Examining the influence of Integrated Principal Leadership Styles and School Climate in Public Secondary Schools:
International Journal of Research Publication and Reviews
This study sought to investigate how integrated leadership style (instructional and transformational), and school climate are related. Multiple regression analysis was used in the study to examine the relationship between the variables after data collection. According to the findings, there is no correlation between the school climate and either instructional leadership (coefficients of 0.039) or transformational leadership (negative coefficients of -0.048). An increase in instructional leadership may be linked to an increase in the school climate, according to the positive regression coefficient for instructional leadership. This relationship, though, lacked statistical significance. The regression coefficient for transformational leadership was negative, indicating a link between a decline in school climate and an increase in transformational leadership. Additionally, this connection lacked statistical significance. The F ratio of 0.306 and the p-value of 0.737 indicated that the overall model was not statistically significant. The t-values of 0.465 for instructional leadership and -0,572 for transformational leadership are not statistically significant (sign.T is 0.642 and 0.568 respectively), but it is likely due to chance or other factors that predict the school climate. More research is required to identify these factors.