Leadership style dynamics: informing policy for optimal employee performance in diverse organizational setting
DOI:
https://doi.org/10.48017/dj.v9i2.3016Palabras clave:
leadership styles, school administrators, faculty performance, organizational context, mixed-methodsResumen
This study examines the leadership styles employed by school administrators and their influence on the performance of faculty members in educational institutions. The research employs a mixed-methods approach to investigate many aspects of leadership, including as adaptable, servant, inclusive, and resilient styles. The findings indicate that administrators are increasingly adopting top-level leadership styles that are characterized by adaptability, service orientation, inclusion, and resilience. The study reveals notable variations in leadership styles depending on the gender of the respondents and the organizational environment. This highlights the significance of implementing leadership methods that are inclusive of gender and sensitive to the specific context. Although there are variations in faculty performance among different organizational settings, some institutions excel in their performance. However, there is no evidence of any substantial relationships between leadership styles and faculty performance. Thematic analysis uncovers significant obstacles and input pertaining to communication, decision-making, coherence, and emotional intelligence in leadership practices. Suggestions are put forward to improve leadership development, encourage gender-inclusive policies, facilitate effective communication, and nurture emotional intelligence among administrators. By applying these suggestions, educational institutions can foster a nurturing work atmosphere, enhance faculty productivity, and ultimately, promote organizational success and employee welfare.
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Derechos de autor 2024 Reynaldo JR Collado, Yvette Eve Bernabe Datu-Ramos, Ronlie RJ Espeleta, Ronald Romero, Ryan Christopher Santos
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
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