Impact of School Directors’ Leadership Behaviors on Teachers’ Morale: 452 Secondary Resources School, Phnom Penh, Cambodia

Abstract

This study explores(a) the SRS school directors’ leadership behaviors as perceived by the SRS teachers, (b) investigates the degree of the morale level of teachers as perceived by the SRS teachers, (c) finds out the relationship between SRS school directors’ leadership behaviors and teachers’ perceptions of their morale practices, and (d) identifies the SRS directors’ leadership behaviors contribute to teachers’ morale. The study selects the methods of exploratory sequential design, combining qualitative and quantitative approaches. A total of (452) SRS teachers from different demographic data participated in this study, derived through 10% of total teachers from 50 SRSs and simple random sampling by drawing lots. Teachers completed the questionnaire, 16 SRS teachers and 8 SRS school directors were recruited for the semi-structured interviews. The semi-structured interviews were conducted and analyzed by thematic analysis. Collected data were analyzed using descriptive (frequency, percentage, mean, S.D.) and inferential statistics(t-test, One-way ANOVA, Correlation and Regression Analyses) through computer program procedures. The statistically significant results were summarized for the Independent Samples t-test, and One-way ANOVA. Statistically significant findings by stepwise regression analyses of the predictions of Leadership Practice (independent variables) and its dimensions on Purdue Teachers Opinionative (dependent variables) were summarized.