International Journal on Science and Technology

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Rethinking the Role of School Leadership: How Leadership Styles Shape Organizational Climate and Teacher Performance

Author(s) Dr. Uma Sheokand
Country India
Abstract Background- Although school leadership is widely recognised as a central determinant of instructional quality, the mechanisms through which leadership styles shape teacher performance remain analytically underdeveloped. Clarifying these pathways is crucial for strengthening school systems.
Purpose- This study examines how transformational, instructional, distributed, transactional, and laissez-faire leadership influence teacher performance through the mediating role of organisational climate.
Theoretical Framework-A mediation model was developed by integrating Transformational Leadership Theory, Distributed Leadership Theory, Herzberg’s Two-Factor Model, and Organizational Climate Theory.
Method-An explanatory sequential mixed-method design was implemented.
Quantitatively, Confirmatory Factor Analysis demonstrated strong psychometric validity (factor loadings > .70, CR > .80, AVE > .50). Structural Equation Modelling showed excellent model fit (CFI = .94, TLI = .92, RMSEA = .05, SRMR = .04). Qualitative interviews contextualised the statistical patterns.
Key Statistical Results-SEM revealed:
• Transformational leadership → Organisational climate: β = .62, p < .001
• Distributed leadership → Organisational climate: β = .48, p < .001
• Instructional leadership → Organisational climate: β = .37, p < .01
• Organisational climate → Teacher performance: β = .56, p < .001
Transactional (β = .09, n.s.) and laissez-faire leadership (β = –.21, p < .01) showed weak or negative associations. Bootstrapped mediation confirmed that organisational climate significantly mediates the effects of transformational, distributed, and instructional leadership on teacher performance (indirect effects p < .001).
Conclusion- The results demonstrate that leadership influence in schools operates less through positional authority and more through the climates leaders cultivate. By validating a coherent mediation model grounded in strong statistical evidence, the study advances theoretical clarity and provides actionable guidance for leadership preparation centred on climate-building and instructional stewardship.
Keywords School leadership; Leadership styles; Organisational climate; Teacher performance; Transformational leadership; Distributed leadership; Instructional leadership; Mixed-method research; CFA; SEM
Field Sociology > Education
Published In Volume 16, Issue 4, October-December 2025
Published On 2025-12-05
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