| Abstract [eng] |
A review of research literature on school effectiveness has identified leadership as a dominant factor in effectiveness. School leadership is the positional power of the principalship, and is defined as the influential behavior that results in the increased effectiveness of the school. There are various conceptions of leadership. Eminent among these are the instructional, transactional, and transformational models of leadership. The literature confirms that there is a relationship between the level of effectiveness of the school leadership and the degree of school effectiveness, so it is important to deconstruct leadership to examine the extent to which the various models facilitate the conditions that allow for school effectiveness. Emerging from above stated concerns, the thesis specifically sought to answer the following question: How and which characteristics of leadership models relate to school effectiveness? The object of the research: models of leadership in secondary schools. The objectives of the research: to disclose theoretically the phenomenon of leadership and the existing models of leadership; to prepare and implement the design of empirical research on leadership models; to interpret the results of the research and provide recommendations for the optimization of leadership in secondary schools. The methods of the research: Quantitative: anonymous survey in writing. The survey involved 285 secondary school teachers and 47 secondary school leaders from 65... [to full text]. |
