Leadership styles of school headmasters and their impact on school adminis-tration in Vlora high schools

• Author: Marieta Mërkuri - Ergysejda Bylyshi (Caushi)
• Position: 'Elite' Institutions, Vlorë - Regional Education Directory, Vlorë
• Pages: 131-141

European Journal of Economics, Law and Social Sciences

IIPCCL Publishing, Graz-Austria

Vol. 1 No. 2

June, 2017

ISSN 2519-1284

Acces online at www.iipccl.org

131

Leadership styles of school headmasters and their impact on school adminis-

tration in Vlora high schools

Marieta Mërkuri

“Elite” Institutions – Vlorë

Ergysejda Bylyshi (Caushi)

Regional Education Directory – Vlorë

Abstract

This study aims to identify the leadership styles of high school headmasters and the job

satisfaction among teachers under the principals’ administration. The research was also

focused on the impact of leadership styles on school administration. In the meantime, the

study intended to determine the extent to which teachers were involved as school actors in

decision-making. The questionnaire survey method was used to collect data from a sample

population consisting of 87 high school teachers from Vlora district in Albania. Data analyses

were facilitated by the statistical package for social surveys (SPSS) version 16. The research

found out that the democratic leadership style was widely used by high school headmasters.

Teachers were involved in decision-making, but were not involved in se ing the agendas for

sta meetings or other administrative tasks. The results show that the leadership styles have

signifi cant relationship in the teachers’ job satisfaction.

Keywords: Leadership styles, school administration, high schools, job satisfaction.

Introduction

In Albania the number of schools is going up because the demand for educations

is ever increasing. This means the number of more school administrators is also

increasing. Most of the school administrators are promoted from the teaching sta

to become deputy headmasters and eventually headmasters. No formal orientation

training is o ered to the newly appointed administrators. Actually Institution for

the Development of the Education is implementing a promontory course for school

headmasters, without specifi cation in education levels.

Research has revealed that leadership plays an important role in school e ectiveness.

Moreover, principals strongly shape the conditions for high-quality teaching and

are the prime factor in determining whether teachers stay in high-needs schools.

Leadership is not just a group of theories vs. practice. We’ll be er think of it as theory

with practice. E ective leadership is an important asset to an organisation. However

the leadership style of the school is also an important factor in school e ectiveness to

ensure e ective school administration (Salfi et. al. 2014). Research by Eyal and Roth

(2011) found out that leadership styles play a signifi cant role in teacher motivation

and student achievement. In Vlora not much research has been done on school

headmasters’ leadership and their impact on school administration. Research on