The Impact of Positive Leadership on the Professional Growth of Primary School Teachers
DOI:
https://doi.org/10.62695/FDYQ2585Keywords:
Mixed-Methods Research, Positive Leadership, School Culture, School Leadership, Teachers' Professional GrowthAbstract
This paper presents the outcomes of a research study that examined the views of heads of schools and teachers on what positive leadership meant to them and the impact positive leadership can have on teachers’ professional growth. The research followed a mixed-methods convergence model approach. Six heads of schools from church and independent schools participated in an online interview, and 106 teachers from all church and independent schools participated in an online questionnaire. The results showed that both heads of schools and teachers agree that positive leadership improves communication, trust and support between them. These factors allow teachers to be more innovative in their practices, which also contributes to their professional development and growth. The findings also highlighted the importance of key practices in positive leadership and revealed valuable information regarding the application of positive leadership in Maltese primary schools. Furthermore, the research also recognised that the impact of positive leadership on teachers’ professional growth also influences the school culture. The research concluded that positive leadership is an effective approach to promoting professional growth in teachers and suggests recommendations for educational leaders to adopt positive leadership practices to support teacher development and enhance school culture.
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