Publicação
School leadership practices of Portuguese principals: matching perceptions of principals and teachers
| Resumo: | 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. |
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| Autores principais: | Cabral, Ilídia |
| Outros Autores: | Silva, Maria da Conceição Andrade; Cunha, Rosário Serrão; Alves, José Matias |
| Assunto: | Leadership practices Leadership outcomes Followers’ and leaders’ perceptions School leadership Transformational leadership Transactional leadership Multifactor leadership questionnaire |
| Ano: | 2020 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade Católica Portuguesa |
| Idioma: | inglês |
| Origem: | Veritati - Repositório Institucional da Universidade Católica Portuguesa |
| Resumo: | 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. |
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