School leadership practices of Portuguese principals: matching perceptions of principals and teachers
by Ilídia Cabral; Maria Da Conceição Andrade Silva; Rosário Serrão Cunha; José Matias Alves
International Journal of Management in Education (IJMIE), Vol. 14, No. 5, 2020

Abstract: This paper presents a study on teachers' and principals' perceptions of school leadership practices in Portuguese schools. Using the Multifactor Leadership Questionnaire, perceptions about transformational, transactional and laissez-faire leadership practices and its consequences on leadership outcomes (followers' extra-effort, leaders' effectiveness and followers' satisfaction with leader) were collected from representative samples of Portuguese teachers (N = 21,082) and principals (N = 122). Results point to differences in the perceptions on leadership practices between principals and teachers: teachers tended to rate principals lower than the latter rate themselves in all transformational and transactional dimensions of leadership; most teachers did not perceive a dominant leadership style in their principals, whereas most principals see themselves as predominantly transformational. Also, for teachers, leadership practices have a higher impact on leadership outcomes than for principals. These results and their practical implications are discussed in the last sections of the paper.

Online publication date: Mon, 21-Sep-2020

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