Abstract

School leadership is an important aspect of the educational system. It has been the focus of much research because it affects many other factors in the educational process. Links are found in the literature between school leadership and other variables related to students’ academic achievement and teachers’ performance and teacher retention. The aim of the current study was to compare the leadership styles of school principals of three types of schools in the Egyptian context and to link their leadership style to their job responsibilities. A convenient sample (N=29) of 10 governmental schools’ principals, 9 private language schools’ principals, and 10 international schools’ principals comprised the participants in this study. Two instruments were used; the first was Multifactor Leadership Questionnaire (MLQ) to measure the school principals’ leadership styles and the second was an abridged form of The OECD (TALIS) Principal Questionnaire to determine the school principals job responsibilities. Statistical Package for the Social Sciences SPSS® v.19 was used for the quantitative data analysis. The major findings of the current study were that the transformational leadership style was the predominant style for all school principals in all three school types. Principals of governmental schools scored higher than principals of private language schools and international schools. Principals of governmental schools were not involved in any item of the school resources related to teachers and budgeting. Future studies could target the effect of different leadership styles on other variables such as students’ academic achievement and teacher performance in the Egyptian context.

Department

International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date

Spring 5-26-2016

Submission Date

January 2013

First Advisor

Rissmann-Joyce, Stacie

Second Advisor

Norman, Peggy

Third Advisor

Osman, Gihan

Committee Member 1

Megahed, Nagwa

Committee Member 2

NA

Committee Member 3

NA

Extent

88 p.

Document Type

Master's Thesis

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known.

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

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