International Journal of Science and Research (IJSR) ISSN: 2319-7064 ResearchGate Impact Factor (2018): 0.28 | SJIF (2019): 7.583 Volume 9 Issue 9, September 2020 www.ijsr.net Licensed Under Creative Commons Attribution CC BY Influence of Head Teachers Leadership Style on School Climate - Persepectives of Head Teachers and Teachers Charity Ngoma 1 , Leonard Sakakombe 2 , Rachel Kabeta 3 Mulungushi University, School of Education Abstract: This study examined the influence of head teachers’ leadership styles on school climate in selected secondary schools in Ndola district in Zambia.The study employed a descriptive study design which involved quantitative research.Random sampling was used to select the secondary schools and the 99 teachers. Purposive sampling was used to select the education administrators. The total study sample was 126. Questionnaires were used to collect data. SPSS Version 21 and Excel were used to analyze data through which descriptive statistics in form of statistical tables and charts were generated. The findings showed that the most prevalent leadership style in the selected secondary schools is the democratic leadership style. Eight out of the ten variables show that the most prevalent school climate in the selected schools was positive while 2 out of 10 variables showed that the school climate was negative.The above statistics revealed that the most prevalent school climate in the selected schools was positive. The findings further exhibited that there was a strong linear negative correlation (r = - 0.73) between the leadership style exhibited by Head teachers and School Climate in the selected secondary schools in Ndola district. (r = -.073, n = 126, p = 0.414). The value of p > 0.05, supported the null hypothesis of no relationship indicating that the relationshipbetween leadership style and school climate was not statistically significant. The study recommends more capacity building trainings for head teachers in education management and leadership. Keywords: Leadership style, School climate, Influence, Head teachers, Teachers 1. Introduction 1.1 Background The success of any organization can be attributed in part to the type of leadership that prevails in it as it fosters the creation of a conducive working environment in which the employees exist. Eshbach & Henderson (2010) state that the success of a school is largely dependent upon the leadership style which may help to develop a positive school climate. Leadership style is the manner and approach of providing direction, implementing plans and motivating people. It includes the total pattern of explicit and implicit actions performed by the leader (Newstrom, 2003). In secondary schools, the head teacher is the leader who coordinates, keeps balance and ensures the harmonious development of the whole institution by setting a pace for the achievement of organizational goals. According to Shailly, 2012, the relationship between leadership style of principals and school climate in India for example, is that the head teachers‟ leadership behavior may help to establish a school climate with conditions that contain high level of staff interrelationships and student trust. Halpin, (2000) describes school climate as the prevalent teaching and learning environment in the school which is achieved by the association between the head teacher and teachers, among teachers and students and students and between the head teacher and students and is mostly initiated by the head teacher and influences the way teachers and pupils perform their obligations in the school. School climate may be described as the prevalent atmosphere set to achieve goals emanating from the blend of beliefs, values and attitudes of pupils, staff, and parents within a school setting. It has a great influence on the success of the teachers as well as student achievement (Halpin, 2006). Therefore, it is essential that head teachers develop leadership styles that enhance a school‟s climate, which in turn, helps in meeting the mandates of a nation. In addition, according to Hoy & Miskel, (2000), these leadership styles might ultimately lead to increased staff job satisfaction and overall improvement of the school‟s climate. 1.2 Statement of the Problem A number of studies in developed countries have demonstrated that head teachers play a major role in establishing school climate. Parson (2007) states that, the creation of any school climate starts with the principal and is reflected in his relationship with school members and the ethos of the school. A positive school climate requires leadership roles that border on accountability by creating and sustaining a competitive school, empowering others to make important decisions.The Ministry of General Education in Zambia National Policy on Education (1996) asserts that, effectiveness in the delivery of education depends heavily on the quality of educational administration. However, it seems that not so many studies have been done in Zambia on the relationship between the head teachers‟ leadership style and school climate. This study therefore examined the influence of the head teachers‟ leadership style and school climate from the perspectives of both head teachers and teachers. 1.3 Purpose of the Study The purpose of this study was to examine the influence of the head teachers‟ leadership style on school climate from the perspectives of both head teachers and teachers. 1.4 Objectives of the Study The study sought to: Paper ID: SR20922014300 DOI: 10.21275/SR20922014300 1241