Main Menu

  • About Journal
  • Editorial Board
  • Instructions to Authors
  • Indexing
  • Submission
  • Archive
  • JEMS pii
  • Peer Review Process
  • Open Access
  • Publication Ethics
  • Contact us

Most read content

  • About Journal
  • Editorial Board
  • Archive
  • Instruction to Authors
  • Contact Us
  • submit-your-article+
PDF | Print | E-mail

Previous issue | Next issue | Archive

crossref-_scienceline

Volume 10 (4); 25 December 2020


Research Paper

Effect of principals’ full range of leadership on student learning achievement: a survey of Nepali private schools.

Khadka J.

J. Educ. Manage. Stud., 10(4): 61-70, 2020; pii:S232247702000008-10

DOI: https://dx.doi.org/10.51475/jems.2020.8

Abstract

Nepali institutional schools are considered as good performing institutions based on their academic performance. For the school performance, principal's leadership role is pertinent. The objective of this study was to examine three leadership behaviors of Full Range of Leadership: transformational, transactional and laissez-faire leadership in order to find their effect on student learning achievement. The data, using leadership survey questionnaire, were collected from 121 schools of three districts across the country. The findings yielded from the statistical analysis show that the principals exhibit higher level of transformational leadership as compared to transactional leadership and laissez-faire leadership. Both transformational and transactional leadership behaviors were significant predictors of student learning achievement. Relatively, principals' transactional leadership was more effective.

Keywords: Full Range of Leadership, Transformational, Transactional, Laissez-faire, Student Learning Achievement

[Full text-PDF] [HTML] [ePub] [XML] [Export citation to RIS & EndNote] [How to Cite]


Previous issue | Next issue | Archive


 

© 2023

Designed by Scienceline Publishing Group