Relationship of Leadership Behavior with School Effectiveness: An Evidence of Public Primary Schools

Ehsan Mahmood* Javid Iqbal** Saadia Adnan***

Abstract

This study intended to examine relationship between public primary
school heads’ leadership behaviors and school effectiveness indicators.
Proper permission from Punjab Education Department was obtained to
conduct this research study in Public Primary Schools. Study employed
stratified random sampling technique to select 480 heads and their
subordinate teachers from eight districts of the Punjab. Survey approach
was considered appropriate to collect data for this co-relational study. An
Urdu version of Multifactor Leadership Questionnaire (5X-Short)
developed by Avolio and Bass (1995) was utilized in both leader (Head)
and rater (Teacher) forms to determine heads’ leadership behaviors.
School Effectiveness Measurement Questionnaire developed by Iqbal
(2005) was administered to measure school effectiveness. Overall, 467
heads and their subordinate 1296 teachers rated the questionnaires. The
study results portrayed considerable relationship between transformational
leadership behaviors and indicators of school effectiveness. Specifically,
‘idealized influence-behavior’ showed significant relationship with
indicators of school effectiveness. Only single factor of the transactional
leadership ‘contingent reward’ showed significant relationship with
indicators of school effectiveness. ‘Management by exception-passive’ the
component of transactional leadership and ‘Laissez-faire leadership’
showed negative relationship with school effectiveness indicators.