SUMMARY, IMPLICATION AND RECOMMENDATIONSUMMARY, IMPLICATION AND RECOMMENDATION

SUMMARY, IMPLICATION AND RECOMMENDATION

The chapter of summarizations and conclusions looks backward and also forward The chapter of summarizations and conclusions looks backward and also forward through consideration of applications, recommendations and needed research through consideration of applications, recommendations and needed research (Good, 1972)

(Good, 1972)

The writer now attempts to present an over view of the research unde

The writer now attempts to present an over view of the research unde rtaken inrtaken in order to determine “The relationship between principal‟

order to determine “The relationship between principal‟s leadership style and itss leadership style and its effect on teachers performance.” The sample con

effect on teachers performance.” The sample consisted of fifty eight respondents.sisted of fifty eight respondents.

Fifty (50) teachers and eight (8) principals from eight (8) schools in West Fifty (50) teachers and eight (8) principals from eight (8) schools in West

Portland: three Primary Schools, three All Age schools, and two High Schools.

The data gathered attempted to answer the following research questions:

1. Do principals‟ leadership styles influence teachers‟ pDo principals‟ leadership styles influence teachers‟ p erformance?erformance?

2. To what extent does the principal leadership style influence teacher 2. To what extent does the principal leadership style influence teacher motivation for improved / greater performance?

motivation for improved / greater performance?

3. What can principals do to improve teacher performance?

Findings Findings

The main findings are as follows:

1. The study The study confirmed what writers such confirmed what writers such as Espinosa (1976), Jamesas Espinosa (1976), James – – ReidReid (1982) and Doggett (1987) were in fact saying that principal

(1982) and Doggett (1987) were in fact saying that principal ‟s leadership style‟s leadership style actually influenced teachers‟ performance. The study showed that o

actually influenced teachers‟ performance. The study showed that o ver ninetyver ninety percent (90 %) of the teachers agreed

percent (90 %) of the teachers agreed that their principal‟s leadership stylethat their principal‟s leadership style actually influenced their performance.

actually influenced their performance.

2. A majority of fifty two percent (52 %) of the teachers are being led A majority of fifty two percent (52 %) of the teachers are being led by theirby their principals who employed a mixture of each leadership style in their daily principals who employed a mixture of each leadership style in their daily routine. While an overwhelming majority of seventy percent (70 %) of the routine. While an overwhelming majority of seventy percent (70 %) of the teachers chose the democratic leadership style because of the wide range of teachers chose the democratic leadership style because of the wide range of benefits it offers, such as: teachers who are led by a principal who employ the benefits it offers, such as: teachers who are led by a principal who employ the democratic style of leadership are allowed to share their ideas and opinions, democratic style of leadership are allowed to share their ideas and opinions, take part in the decision process and are motivated by rewards for achieving take part in the decision process and are motivated by rewards for achieving goals.

goals.

3. Eighty Eighty percent (80 percent (80 %) %) of of the the teachers agreed teachers agreed that that their principaltheir principal

communicated high expectations for the performance of students and staff.

Despite the fact that seventy four percent (74 %) of the teachers disagreed Despite the fact that seventy four percent (74 %) of the teachers disagreed that their principal created an environment that optimizes learning for that their principal created an environment that optimizes learning for teachers and students.

teachers and students.

4. Fifty Fifty eight percent eight percent (58 %) (58 %) of of the the teachers disagreed teachers disagreed that their that their principalprincipal demonstrated careful supervision of teachers to improve the quality of demonstrated careful supervision of teachers to improve the quality of instruction. This is further compounded by the fact that sixty percent instruction. This is further compounded by the fact that sixty percent (60 %) of the teachers disagreed that their principal explored

(60 %) of the teachers disagreed that their principal explored opportunities to improve his teachers‟ performance.

opportunities to improve his teachers‟ performance.

5. Eighty Eighty percent percent (80 (80 %) %) of of the the teachers agreed teachers agreed that that there there is is a a relationshiprelationship between school morale and motivation for performance.

between school morale and motivation for performance.

6. Seventy four percent (74 %)Seventy four percent (74 %) of the teachers‟of the teachers‟ agreed that their principalagreed that their principal communicated respect and courtesy for everyone by the manner in which communicated respect and courtesy for everyone by the manner in which he/she deals with them, thus setting a norm for behaviour in the school. This he/she deals with them, thus setting a norm for behaviour in the school. This contrasted significantly to the fifty four percent (54 %) of the teachers who contrasted significantly to the fifty four percent (54 %) of the teachers who disagreed that their principal

disagreed that their principal‟s‟s leadership style is universal to all his staff.leadership style is universal to all his staff.

7. Sixty Sixty eight eight percent percent (68 (68 %) %) of of the the teachers teachers disagreed disagreed that that their their principalprincipal

supported the idea of them furthering their education and directly encouraged supported the idea of them furthering their education and directly encouraged them to do so. This is indicative of the fact that more than seventy two

them to do so. This is indicative of the fact that more than seventy two percent (72 %) of the teachers only have a Diploma in Education with more percent (72 %) of the teachers only have a Diploma in Education with more than five years in the profession.

than five years in the profession.

8. Seventy Seventy percent (70 percent (70 %) %) of of the the teachers agreed teachers agreed that their that their principal tries principal tries toto establish good interpersonal relations between his students, his staff and the establish good interpersonal relations between his students, his staff and the

community. Yet fifty two percent (52 %) of the teachers disagreed that their community. Yet fifty two percent (52 %) of the teachers disagreed that their principal worked cooperatively with his staff encouraging their participation principal worked cooperatively with his staff encouraging their participation in the decision making process to address school programmes.

in the decision making process to address school programmes.

9. Sixty Sixty percent (60 percent (60 %) %) of of the the teachers agree teachers agree that their that their principal compromisesprincipal compromises the standards and safety of the school.

the standards and safety of the school.

10. The st

10. The study revealed that there are other factors budy revealed that there are other factors besides principal‟s leadershipesides principal‟s leadership style that may contribute to teachers‟ performance such as

style that may contribute to teachers‟ performance such as the matter of the matter of

salary, inflation, the physical appearance of the classroom and school, security salary, inflation, the physical appearance of the classroom and school, security at school and in recent times high levels of indiscipline and even violence at school and in recent times high levels of indiscipline and even violence against teachers from students.

against teachers from students.

Implications Implications

The results of the study based on the responses from the respondents on the The results of the study based on the responses from the respondents on the questionnaires and interviews showed that teachers‟ performance is highly questionnaires and interviews showed that teachers‟ performance is highly dependent on

dependent on the qualitative value of the the qualitative value of the relationship between principal‟srelationship between principal‟s

leadership and its effect on the teachers, Also important to their performance are leadership and its effect on the teachers, Also important to their performance are the other variables that affect their job satisfaction such as classroom ambiance the other variables that affect their job satisfaction such as classroom ambiance and school morale. If these are not in place then the consequences will reflect in and school morale. If these are not in place then the consequences will reflect in

their work. Students will not get the level of teaching and instruction that a their work. Students will not get the level of teaching and instruction that a satisfied teacher would give.

satisfied teacher would give.

It is very essential for parents to recognize their role in the education of their It is very essential for parents to recognize their role in the education of their children. Parents can help both the principals and teachers in order to make their children. Parents can help both the principals and teachers in order to make their children achieve more academically. They can offer assistance in the following children achieve more academically. They can offer assistance in the following areas and more according to their abilities: extra curricular activities act as areas and more according to their abilities: extra curricular activities act as Teachers‟ Aid and wor

Teachers‟ Aid and wor k in the canteen. The fact is when parents and thek in the canteen. The fact is when parents and the community support school the teachers tend to demonstrate a higher level of community support school the teachers tend to demonstrate a higher level of performance. Students will benefit greatly from this both academically and performance. Students will benefit greatly from this both academically and socially. The principals too will find their job more meaningful in that they will socially. The principals too will find their job more meaningful in that they will not think that they

not think that they are alone in operating are alone in operating the school programme. the school programme. When theWhen the principal, teachers and parents are in unison the school morale will be high, this principal, teachers and parents are in unison the school morale will be high, this will allow very little room for selfish-gratification which can sometimes be will allow very little room for selfish-gratification which can sometimes be detrimental to students and the school on a whole.

detrimental to students and the school on a whole.

While it is important for principals to communicate high expectations for the While it is important for principals to communicate high expectations for the performance of students and staff; it is even more important that principals create performance of students and staff; it is even more important that principals create an environment that optimizes learning for the teachers and students. The

an environment that optimizes learning for the teachers and students. The implication of this is that teachers and even students thrive on

implication of this is that teachers and even students thrive on reciprocity.reciprocity.

Therefore, the principal is to facilitate the creation of a school ethos that everyone Therefore, the principal is to facilitate the creation of a school ethos that everyone can be proud of.

can be proud of.

Principals should recognize that teachers who are satisfied add value to their Principals should recognize that teachers who are satisfied add value to their performance which will result in better students‟ academic achievement. Wh performance which will result in better students‟ academic achievement. Wh enen

teachers are empowered they also empower their students. Principals‟ should teachers are empowered they also empower their students. Principals‟ should recognize the need to empower and motivate their teachers in a way that the recognize the need to empower and motivate their teachers in a way that the teachers appreciate the urge to improve themselves both academically and teachers appreciate the urge to improve themselves both academically and professionally in order to help in boosting their performance and enhance professionally in order to help in boosting their performance and enhance students‟ academic achievement. This should not

students‟ academic achievement. This should not be taken lightly asbe taken lightly as MaslowMaslow hypothesized that motivational needs at the higher levels promote behaviour that hypothesized that motivational needs at the higher levels promote behaviour that is more important to the organization and vice versa. Therefore teachers will is more important to the organization and vice versa. Therefore teachers will reflect the behaviour and attitudes that they have acclimatized.

reflect the behaviour and attitudes that they have acclimatized.

Recommendations Recommendations

The following recommendations were made:

1. Principals and Principals and teachers teachers should should recognize recognize the the need need for for a a good good balance balance in in theirtheir relationship to meet the needs of the school.

relationship to meet the needs of the school.

2. Principals Principals should should employ employ the the participatorparticipatory y style style of of leadership leadership which which isis essentially democratic; teachers are more appreciative of this and tend to essentially democratic; teachers are more appreciative of this and tend to perform better under such leadership.

perform better under such leadership.

3. Principals Principals should should use use suggestions suggestions that that they they have have been been given given to to help help improveimprove teachers‟ performance and stop viewing them as id

teachers‟ performance and stop viewing them as id eals.eals.

4. The The relevant stake relevant stake holders and holders and other relevant other relevant authorities need authorities need to to take take thethe matter of school security and safety seriously and do something about it in matter of school security and safety seriously and do something about it in order to restrain what appears to be a trend in school violence.

order to restrain what appears to be a trend in school violence.

5. The The school should school should recognize the recognize the vast resource vast resource and and skills that skills that parents and parents and thethe community at large have and use them to the benefit of the school; this will community at large have and use them to the benefit of the school; this will be an advantage to the community as well.

be an advantage to the community as well.

6. Recognize Recognize that that good good education education for for all all cannot take cannot take place place in in a a state state of of inadequacy. The payment of salaries for teachers and principals that are inadequacy. The payment of salaries for teachers and principals that are comparative to current inflation rates. The development of proper

comparative to current inflation rates. The development of proper infrastructures that are well equip to meet the needs of the students.

infrastructures that are well equip to meet the needs of the students.

Conclusion Conclusion

The researcher is of the view that if schools are to be transformed into the The researcher is of the view that if schools are to be transformed into the learning communities that the Jamaican Ministry of Education and Youth learning communities that the Jamaican Ministry of Education and Youth

envisaged, then the relationships between principal and teachers have to be based envisaged, then the relationships between principal and teachers have to be based on the democratic style of leadership. It is the researcher‟s fervent view that th on the democratic style of leadership. It is the researcher‟s fervent view that th ee democratic style of leadership is the best style of leadership where principal and democratic style of leadership is the best style of leadership where principal and teachers are concerned because of its numerous benefits, some of which are teachers are concerned because of its numerous benefits, some of which are outlined in the review of literature.

outlined in the review of literature.

The results that were gathered and analyzed in this study concurred with the The results that were gathered and analyzed in this study concurred with the views of numerous writers such as Espinosa (1976), James

views of numerous writers such as Espinosa (1976), James – – Reid (1982) andReid (1982) and Doggett (1987

Doggett (1987) that principal‟s leadership style profoundly ) that principal‟s leadership style profoundly affects teachers‟affects teachers‟

performance. Therefore, it is in the interest of the principal and teachers to performance. Therefore, it is in the interest of the principal and teachers to support and employ a collaborative approach in their relations to ensure that the support and employ a collaborative approach in their relations to ensure that the schools‟ programmes and students are not incapacitated. This is

schools‟ programmes and students are not incapacitated. This is even moreeven more relevant when one examines some of the compelling implications that may occur relevant when one examines some of the compelling implications that may occur if this is not done: such as the degree

if this is not done: such as the degree to which students‟ instructions for academicto which students‟ instructions for academic achievements will be catered for by teachers

achievements will be catered for by teachers

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