LEADERSHIP STYLES AND SCHOOL PERFORMANCE：A STUDY WITHIN AN ERITREAN CONTEXT OF EASTERN AFRICA

Context/literature: Principals employ a range of leadership styles that directly or indirectly impact school performance. However, there is always a debate among scholars about which leadership style is the most effective for school performance. Purposes: The purpose of this study was to investigate and analyze the relationship between different leadership styles of principals and school performance in Eritrean secondary schools. Research method: The study followed a descriptive research design, and it employed both qualitative and quantitative methods to establish a relationship between leadership styles and school performance. Using non-probability sampling, a sample (N = 375) comprising 30 schools/principals, 250 teachers, 50 students, and 45 parents participated in the study. Findings: The study explored and analyzed the relationship between the two variables, namely leadership styles of principals and school performance. The study found that principals' leadership styles do influence school performance either positively or negatively, and it has become clear that no single leadership style is appropriate at all times. The study found that democratic and situational leadership styles have a positive impact on school performance; while autocratic and laissez-faire leadership styles were found to have negative impacts on school performance. Conclusion & recommendations: It can be concluded that no single leadership style is appropriate at all times, because no leadership style is right at all times. Based on empirical findings, contrary to established norms in the Eritrean school system, the study recommends that school principals should opt to implement principles of democratic and situational leadership for better school performance. Among other things, the study recommends that school principals should receive professional development to upgrade their leadership capacity in order to improve overall school performance and student attainment