CHAPTER V

SUMMARY OF THE STUDY, FINDING AND CONCLUSIONS

5.1 INTRODUCTION

Education has a great importance especially in the modern, complex

industrialized world. It is a means to empower the students to become active
participants in the transformation of the society in which they live. It is a
powerful instrument of social, economic and political change. Schools are the
formal agencies of education and play an important role moulding a child’s life
and lay a strong foundation for their future by providing quality education.
Quality education can be achieved only in those Educational organizations
which work efficiently and effectively.

Schools make a remarkable impact in the progress of the society. They shape
the future of the humanity by accommodation the learners and provide them
with opportunities for total development of their personality. The effectiveness
of a society could be measured by the quality of education imparted in schools.
Hence schools lay a strong foundation for the progress and change in the
society.

The effective functioning of a school depends on the collaboration of students,

teachers, parents and principals who strive to achieve the goals and objectives
of the school. A school that has a strong leadership from the head, safe and
orderly school learning environment that is conducive to teaching learning
promote school effectiveness.

5.1.1 School Effectiveness

Effectiveness is a measure of the match between stated goals and their
achievement. It is always possible to achieve ‘easy’, low-standard goals. In
other words, quality in higher education cannot only be a question of

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achievements ‘outputs’ but must also involve judgments about the goals (part
of ‘inputs’) Fraser (1994)

The definition of effective schools differs from one content to the next.

Clark, Lotto and McCarthy (1980) view school success “as positive changes in
any one, or a combination, of the following four variables:

1) Student achievement,

2) Student attitudes toward the school or themselves as learners,

3) Teacher attitudes toward the school or students as learners,

4) Community/parent attitudes towards the school

Edmonds (1982) synthesized the research and identified some variables

strongly correlated with School Effectiveness such as strong administrative
leadership, basic skill acquisition, high expectations for student achievement, a
safe and orderly environment and frequent assessing of student achievement
(Harbaugh 2005)

Lezotte (1991) in his study found out seven correlates of effective schools
which evolved the original correlates shared by Edmonds (1982) and added
two variables by actual research findings:

1) Instructional leadership,

2) Clear vision and mission,

(3) Safe and orderly environment,

(4) High expectations for students’ achievement,

(5) Continuous assessment of student achievement,

(6) Opportunity and time on task

(7) Positive home-school relations.

According to Lee Baldwin, Freeman Coney, Diane Fridg and Roberta Thomas
School Effectiveness is determined by the following components.

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  Effective instructional leadership
 Clear and focused mission
 Safe and orderly environment
 Positive school climate
 High expectations
 Frequent assessment/monitoring of student assessment
 Emphasis on basic skills
 Maximum opportunity for learning
 Parent/community involvement
 Strong professional development
 Teacher involvement in decision – making.

Effective schools include students, teachers, parents, and principals who are
willing to assume leadership roles and play a very important role in the
functioning of school. Since effectiveness of schools are measured in terms of
achievements of its objectives and learning outcomes of its students, the main
focus of its objectives the learning culture of the schools need to be focused. In
other words, the effective functioning of an organization lies in a strong School
Learning Culture and Leadership Behaviour of the head of the school.

5.1.2 School Learning Culture

A Learning Culture is a set of organizational values, conventions, processes,
and practices that encourage individuals—and the organization as a whole—to
increase knowledge, competence, and performance.

The learning culture is an all-inclusive systems approach to school reform and

effectiveness with a principal goal to enable every individual student to be
capable of achieving his potential. School learning culture provides the
children with opportunities and resources which make them to meet or exceed
their potential. Every teacher also is provided with the supports essential to

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establish classroom culture, and encourage children to take concern to bloom to
their utmost potential. In other words, learning cultures refers to an educational
model designed to ensure learning of every student.

In other words, learning culture is the existence of a set of values and norms,
practices and attitudes, within a school which support and encourage the
continuing process of learning of every person in school and enables him to
become competent and effective.

The following factors determine the School Learning Culture and finds relation
between the learning environment and students’ motivation, affect, and
behaviour.

 Personal achievement goal orientations

 Perceptions of teacher’s goals;
 Perceptions of the goal structures in the classroom;
 Achievement-related beliefs, attitudes, and strategies;
 Perceptions of parents and home life.

Healthy and sound School Learning Cultures correlate strongly with increased
student achievement and motivation, and with teacher productivity and
satisfaction. It correlates with teachers' attitudes toward their work. In an
environment with strong organizational ideology, shared participation,
charismatic leadership, and intimacy, teachers experience higher job
satisfaction and increased productivity. School Learning Culture could be
characterized as the beliefs, attitudes, and behaviours in terms of how
individuals consider and think about each other, the degree to which
individuals feel included and appreciated and rituals and traditions reflecting
collaboration. It also provides a concrete set of practices that teachers can use
to create strong classroom learning cultures characterized by equity,
engagement, achievement, cooperation, and distributed leadership

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School learning culture is seen as an interaction of the following three factors:

 The attitudes and beliefs of persons (inside the school and in the external
environment);
 The relationships between persons in the school;
 The cultural norms of the school.

The above said factors may act as barriers to change or may act as a link to
long-lasting realization of school effectiveness. The interrelatedness of these
dimensions of the school strongly influences the effectiveness of schools.

A strong learning culture is required to improve the effectiveness of an

organization. Each of these factors may present barriers to change or a bridge
to long-lasting implementation of school effectiveness. The interrelatedness of
these facets of the school strongly affects the effectiveness of schools.

School Learning Culture is perhaps one of the most fundamental aspects that
have far reaching influences on the School Effectiveness. A strong learning
culture of the school could be intensely influenced by the behavior if its head.
A leader and his behaviour play a vital role in establishing the School Learning
Culture and may promote high School Effectiveness.

5.1.3 Leadership Behaviour

Leadership is the chief element of an organization. Leadership has been

described as, “the process of social influence in which one person can enlist the
aid and support of others in the accomplishment of a common task”.
Practitioners and researchers largely recognized and established that leadership
is important, and research supports the perception that leaders add significantly
to organizational outcomes.

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Whether managing a team at work, captaining a team or leading a major
corporation or educational organization, Leadership Behaviour is crucial to
success. Consciously, or subconsciously, one has to use some of the leadership
Behaviour featured, at least some of the time. By understanding these
Leadership Behaviour and their impact, one can become a more flexible, better
leader.

5.1.4 Styles of Leadership Behaviour

According to Bass and Avolio (1997) Leadership style is based on three

defining constructs:

 Transformational Leadership

 Transactional Leadership

 Laissez-faire (non-leadership)

In the educational institutions, the head as a leader plays an important role in

enhancing their effectiveness. The principal is responsible for exercising the
expertise in the time management and leadership of school affairs. The school
is a web of interactions among people who live and work together in a
particular way. This interactive environment of the institution leads to School
Learning Culture. Hence School Learning Culture and Leadership Behaviour
are the important factors responsible for the effectiveness of schools.

5.2 NEED AND SIGNIFICANCE OF THE STUDY

The mission statement of the education department of Karnataka state

proclaims thus,

The mission statement of the education department of Karnataka state

proclaims thus,

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“To equip children of the State with specified knowledge, skills and values to
enable them to become good human beings and productive, socially
responsible citizens and to achieve excellence in whatever they do.”

Children in their formative years spend eight long hours every day at the
school. School is the basic foundation for the overall development of a child. It
is a place where children acquire knowledge on various aspects such as people,
literature, history, mathematics, politics, and other numerous subjects which
decide his/her future life and the future of the society. School life is highly
significant for a child to succeed and achieve his dreams and to get higher
education, a good job, acquire useful life skills and lead a better life. School
serves as a socializing agency and prepares the child for a good social life.
School is the first stepping stone in the life of a child, wherein he/she develops
hobbies, refines them, learns basic etiquettes, acquires skills at multi-tasking,
develop social skills. The school plays a significant role in equipping a child
for a quality life as an adult. School, is a channel of building confidence,
promoting team spirit and teaching life skills which make children competent
and courageous to dace the future. School through tits established schedule
guides the youngsters and enables them to become the effective and
productive members of society which is the utmost important goal of school
education in the present time.

Hence we are in need of effective schools which ensure a secure environment

where children are enabled to attain their potential. Students regard effective
schools with high respect, and enter the school with attitudes more conducive
to learning. Effective schools expect students to succeed and hence students at
these schools learn more. As such only those educational institutions that have
suitable learning culture and effective leadership qualities can provide the
society with quality education. The school also deliberately and incessantly has
to build a secure, constructive, respectful, sympathetic and encouraging culture

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that establishes student conscientiousness for learning and consequently leads
to shared ownership, high expectations and pride in those concerned with the
school. School Learning Culture and Leadership Behaviours of their heads may
play a vital role in effective functioning of schools.

Mohmood (1995) asserts that leadership behaviour of individuals leading an

organization is universally known as an important determinant of human
productivity. The quality of accomplishment of any organization is related to
the nature of its leadership and considers leadership as the solution to all
problems. The studies related to school organization and administration have
been dominated by the concept of principal as leader (Blank 2001).

The task of the head as a leader is vital in establishing a school environment

that leads to higher level of school effectiveness. Setting high standards and
goals, having cordial relationship with the staff and management, planning and
co-coordinating with staff, providing an orientation toward innovation and
creativity, regular monitoring of staff and involving parent, regular parent –
teacher meetings, displaying students’ performance will add to the
effectiveness of the schools. Visionary leadership is needed to achieve high
performance in the achievements of learners in a school. It has been noted that
student learning culture is losing its place as a measure to school effectiveness.
Negative effects of unenthusiastic and unconstructive leadership behaviours of
some heads of schools, cultivate negative attitudes and keep the students from
being motivated in their performance. So it is essential to re-examine the
existing approach and investigate the leadership behaviour of the head of the
school visà- vis the school learning culture.

At present schools are facing high competition in the pretext of restructuring,

modification of governance structure, receptiveness to community influence,
accountability, setting and stating high standards for performance and bringing
about innovations in their strategies of learning and teaching. Reforming the
existing school system would contribute to the effectiveness of schools. It

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would propel the teachers to teach innovatively and effectively and therefore,
would bring about an enhancement in the motivational level learning of the
learners.

Since secondary education stands as a bond between the elementary and higher
education, and takes a significant role in building up the personality of an adult
student and makes him or her responsible adult of the society. The future of a
child primarily depends upon the education it receives at the secondary level.
Secondary schools have a vital role in the making of the future generation of
our country. Apart from preparing the foundation and focus for the higher
education of a child, secondary education can be a channel to shaping and
determining a child’s future as a responsible and contributing citizen of a
nation. To make it reality, a deep understanding of school learning culture and
Leadership Behaviour of the Heads of institutions and their influence on school
effectiveness is desirable. Hence the researcher found a high scope for research
in this area. Significance of the present study lies in the fact that accurate
knowledge of the various aspects of a prevailing system leads to reforms and
enhances the effectiveness of schools. The review of related literature too has
shown that there are no studies in Indian conditions examining the influence of
School Learning Culture and Leadership Behaviour on School Effectiveness of
Secondary schools. Hence, this investigation is a modest venture in this
direction.

5.3 REVIEW OF RELATED LITERATURE

This research study is based on all of the relevant thinking and research that has
preceded it, and hence contributes to thinking and research in the field.

The studies reviewed have been classified into following three sections:

2.1 Studies related to School Learning Culture

2.2 Studies related to Leadership Behaviour
2.3 Studies related to School Effectiveness.

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2.4 Studies related to Studies Related to Leadership Behaviour and School
Effectiveness
2.5 Studies related to School Learning Culture and Leadership Behaviour

An overview of the related studies is presented in table no.5.1

Table No 5.1 An overview of related studies

Sections Variables Studies

Wehlage,(1988); Poe and Calabrese, (1990); Yin

Cheong Cheng,
Studies related to
2.1 School Learning (1993);David Ngidi and JetroQwabe, (2006);
Culture Dr.Olayele Florence,(2008);

R. Ade Adeboyeje, (1971); Burns, (1978); Bass,

(1985); Leithwood et al. (1996); Bass and Avolio,
(1997); Ken W. Parry, Sarah B. , Proctor-
Thomson,(2002); Rugg and Linda Jeanne
Moore,(2005); ElizbethA.le Clear,(2005); Venkat R.
Krishnan,(2005); Dr.OlayeleFloarenceOluremi,
Studies related to
(2006); Gift Vinger and FransCilliers,(2006);
2.2 Leadership
Mahmoud AL-Hussami, (2008);
Behaviour
LaleGumusluoglu,(2009); Mary A.Houser, Genniver
Bell, Virginia Dickens and Terence Hicks,(2010);
SeemaMunaf,(2011); Joseph B. Holloway, (2012);
Kerry Barnett, John McCormick and Robert Conners,
(2012); Gareth Edward Bristol and Gill, R ,(2012);
The Oshio Leadership Studeis,(2015)

Schiefelbein and Simmons’, (1981) Heyneman and

Studies related to
Loxley,(1983); Lockheed et al,(1986);
2.3 School
Vulliamy,(1987); Mwamwenda&Mwamwenda
Effectiveness
(1987); Lockheed and Longford,(1991);

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 Jansen,(1995); Levine and Lezotte,(1995); Cheng
and Wong,(1996); Baker and Colleahues,(1999);
Baker and Colleahues,(1999); Harber and
Muthukrishna,(2000); Farida and Madeeha,(2000);
Willms and Somers,(20010; Schaffer et al,(2002);
Walker and Dimmock,(2002); Baker, Brian and
Letendre, (2002); Niu and Sternberg,(2003);
Heyneman,(2004); Teddlie and Reynolds,(2005); De
Eardra Albert Green,(2005); Iqbal
Muhammad,(2005)

2.6 Studies Buzzi (1990), Hallinger and Murphy (1992),

related to KhaliliShorini (1993), Douglas (1995), Sudha (1997),
Leadership Arami (1999), Jain (2000)
2.4 Behaviour and Todd (2000), Mughli (2002), Radha (2001), Iqbal
School Muhammad (2005), Alireza RezaeiAbgoli (2013)
Effectiveness

2.7 Studies Knutson and Kimberly Ann,(1999), Olayele Florence

related to Oluremi (2006
School
Learning
2.5
Culture and
Leadership
Behaviour

5.4 STATEMENT OF THE PROBLEM

The present study intends to analyze the level of School Learning Culture and
Leadership Behaviour of Heads of the Secondary schools and also to find out
its influence on school Effectiveness.

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Hence the present study is entitled,

“Influence of School Learning Culture and Leadership Behaviour of

Heads of Secondary Schools on School Effectiveness

5.5 OBJECTIVES OF THE STUDY

The following are the objectives of the study:

12. To assess the level of School Effectiveness of Secondary Schools.

13. To assess the level of School Effectiveness of Secondary Schools with

respect to the following categories:

i. Government, Private aided and Private Unaided

ii. Bangalore, Belgaum, Gulbarga and Mysore divisions.

iii. Urban and Rural

14. To assess the level of School Learning Culture of Secondary Schools

15. To assess the level of School Learning Culture with respect to the
following categories:

i. Government, Private aided and Private Unaided

ii. Bangalore, Belgaum, Gulbarga and Mysore divisions.

iii. Urban and Rural

16. To assess the of Leadership Behaviours of Heads of Secondary Schools

17. To assess the of Leadership Behaviours of Heads of Secondary Schools

with respect to the following categories:

i. Government, Private aided and Private Unaided

ii. Bangalore, Belgaum, Gulbarga and Mysore divisions.

iii. Urban and Rural

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 18. To find out if there is a significant difference with respect to School
Effectiveness between/among the following categories of Secondary
Schools:

i. Government, Private aided and Private Unaided

ii. Bangalore, Belgaum, Gulbarga and Mysore divisions.

iii. Urban and Rural

19. To find out if there is a significant difference between/among the

following categories of Secondary Schools with respect to School
Learning Culture:

i. Government, Private aided and Private Unaided

ii. Bangalore, Belgaum, Gulbarga and Mysore divisions.

iii. Urban and Rural

20. To find out if there is significant difference between/among the

following categories of Secondary Schools with respect to Leadership
Behaviour of their Heads:

i. Government, Private aided and Private Unaided

ii. Bangalore, Belgaum, Gulbarga and Mysore divisions.

iii. Urban and Rural

21. To find out if School Learning Culture and Leadership Behaviour of

Heads significantly influence School Effectiveness.
22. To find if there is a significant correlation between School Learning
Culture and Leadership Behaviour of Heads.

5.6 HYPOTHESES OF THE STUDY

The following null hypotheses were formulated in pursuance to the objectives

of the study:

Major Null Hypothesis HO.1

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There is no significant difference between/among the following categories of
Secondary Schools in School Effectiveness:

i. Government, Private aided and Private Unaided

ii. Bangalore, Belgaum, Gulbarga and Mysore divisions.
iii. Urban and Rural.

Minor Null Hypothesis related to major Null Hypothesis Ho. 1

Ho.1.1: There is no significant difference in School Effectiveness of

Government, Private aided and Private Unaided Secondary Schools.

Ho 1.2 There is no significant difference in School Effectiveness of Secondary

Schools of Bangalore, Belgaum, Gulbarga and Mysore division.
Ho.1.3 There is no significant difference in the School Effectiveness of Urban
and Rural Secondary Schools.

Major Null Hypothesis HO.2

There is no significant difference between/among the following categories of

Secondary Schools in School Learning Culture;

i. Government, Private aided and Private Unaided

ii. Bangalore, Belgaum, Gulbarga and Mysore division.
iii. Urban and Rural .

Minor Null Hypothesis related to major Null Hypothesis Ho. 2

Ho.2.1: There is no significant difference in School Learning Culture of

Government, Private aided and Private Unaided Secondary Schools.

Ho 2.2: There is no significant difference in School Learning Culture of

Secondary Schools of Bangalore, Belgaum, and Gulbarga and Mysore division.
Ho.2.3 There is no significant difference in the School Learning Culture of
Urban and Rural Secondary Schools.

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Major Hypothesis HO.3

There is no significant difference in the Leadership Behaviours of Heads

between/among the following categories of Secondary Schools.

i. Government, Private aided and Private Unaided

ii. Bangalore, Belgaum, Gulbarga and Mysore divisions.

iii. Urban and Rural locality

Minor Null Hypotheses related to major Null Hypothesis HO. 3

Ho.3.1 There is no significant difference in Leadership Behaviours of Heads of

Government, Private Aided and Private Unaided Secondary Schools.

Ho.3.2: There is no significant difference in Leadership Behaviours of Heads

of Secondary Schools of Bangalore, Belgaum, Gulbarga and Mysore division.

Ho. 3.3: There is no significant difference in Leadership Behaviors of Heads

of Urban and Rural Secondary Schools.

Major Null Hypothesis HO 4:

There is no significant influence of School Learning Culture and Leadership

Behaviour on School Effectiveness of Secondary Schools.

Minor Null Hypotheses related to major Null Hypothesis HO. 4

Ho.4.1 There is no significant influence of School Learning Culture on School

Effectiveness of Secondary Schools

Ho.4.2 There is no significant influence of Leadership Behaviours on School

Effectiveness of Secondary Schools.

Major Null Hypothesis HO. 5

There is no significant correlation between School Learning Culture and

Leadership Behaviours of Heads of Secondary Schools

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5.7 VARIABLES OF THE STUDY

The following are the variables of the study

 Main Variable

 School Effectiveness

 Criterion Variable

 School Learning Culture

 Leadership Behaviour of the Heads of Secondary Schools

 Background Variables

 Type of School

 Locality of School

5.8 Operational Definitions of Key Terms

The operational definition of the terms in the study is given below.

 School Effectiveness

In practice, School effectiveness is a much broader concept. There exists a

conceptual hierarchy of bivalence where effective and ineffective schools are
measured by characteristics (Ball, 1997).

School Effectiveness refers to the performance of the Secondary schools. In

this research the Effectiveness of the school is measured through the
perceptions of teachers, parents, and students and the consolidated opinions
regarding the following components

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In this study School Effectiveness is represented by the scores on School
Effectiveness Questionnaire (SEQ) (1993) developed by Lee Baldwin,
Freeman Coney III, Diane Fardig, Roberta Thomas.

 Effective Instructional Leadership

This refers to the he Head of School who as an effective school administrator

motivates teachers, parents, and students to work together as a team to promote
quality improvements in the teaching learning process of the school. The Head
of the School is responsible to transmit the goal and mission of the school,
facilitate high quality in instructional programmes and monitor its
implementation by getting involved actively.

 Clear and Focused Mission

This refers to the mission of the school articulated throughout the school in a
manner that teachers, parents, and students understand. The school’s goals,
objectives and policies, and procedures, means of assessment and ways of
delivering services are clearly stated and the instructional goals are
communicated to students by the teachers.

 Safe and Orderly Environment

This refers to the conducive environment of the school is favourable for

educational experiences. Teachers and students function in an orderly and safe
condition of learning. Parents are also involved in supporting the disciplinary
practices and students are taught to act in a safe and responsible manner.

 Positive School Climate

This refers to the school climate which reflects an ambiance of trust, respect,
and caring amongst administrators, teachers, parents, and students. Cultural

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differences are celebrated and never cause a hindrance in the educational
process. Everyone is recognized for his or her accomplishments.

 High Expectations

This refers to all students who are expected to learn and behave at high
standards. The school ensures that teachers, parents, and students are aware of
their respective roles and are knowledgeable of their expectations

 Frequent Assessment/Monitoring of Student Achievement

This refers to students’ academic progress which is measured frequently by an

assortment of assessment methods. The results of these assessments are used to
improve the instructional effectiveness of the school. Tracking of student
performance is often discussed by teachers, parents, as well as students and
modified to meet the needs of all students.

 Emphasis on Basic Skills

This refers to the school which has well-defined basic skills within content
areas and has standards for all student achievement. Critical/higher-order
thinking skills such as problem solving are also emphasized. These basic skills
are evident in elective subjects as well.

 Maximum Opportunities for Learning

This refers to planned school activities so that instructional time is maximized

and geared to meet the needs, interests, and abilities of all students.
Extracurricular and supplementary activities serve to support and enhance the
school’s instructional agenda. Teachers feel supported by their administrators.
Classes are not interrupted often, so teachers have continuous opportunities to
teach their high-interest lessons.

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  Parent/Community Involvement

This refers to the school keenly seeks parent and community participation in
the development of the school’s mission, policies, and procedures. In addition,
parents and community members support the school’s curricular and
extracurricular activities with resources and services. Parents have a voice
developing school policies.

 Strong Professional Development

This refers to all teachers encouraged to advance themselves professionally.

Therefore, teachers are provided with opportunities for enhancing their
professional status and becoming more skilled in meeting the needs of teachers,
parents, students, community, and themselves. Teachers are able to apply their
tailored staff development to meet their individual needs.

..

 Teacher Involvement in Decision-Making

This refers to teachers as a important component of the school team. They are
involved in decisions related to school planning and budgeting and developing
the school’s mission and goals as well as developing and implementing school
policies and procedures.

 School Learning Culture

School Learning Culture refers to a relation between the learning environment

and students’ motivation, affect and behaviour which are determined by the
following factors

 Personal achievement goal orientations: This refers to students’

reasons or purposes for engaging in academic behavior. Different goals
foster different response patterns. These patterns include cognitive,
affective, and behavioral components, which have been characterized as
more or less adaptive.

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  Perceptions of teacher’s goals: This refers to students’ perceptions that
their teacher emphasizes engaging in academic work in order to
demonstrate competence
 Perceptions of the goal structures in the classroom: This refers to
students’ perceptions of the purposes for engaging in academic work
that are emphasized in the classroom.
 Achievement-related beliefs, attitudes, and strategies: This refers to
students’ perceptions of their competence to do their class work and to
strategies that are used by students so that if subsequent performance is
low, those circumstances, rather than lack of ability, will be seen as the
cause.
 Perceptions of parents and home life. This refers to students’
perceptions that their parents want them to demonstrate their
competence and their concern or discomfort because their home life and
school life are different.
 Perception of the goal structure in the school; refers to the perception
of teachers of what the school conveys to students the purpose of
engaging in academic work to demonstrate their competence.
 Goal related approaches to instruction: This refers to the strategies
used by teachers that convey to students that the purpose of engaging in
academic work is to develop comp
 etence.
 Personal efficacy: This refers to the teachers’ beliefs that their
contributions to academic progress of the students are significant and
they teach all students effectively

The School Learning Culture in this study is represented by the scores on The
Patterns of Adaptive Learning Survey (PALS)(2000) developed byCarol
Midgley, Martin L. Maehr, Ludmila Z. Hruda, Eric Anderman,
LynleyAnderman.

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  Leadership Behaviour

According to Bass and Avolio (1997) Leadership style is based on three

defining constructs: Transformational Leadership, Transactional Leadership
and Laissez-faire (non-leadership) which form a model for comprehending the
effects of leadership. Bass proposed that transformational leadership can be
identified by distinct behavioural constructs - Idealised Influence (attributes),
Idealized Influence (behaviour), Inspirational Motivation, Intellectual
Stimulation and Individualized Consideration. Three behavioural constructs
identify transactional leadership – Contingent Reward, Management by
Exception (active) and Management by Exception (passive). He also identified
a non-leadership behavioural construct named Laissez Faire.

In this study Leadership Behaviour refers to the behavioural pattern of the

Head of the Secondary School in a given school environment leading and
guiding the staff and students. The researcher focuses on the following
Leadership Behaviours of the Head of the School.

 Transformational Leadership

Transformational Leadership refers to a process of influencing in which Heads

of Secondary Schools change their awareness of what is important, and move
them to see themselves and the opportunities and challenges of their
environment in a new way. They convince their staff and students to strive for
higher levels of potential as well as higher levels of moral and ethical
standards.

 The Behavioural Constructs of Transformational Leadership are

given below:

 Idealized Attributes (IA)

 Instill pride in others for being associated with me

 Go beyond self- interest for the good of the group
 Act in ways that build others’ respect for me

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  Display a sense of power and confidence

 Idealized Behaviours (IB)

 Talk about my most important values and beliefs

 Specify the importance of having a strong sense of purpose
 Consider the moral and ethical consequences of decisions
 Emphasize the importance of having a collective sense of mission

 Inspirational Motivation (IM)

This refers to the Heads of Secondary schools to motivate the staff providing
meaning and challenge to their followers’ work. Individual and team spirit is
aroused. Enthusiasm and optimism are displayed. The Head of the Schools
encourages followers to envision attractive future states, which they can
ultimately envision for themselves.

 Talk optimistically about the future

 Talk enthusiastically about what needs to be accomplished
 Articulate a compelling vision of the future
 Express confidence that goals will be achieved

 Intellectual Stimulation (IS)

This refers to the Heads of Secondary schools that stimulate their staff and
students’ effort to be innovative and creative by questioning assumptions,
reframing problems, and approaching old situations in new ways. There is no
ridicule or public criticism of individual members’ mistakes. New ideas and
creative solutions to problems are welcomed by the staff members.

 Re-examine critical assumptions to question whether they are

appropriate

 Seek differing perspectives when solving problems

 Get others to look at problems from many different angles

 Suggest new ways of looking at how to complete assignments

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 Individual Consideration (IC)

This refers to the Heads of secondary Schools who pay attention to each
individual’s need for achievement and growth by acting as a coach or mentor.
The staff members are developed to successively higher levels of potential.
New learning opportunities are created along with a supportive climate in
which to grow. Individual differences in terms of needs and desires are
recognized among the students.

 Spend time teaching and coaching

 Treat others as individuals rather than just as a member of the group
 Consider each individual as having different needs, abilities and
aspirations from others
 Help others to develop their strengths

 Transactional Leadership

This refers to the Heads of the Secondary schools who display behaviours
associated with constructive and corrective transactions. The constructive style
is labeled contingent reward and the corrective style is labeled management-by-
exception. The Heads of the schools define expectations and promote
performance to achieve these levels.

 Contingent Reward (CR)

 provides others with assistance in exchange for their efforts

 discuss in specific terms who is responsible for achieving performance
targets
 make clear what one can expect to receive when performance goals are
achieved
 express satisfaction when others meet expectations.

 Management- by-Exception: Active (MBEA)

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  Focus attention on irregularities, mistakes, exceptions, and deviations
from standards.
 Concentrate my full attention on dealing with mistakes, complaints and
failures
 Keep track of all mistakes
 Direct my attention toward failures to meet standards.

 Passive/avoidant Behaviour

This refers to the Heads of secondary Schools who avoid specifying

agreements, clarifying expectations and providing goals and standards to be
achieved by staff members. It is similar to laissez- faire styles or “no
leadership”. In this study this is referred to Passive Leadership.

 Management-by-Exception: Passive(MBEP)

 Fail to interfere until problems become serious

 Wait for things to go wrong before taking action
 Show a firm belief in “if it ain’t broke, don’t fix it”
 Demonstrate that problems must become chronic before I take action

 Laissez-Faire (LF)

 Avoid getting involved when important issues arise

 Am absent when needed
 Avoid making decisions
 Delay responding to urgent questions

In the present study Leadership Behaviour is represented by the score on

Multifactor Leadership Questionnaire (MLQ)) developed by Bass & Avolio
(1997). The Styles of Leadership Behaviour of the Heads of secondary schools
is categorized as Transformational leadership, Transactional Leadership and
Passive Leadership as those possess more or less or normal.

 Type of Schools

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In this study the Secondary Schools are categorized in to three types namely:

 Government Schools; Schools which are established, funded and

managed by Government of Karnataka are classified as Government
schools.

 Private Aided Schools: Schools which are established and owned by

private management and funded by

 Private Unaided Schools: Schools which are established, owned,

funded and managed by private management and Government of
Karnataka are classified as Aided Schools recognized by Government of
Karnataka are classified as Un-aided Schools.

 Educational divisions
The state of Karnataka is divided into four educational divisions namely
Bangalore, Belgaum, Gulbarga and Mysore.

 Locality of Schools

In his study Locality of Schools is divided into two types depending on the size
of the population in the area namely:

 Urban
 Rural

5.9 METHOD OF THE STUDY

The study was a Descriptive survey. The study population comprised of

Government, Private Aided and Private Unaided Secondary Schools from
urban and rural areas of Karnataka State. The data was collected by
administering three selected tools for the study.

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The data was collected by the researcher personally by visiting the schools and
administered School Learning Culture scale namely The Patterns of Adaptive
Learning Survey (PALS), Multifactor Leadership Questionnaire (MLQ), and
School Effectiveness Questionnaire (SEQ) to the heads of secondary schools,
the teachers, the students and the parents. They were informed about the
purpose of this research study. They were instructed to fill in the tools and
necessary clarifications were given. Sufficient time was given to fill the three
tools.

5.10 SAMPLING

The sample for the study was selected using the proportionate stratified random
sampling technique.

Karnataka is divided into four educational divisions which have government,

private aided, and private unaided secondary schools from Urban and rural
areas. The teachers, students and parents of Government, Private Aided and
Private Unaided schools from the rural and urban areas of four divisions
namely, Bangalore, Belgaum, Gulbarga and Mysore divisions were selected for
this study. The section of the sample of Heads teachers, students and parents
adopting proportionate stratified random sampling technique is shown in figure
no5.1and table no 5.1

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 Figure No -5.1: Flow Chart showing the procedure of sample selection

EDUCATIONAL DIVISIONS OF KARNATAKA

BANGALORE BELGAUM GULBURGA MYSORE

Secondary Schools (31) Secondary Schools (28) Secondary Schools (30) Secondary Schools(31)

P.A (10) P.U.A (10) GOVT(11) P.A(11) P.U.A (8) GOVT (9) P. A (10) P.U.A (10) GOVT(10) P. A(10) P.U.A(11) GOVT(10)

31 31 31 31

Students Students Students Students Students Students Students Students Students Students Students Students
(150) (170) (131) (116) (120) (100) (64) (70) (55) (72) (85) (60)

Teachers
Teachers Teachers Teachers Teachers Teachers Teachers Teachers Teachers Teachers Teachers Teachers
(40)
(50) (30) (35) (43) (32) (35) (40) (25) (32) (38) (30)

Parents Parents Parents Parents Parents Parents Parents Parents Parents Parents Parents Parents
(150) (170) (131) (116) (120) (100) (64) (70) (55) (72) (85) (60)

Heads Heads Heads Heads Heads Heads Heads Heads Heads Heads Heads Heads
(10) (10) (11) (11) (8) (9) (10) (10) (10) (10) (11) (10)

P. A –Private Aided
P.U.A- Private Unaided
GOVT- Government
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Table No. 5.2: Table showing the Sampling According to Divisions

Heads
Type of Schools Students Teachers Parents of
Division
Schools Schools
Private
Bangalore
Aided 10 150 40 150 10
Private Un
Aided 10 170 50 170 10
Government
11 131 30 131 11
Total
31 451 120 451 31
Private
Belgaum
Aided 11 116 35 116 11
Private Un
Aided 8 120 43 120 8
Government
9 100 32 100 9
Total
28 336 110 336 28
Private
Gulbarga
Aided 10 64 35 64 10
Private Un
Aided 10 70 40 70 10
Government
10 55 25 55 10
Total
30 189 100 189 30
Private
Mysore
Aided 10 72 32 72 10
Private Un 11
Aided 85 38 85 11
Government
10 60 30 60 10
Total
31 217 100 217 31
GRAND
TOTAL 120 1193 430 1193 120

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Figure No 5.1 and Table No 5.1 show the sample drawn from the various unit s
and their number of sample selected for the study. The proportion of the sample
was selected according to Daryle W. Morgan’s table. Accordingly, 31
Secondary Schools from Bangalore, 28 from Belgaum, 30 from Gulbarga and
31 Secondary Schools from Mysore were selected and from the these schools
451 students from Bangalore, 336 students from Belgaum, 189 students from
Gulbarga and 217 students from Mysore divisions were selected.

120 teachers from Bangalore, 110 teachers from Belgaum, 100 teachers from
Gulbarga and 100 teachers from Mysore divisions were selected from the
selected schools.

451 parents from Bangalore, 336 parents from Belgaum, 189 parents from
Gulbarga and 217 parents from Mysore divisions of were selected.

31 Heads from Bangalore, 28 from Belgaum, 30 from Gulbarga and 31 from

Mysore divisions from the selected Secondary schools were included as the
sample.

Hence the sample included 120 Secondary Schools, out of which 1193
students, 430 teachers, 1193 parents and 120 Heads of Secondary Schools of
Karnataka were selected from four educational divisions.

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5.3 Tools Used for Collection of Data

The tools used to measure the variables and to collect the data are shown
in table no 5.1

Variables Tools Constructed by

Lee Baldwin, Freeman Coney III,

Diane Fardig, Roberta Thomas
School Effectiveness ( 1993)
School
Questionnaire (SEQ) (Modified by the researcher)
Effectiveness
(translated to Kannada by the
researcher)

Carol Midgley,
School
Learning Martin L. Maehr, Ludmila Z. Hruda,
Culture The Patterns of Eric Anderman, Lynley
Adaptive Learning Anderman,(2000)(modified by the
Survey (PALS) researcher)
(translated to Kannada by the
researcher

Bass &Avolio (1997)

Leadership Multifactor Leadership
(translated to Kannada by the
Behaviour Questionnaire (MLQ))
researcher

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5.12 STATISTICAL TECHNIQUES EMPLOYED TO ANALYZE THE
DATA

The Statistical Package for the Social Sciences (SPSS) version 17.0 was used
to analyse the collected data and all the hypotheses were tested at 0.05 and 0.01
levels of significance. The following statistical techniques were used for the
analysis of the data:

 Descriptive Statistics: Mean, Standard Deviation and Percentage

Analysis were employed to study the levels of School Effectiveness,
School Learning Culture and Leadership Behaviour of the Heads of
Secondary Schools.
 Inferential Statistics:
 t – test of significance for difference between Means used to find
the difference between various categories of Secondary Schools
with respect to School Effectiveness, School Learning Culture
and Leadership Behaviour of the Head of Secondary Schools.
 One Way ANOVA and post hoc test-Least Significance
Difference test (LSD) was used to find the significance for
difference between means among the secondary Schools of
different categories namely type of school, and educational
divisions with respect to School Effectiveness, School Learning
Culture and Leadership Behaviour of the Head of Secondary
Schools.
 Regression analysis was used for estimating the influence of
School Learning Culture, Leadership Behaviour on School
Effectiveness.
 Pearson Product Moment Correlation was used to find the
correlation between School Learning Culture and Leadership
Behaviour.

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5.13 LIMITATIONS OF THE STUDY

The limitation of the study:

 The Kannada version of School Effectiveness Questionnaire (SEQ), the

Patterns of Adaptive Learning Scales (PALS), Multifactor Leadership
Questionnaire (MLQ-5X), were not standardized but only their
reliability and validity was established.
 Schools which have adopted Karnataka State syllabus only were
selected for this study.

5.14 MAJOR FINDINGS OF THE STUDY

The major findings that emerged out of the present study are presented below.

1. Only 23.8% of Secondary Schools were to found possess high level of

School Effectiveness and majority (63.1%) of Secondary Schools
possess average level of School Effectiveness. Only 16% of Secondary
Schools were found to possess low level of school effectiveness.

2. It was found that none of the Government Secondary Schools possess

high level of School Effectiveness. Majority (70.5%) of Government
Secondary Schools, 67.5% of Private Aided Secondary Schools and
50% of Private Unaided Secondary Schools possess average level of
School Effectiveness. 47.4% of Private Unaided Secondary Schools and
27.5% of Private Aided Secondary Schools possess high level of School
Effectiveness. 29.5% of Government Secondary Schools possess low
level of school effectiveness; only 5% of Private Aided Secondary
Schools and 2.6% of Private Unaided Secondary Schools possess low
level of School effectiveness.

3. None of the Secondary Schools of Gulbarga and Mysore divisions

possess high level of School effectiveness.60.6% of Secondary Schools
of Bangalore division and 32.1% of Secondary Schools of Belgaum

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 division possess high level of School effectiveness 90% of Secondary
Schools of Mysore division, 67.9% of Secondary schools of Belgaum
division, 58.1% of Secondary Schools of Gulbarga division and 39.4%
of Secondary Schools of Bangalore division possess average level of
School effectiveness.41.9% of Secondary schools of Gulbarga division
and only 10% of Secondary Schools of Mysore division possess low
level of School Effectiveness. None of the Secondary schools of
Bangalore and Belgaum division were found to have low level of School
Effectiveness.

4. Only 25.8% of urban and 21.7% of Rural Secondary Schools were

found to possess strong School Effectiveness. 9.7% Urban and 16.7% of
Rural Secondary Schools possess weak School Effectiveness. A
majority (64.5%) of Urban and (61.7%) Rural Secondary Schools were
found to possess moderate level of School Effectiveness.

5. Only 26.2% of Secondary Schools were found to possess a strong

School Learning Culture, majority of Secondary Schools (56.6%) were
found to possess moderate level of School learning Culture. It was also
found that 17.2% of the Secondary Schools possess weak level of
School Learning Culture respectively.

6. None of the Government Secondary Schools were found to possess

strong School Learning Culture. 42.1% of Private Unaided Secondary
Schools, and 40% 0f Private Aided Schools were found to possess
strong School Learning Culture. It is also seen that 47.7% of
Government Secondary Schools possess weak School Learning Culture.
None of Private Aided and Private Unaided Secondary Schools were
found to possess weak School Learning Culture.

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7. None of the Secondary Schools were found to possess strong School
Learning Culture in Gulbarga and Mysore division and none of the
Secondary Schools in Bangalore and Belgaum division were to found
with weak School Learning Culture. 66.7% of Secondary Schools in
Mysore division, 64.5% of Secondary Schools in Gulbarga division,
50% of Secondary Schools in Belgaum division and 45.5% of
Secondary Schools in Bangalore division were found to possess
moderate School Learning Culture. 54.5% of Secondary Schools in
Bangalore division and 50% of Secondary Schools in Belgaum possess a
strong School Learning Culture. 35.5% of Secondary Schools in
Gulbarga division and 33.3% of secondary Schools in Mysore division
possess weak School Learning culture.

8. It was found that majority (59.7%) of Urban Secondary Schools and

(54.8%) of Rural Secondary Schools possess moderate School Learning
Culture. 22.6% of Urban Secondary Schools and 29.0% of Rural
Secondary Schools possess strong School Learning Culture. 17.7% of
Urban Secondary Schools and 16.1% of Rural Secondary Schools were
found to possess weak School Learning Culture.

9. A majority (63.9%) of the Heads of Secondary Schools were found to

possess transformational leadership Behaviour. 10.65% of Heads of
Secondary Schools possess Transactional Leadership Behaviour and
25.55% heads of Secondary Schools possess Passive Leadership
Behaviour.

10. A majority (97.5%) of Heads of Private Aided Secondary Schools,

86.4% of Heads of Private Unaided Secondary schools were found to
possess Transformational Leadership Behaviour. Only 2.3% Heads of
Government secondary Schools possessed Transformational Leadership
Behaviour. 27.3% of Heads of Government Secondary Schools, 13.6%

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 of Heads of Private Unaided Secondary Schools and only 2.5% Private
Aided Secondary Schools possess Transactional Leadership Behaviour.
A majority (70.5%) of the Heads of Government Secondary Schools
also were found to possess Passive Leadership Behaviour. None of the
Head of Private Aided Secondary Schools and Private Unaided
Secondary Schools were found possessing passive Leadership
Behaviour.

11. 67.9% of Heads of Secondary Schools of Gulbarga division, 66.7% of

Heads of Secondary Schools of Mysore division, 64.5% of Heads of
Secondary Schools of Belgaum division, and 60.6 % of Heads of
Secondary Schools of Bangalore division in Karnataka possess
Transformational Leadership Behaviour. 16.1% of Heads of Secondary
Schools of Belgaum division, 13.3% of Heads of Secondary Schools of
Mysore division, only 7.1 % of Heads of Secondary Schools of
Gulbarga division, and 3% of Heads of Secondary Schools of Bangalore
division possess Transactional Leadership Behaviour. 36.4% of Heads
of Secondary Schools of Bangalore division, 25% of Heads of
Secondary Schools of Gulbarga division, 20% of Heads of Secondary
Schools of Mysore division, and 19.4% of Heads of Secondary Schools
of Bangalore division possess Passive Leadership Behaviour.

12. A majority (64.5%) of Heads of Urban Secondary Schools and 66.1% of

Heads of Rural Secondary Schools were found to possess
Transformational Leadership Behaviour. Only 9.7% of Heads of both
Urban and Rural Secondary Schools possess Transactional Leadership
Behaviour. 25.8% of Heads of Urban Secondary schools and 24.2% of
Heads of Rural Secondary schools were found to possess Passive
Leadership Behaviour

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13. A significant difference was found in the level of School Learning
culture of Government, Private Aided and Private Unaided Secondary
Schools. The study revealed that Private Unaided Secondary Schools
were found to possess stronger School Learning Culture when compared
to Government and Private Aided Secondary Schools.

14. A significant difference was found in the level of School Learning

culture of Bangalore, Belgaum, Gulbarga and Mysore division.
Secondary Schools of Bangalore division were found to possess stronger
School Learning Culture in comparison with Belgaum, Gulburga and
Mysore division.

15. No significant difference was found in the level of School Learning

Culture of Urban and Rural Secondary School.

16. A significant difference was found in the Leadership Behaviour of

Heads of Government, Private Aided and Private Unaided Secondary
Schools. The study revealed that the Heads of Government Secondary
Schools also were found to possess Passive Leadership Behaviour
whereas majority Heads of the Private Aided and Private Aided
Secondary Schools possess Passive Leadership Behaviour.

17. No significant difference was found in the Leadership Behaviour of

heads of Secondary Schools of Bangalore, Belgaum, Gulbarga and
Mysore division.

18. No significant difference was found in the Leadership Behaviour of

Heads of Urban and Rural Secondary Schools.

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 19. A significant difference was found in the level of School Effectiveness
of Government, Private Aided and Private Unaided Secondary Schools.
The Private Unaided Secondary schools were found possess higher level
of School Effectiveness when compared to Private Aided and
Government secondary Schools.

20. No significant difference was found in level of School Effectiveness of

Urban and Rural Secondary Schools.

21. It was found that Private Aided Secondary Schools and Private Unaided
Secondary Schools do not significantly with respect to their School
Effectiveness and School Learning Culture.

22. School Learning Culture was found to have a significant influence on

School Effectiveness.

23. The study revealed that School Learning Culture was found to be a
good predictor of School Effectiveness.

5.15 EDUCATIONAL IMPLICATIONS

The following educational implications were drawn from the results:

 The study revealed that none of the Government Secondary Schools

possess high level of School Effectiveness. Though there are a number
of training programmes organized by the department of education to
improve the quality of performance of teachers to bring about quality
education in all its aspects in Government schools the study has shown
that none of the Government Secondary Schools possess high level of
School Effectiveness. The Department of Education through DIETs, and
BRCs could organize training programmes with input sessions where

212
 the orientation and knowledge of the factors determining the School
Effectiveness are given. Programmes could be organized to improve
effective instructional leadership, have a clear and focused mission, to
provide a safe and orderly environment and a positive school climate,
develop high expectations, recognize the need for frequent
assessment/monitoring of student assessment, give emphasis on basic
skills, provide maximum opportunity for learning, improve
parent/community involvement, master a strong professional
development, and teacher involvement in decision –making. The ample
knowledge of these factors and creative ways and means of developing
these in schools will certainly bring about a positive growth in the
effectiveness quality of education in Government Secondary Schools.
The practice of measuring the School Effectiveness at regular intervals
should be made mandatory and incentives could be given by the
Department of Education for such schools which prove to show progress
in School Effectiveness.

 Promoting safe and orderly environment, establishing a conducive

school environment will certainly help students to perform well and
bring about high achievement of their goals. The head of the schools
should be motivated from time to time to play their role by providing
them with orientation programmes which will enable them to build
strategies for effective instructional leadership and strong professional
development. These factors will influence the learning level of students
and task performance of teachers and hence promote high level of
School Effectiveness.

 Regular review of activities and programmes to bring about quality of

learning and teaching in schools, monitoring by the department and
follow up session will motivate the teachers and he Head of the School
and improve the task performance of teachers and learning outcome the
students.

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 The training for strong professional development will help the teachers
to endeavor to maintain and boost their professional status. The other
assignments to teachers to during class hours could be minimized as to
avoid classroom disruption where teachers are enabled to spend their
time with students in teaching. This will help the teachers to concentrate
on their task of teaching, spend their time on instruction and students
will benefit from not only by their teaching but by the guidance of
teachers which would create a happy learning experience.

 The present study identified that none of the Government Secondary

Schools possess strong School Learning Culture and that 47.7% of
Government Secondary Schools possess weak School Learning Culture.
The conducive environment and experiences created for students for
learning will result in promotion of high goal achievement. The strong
perception of organizational ideology, shared participation on the part of
the teachers and parents will enhance the active participation and inter-
relatedness with the school community which in turn would foster
strong learning culture.

 The teachers need to be motivated to establish a School Learning

Culture in which experiences are structured in such a way that students
are enabled to investigate, explore and take risks in developing new
ideas and insights. The teachers should make the students realize that the
aim of engaging them in academic work is to strengthen, demonstrate
and develop their competence. Efforts should be made by the teachers
to recognize students’ achievement and improvement. The
encouragement given by the teachers and display of the efforts of the
highest achievers as a model will serve as motivation to other students
who are less motivated. Personal teaching efficacy of teachers has
positive influence on the growth of students. Hence every teacher
should strive to give their best to their performance as teachers and

214
 promote positive School Learning Culture in their respective schools
which will result in high School Effectiveness.

 Workshops and seminars to enhance the capacity of teachers to design

more creative techniques and strategies could be organized by the
managements for teachers. The Department of Education could dwell on
such topics related to good leadership, techniques to build a team spirit,
multi-level approach to education, teacher with a difference and input
sessions in the in-service training programmes. This will help and
motivate the teachers to establish School learning Culture which will
make the Government schools more effective.

 Educational authorities should ensure that the teachers are motivated

and develop interest in their work, commitment to the organization, and
good relationship with the community. Regular monitoring, feedback,
evaluation and follow up programmes will help the schools to function
more promptly and will enhance the effectiveness of schools.

 It was found that none of the Secondary Schools were found to possess
strong School Learning Culture in Gulbarga and Mysore divisions and
none of the Secondary Schools in Bangalore and Belgaum division were
to found to possess weak School Learning Culture. The management of
the schools should strive to foster positive attitudes in staff inside the
school and in the parents and community. Regular parent teacher
meeting with input sessions on academic issues faced by schools could
be discussed and remedies could be sought with the suggestions of
parents and community involvement.

 The study also revealed that Private Unaided Secondary Schools

possess strong School Learning Culture than the Government. This
shows that the managements of Private Unaided keen interest in

215
 promoting School Learning Culture among the students, teachers and
parents. The teachers of Government Schools face many challenges as
they are engaged in many other related programmes organised by the
department for which they have to be out of schools for a longer period
at times. The department should reduce the assignment of non-academic
tasks to teachers’ during school hours.

 The study has revealed that a majority of Heads of Urban Secondary

Schools and rural secondary schools were found to possess
transformational leadership behaviour. Transformational Behaviour
promotes positive relationship among the teachers and the head of the
school. There is a lot of motivation and encouragement given by the
head of the school to teachers and students. The teachers and students
are enthusiastic and optimistic under the leadership of their leader. This
example could be followed by those heads who possess transactional
leadership style and become less transactional by inculcating in them the
attributes and behaviours of Transformational leader. The head of
schools should be motivated and to share risks with the staff members
and should strive to be consistent in action with ethics, principle and
values. Enthusiasm and optimism displayed by Head of School will
certainly encourage the teachers in their team work and in their personal
performance of teaching. The Head of the School should guide the
teachers and stimulate their efforts to be innovative and creative by re-
examining critical assumptions to questions whether they are
appropriate, seeking differing perspectives when solving problems,
suggesting new ways of looking at how to complete the assigned tasks.
This will surely prove them to earn the respect and cordiality from the
staff, students and parents and promote quality education in schools and
influence the Effectiveness of Schools.

216
 Leadership building training programme to build transformational
leadership could be organized by the school management. The
managements of schools and education department should strive to
promote good and effective leadership in schools. The heads should
appraise the performance of teachers. Regular staff meetings, evaluation
of academic related programmes should be noted feature of a school.
The head should set achievement standards and monitoring of the same
should be done.

 Evaluation of school improvement should be taken up by the head of the

school, its teachers, students and parents as well. This could be done by
formal and informal procedures of assessing learning activities, progress
tests, formal presentations of learning tasks, formal methods of teacher
appraisal, assessing teachers through observation of the of their
instruction by the management and student rating.

 It was found that a majority of Heads of Private Aided Secondary

Schools, Private Unaided Secondary schools were found to possess
Transformational Leadership Behaviour. Only 2.3% Heads of
Government secondary Schools possessed Transformational Leadership
Behaviour. A majority of Government Secondary Schools also were
found to possess Passive Leadership Behvaiour.

 An exchange programme between the heads of Private Aided, Private

Unaided and Government Secondary schools could be organized to
learn and to share the different experiences and techniques to acquire
more transformational styles of leadership. This will enrich and enhance
the possibility of building good relationship among schools and create a
healthy exchange of ideas and promote the growth in School

217
 Effectiveness. The management and government authorities could
organize leadership training to enhance the awareness of leadership task
importance and value. Continuous evaluation and supervision by the
BEO’s or DIET’s could also help the heads of schools to be more
conscious of the leadership role among the head of the school and would
enable them to discharge their responsible task promptly.

5.16 SUGGESTIONS FOR FURTHER STUDY

1. Studies can be undertaken to study the influence of factors of School

Effectiveness.
2. Studies can be undertaken to assess the School Learning Culture of
Primary Schools as well.
3. Studies can be taken up to design strategies for improving School
Effectiveness.
4. Studies can be taken up to design strategies to enhance School Learning
Culture and foster transformational leadership behaviours in heads of
school.

218