Impact of principals’ leadership style on teachers’ professional development

Anushya, Sathiaseelan

dc.contributor.author	Anushya, Sathiaseelan
dc.date.accessioned	2016-12-30T10:07:53Z
dc.date.available	2016-12-30T10:07:53Z
dc.date.issued	2015-08
dc.identifier.citation	Kalam, Research Journal of Faculty of Arts and Culture. Volume IX (II). pp 80-85. Issue-II. August, 2015	en_US
dc.identifier.issn	1391- 6815
dc.identifier.uri	http://ir.lib.seu.ac.lk/handle/123456789/2059
dc.description.abstract	This study investigates the impact of Principals’ leadership styles on teachers’ professional development. A survey research design was employed for this study. A sample of 16 principals and 80 teachers was selected from Valikamam Education zone and data was collected from the sample through questionnaires. Simple descriptive statistical techniques were used to analyze the data. The findings showed that most principals practiced democratic leadership style in most instances and teachers have identified that their participation in professional development programmes mostly supported by democratic leaders and least by autocratic leaders. Further they perceived that democratic leadership style of their principals has positive impact on their professional development.	en_US
dc.language.iso	en	en_US
dc.publisher	Faculty of Arts and Culture, South Eastern University of Sri Lanka	en_US
dc.subject	Principals	en_US
dc.subject	Leadership Styles	en_US
dc.subject	Teachers	en_US
dc.subject	Professional development	en_US
dc.title	Impact of principals’ leadership style on teachers’ professional development	en_US
dc.type	Article	en_US