ANALYZING THE IMPACT OF LEADERSHIP ON SCHOOL CLIMATE: PITFALLS AND PROMISES
Article Sidebar
Main Article Content
Abstract
This study analyzes the impact of leadership on school climate, exploring both the pitfalls and promises associated with leadership practices in shaping the overall atmosphere of educational institutions. School climate, which includes factors such as safety, relationships, teaching practices, and student engagement, plays a critical role in fostering academic success and well-being. Through a mixed-methods approach, including surveys of teachers, students, and school leaders, as well as in-depth case studies, the research investigates how different leadership styles—transformational, transactional, and instructional—affect various aspects of school climate. Findings highlight that while effective leadership can significantly enhance school climate by promoting positive relationships, trust, and collaboration, certain leadership challenges, such as lack of communication, inconsistency in decision-making, and top-down management, can negatively impact the school environment. The study underscores the need for leaders to be adaptive, communicative, and inclusive to create a positive school climate. Recommendations are provided for school leaders on best practices for improving school climate and the importance of fostering a supportive, respectful, and safe learning environment.
Article Details
Section
How to Cite
References
Bass, B., M., & Riggio, R. E. (2006). Transformational leadership. Mahwah, NJ: Lawrence Erlbaum Associates.
Buffone, P. (2021). Agility: An essential element of leadership for an evolving educational landscape. Facets, 6(1), 1610-1620.
Deal, T. E., & Peterson, K. D. (2009). Shaping school culture, pitfalls, paradoxes, and promises. Jossey-Bass.
Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
Grys, J. W. (2011). Implicit leadership theory and Bass and Riggio's (2006) transformational leadership model as a means of leader-renewal at the Napa Community Seventh-day Adventist Church.
Görgens-Ekermans, G., & Roux, C. (2021). Revisiting the emotional intelligence and transformational leadership debate:(How) does emotional intelligence matter to effective leadership?. SA Journal of Human Resource Management, 19, 1279.
GOLEMAN, D. (1998). What makes a good leader? Harvard Business Review, November/December, 93 – 102.
Heifetz, R. A., & Linsky, M. (2002). Leadership on the line: Staying alive through the dangers of leading. Harvard Business School Press.
Khalifa Alhitmi, H., Shah, S. H. A., Kishwer, R., Aman, N., Fahlevi, M., Aljuaid, M., & Heidler, P. (2023). Marketing from Leadership to Innovation: A Mediated Moderation Model Investigating How Transformational Leadership Impacts Employees’ Innovative Behavior. Sustainability, 15(22), 16087.
Kilag, O. K. T. (2023). The role of principal leadership in enhancing personal development: an analysis of bottlenecks, lags, issues and concerns (BLICS). Science and Education, 4(8), 145-159.
Kilag, O. K. T., Uy, F. T., Abendan, C. F. K., & Malbas, M. H. (2023). Teaching leadership: an examination of best practices for leadership educators. Science and Education, 4(7), 430-445.
Kilag, O. K. T., Malbas, M. H., Nengasca, M. K. S., Longakit, L. J. H., Celin, L. C., Pasigui, R., & Valenzona, M. A. V. N. (2023). Transformational Leadership and Educational Innovation. European Journal of Higher Education and Academic Advancement, 1(2), 103-109.
Kilag, O. K. T., Pasigui, R. E., Malbas, M. H., Manire, E. A., Piala, M. C., Araña, A. M. M., & Sasan, J. M. (2023). Preferred Educational Leaders: Character and Skills. European Journal of Higher Education and Academic Advancement, 1(2), 50-56.
Kilag, O. K. T., Abendan, C. F. K., Uy, F. T., Calledo, M. F. S., Diano Jr, F. M., & Morales Jr, N. M. (2023). Assessing the impact of principal’s instructional leadership, school level, and effectiveness in educational institutions. Science and Education, 4(5), 902-917.
Kilag, O. K. T., & Sasan, J. M. (2023). Unpacking the Role of Instructional Leadership in Teacher Professional Development. Advanced Qualitative Research, 1(1), 63-73.
Kilag, O. K. T., Manguilimotan, A. M. G., Maraño, J. C., Jordan, R. P., Columna, P. A. F., & Camaso, M. F. A. (2023). A conceptual framework: A systematic Literature Review on Educational Leadership and Management. Science and Education, 4(9), 262-273.
Kilag, O. K. T., Heyrosa-Malbas, M., Ibañez, D. D., & Samson, G. A. (2023). Building Leadership Skills in Educational Leadership: A Case Study of Successful School Principals. AMERICAN JOURNAL OF SCIENCE AND LEARNING FOR DEVELOPMENT, 2(6), 1-12.
Kilag, O. K. T., Tiongzon, B. D., Paragoso, S. D., Ompad, E. A., Bibon, M. B., Alvez, G. G. T., & Sasan, J. M. (2023). HIGH COMMITMENT WORK SYSTEM AND DISTRIBUTIVE LEADERSHIP ON EMPLOYEE PRODUCTIVE BEHAVIOR. Gospodarka i Innowacje., 36, 389-409.
Leithwood, K.A., & Riehl, C. (2003). What we know about successful school leadership. Philadelphia: Laboratory for Student Success, Temple University
Robinson, V., Lloyd, C. & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674.
Sasan, J. M., & kit Kilag, O. (2023). From Teacher to School Founder: A Practicum Journal on Dr. Francisca T. Uy's Educational Journey. Psychology and Education: A Multidisciplinary Journal, 13(2), 159-165.
Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational researcher, 30(3), 23-28.
Uy, F. T., Sasan, J. M., & Kilag, O. K. (2023). School Principal Administrative-Supervisory Leadership During the Pandemic: A Phenomenological Qualitative Study. International Journal of Theory and Application in Elementary and Secondary School Education, 5(1), 44-62.