The rating of high-performing principals’ performance on their leadership dimensions by senior administrators, middle managers and classroom teachers

Abstract

The purpose of the study was to determine if there was a difference in the ratings among senior administrators/managers, middle managers and classroom teachers of the four dimensions of leadership performance related to high-performing principals in the Jamaican public school system. The study showed that there were differences in how senior managers, middle managers and classroom teachers rated the dimensions of leadership, and philosophy and abilities; but there were similarities in how middle managers and classroom teachers rated both dimensions. For the dimensions of students support and community support and relationships, there were differences in the ratings between senior managers and middle managers and between middle managers and classroom teachers; but there were similarities between senior managers and classroom teachers. The study confirmed the existence of both bureaucratic and professional structures to leadership, as well as the loosely coupled relationship and a distributed leadership system. The power relationship was also evident. The implication for leadership in schools is that all constituents must work closer with each other to form a collaborative network with high-performing principals in order to enhance the effectiveness of principal leadership performance.