preference and examine how these preferences vary across teaching subjects (arts vs. sciences) and Age of teachers (40 yrs below and 40 yrs above).

A quantitative survey design was employed, using a structured questionnaire to assess the leadership orientations of the participants. Statistical analyses, including descriptive statistics and inferential tests, were conducted to identify significant differences and trends.

The findings revealed that the democratic leadership style was more commonly preferred among teachers of arts subjects and those with teachers of Age 40 yrs below and 40 yrs above, indicating a tendency toward participatory and student-centred leadership. In contrast, authoritarian leadership styles were more frequently reported by teachers of science and mathematics, particularly among those with less teaching experience. These results suggest that both subject specialization and professional experience influence the leadership styles adopted by teachers.

The study underscores the importance of understanding teacher leadership preferences, as these styles play a crucial role in shaping classroom dynamics, instructional strategies, and student engagement. The findings have implications for teacher education, leadership training, and school leadership development programs.