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School leadership practices of Portuguese principals: matching perceptions of principals and teachers

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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.
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

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