Relationship between Principals’ Leadership Styles and Teachers’ Behavior

An effective leader follows a style that helps maintain good relations with his staff. A school leader should use a style best suited to his teachers’ behavior. This research investigates the association between four leadership styles (instructional, democratic, transformational, and laissez-faire) and teachers’ behavior in Malaysia. This study applied a quantitative research method using a survey technique by administering questionnaires. Both descriptive and inferential statistics were used to analyze the data. Multiple regression and ANOVA were used to study the strength of the relationship between variables. The research found average care of the principals towards teachers’ emotional behavior. Democratic leadership style showed significant relationships that explain 28.5% of the variation in the emotional behavior of the teachers. Leaders with a democratic leadership style were more aware of and responded positively to teachers’ psychometric behavior. School principals with transformational leadership styles responded positively to teachers’ pro-social behavior, although the relationship was weak. These results indicate that a democratic leadership style addresses the issues of teachers’ emotional behavior, while instructional leadership, which is the most perceived leadership style, does not. The result of this study can guide Malaysian school principals in choosing the appropriate leadership style best suited to teachers’ behavior.