A Study of Relationship between Leadership Styles of Principal and Teacher Effectiveness

Now days, most of the Principals are facing problems of applying suitable leadership style in their administration, reported by the schools. Therefore, applying suitable leadership may assist Principals to solve the confusion due to the overlapping of work occurred in work practice, administration and ordering or commanding among the top level of management team. The Path-Goal Theory was used as the main theory to support present study. The objectives of the present study were to investigate the leadership styles of school Principal that affecting teacher effectiveness. The present study employed quantitative method survey design using questionnaire as a tool. Simple random sampling technique was used in the present study. A total of 128 Principals and teachers from schools affiliated to U. P. Board. Data was analyzed using frequency, percentage, mean value, standard deviation, correlation Pearson product moment, and multiple regression Stepwise method. Findings showed that there are two types of leadership styles of school Principal, namely supportive leadership and participative leadership styles which have significantly affecting teacher effectiveness. In addition, both leadership styles have been jointly predicted teacher effectiveness at 56.80 percent at the significance level as 0.01. In conclusion, in order to increase teachers working effectiveness, administrators should promote, practice, and improve these two leadership styles, namely supportive leadership and participative leadership styles.