Transformational leadership and academic performance in Montessori schools

Abstract

This study investigates the effect on leaners’ academic performance of a specific transformational leadership style adopted by Montessori school principals. The literature on principals in South Africa deals mostly with the leadership style of principals of government schools; there is limited research on the effect of the transformational leadership style of Montessori school principals on learner’s academic performance. The relevance of this study is not limited to geographical boundaries, as Montessori schools are a growing international phenomenon and the role of the leadership style of a principal in the development process of the quality and outcomes of education cannot be over-estimated. Quantitative data was collected through the use of questionnaires administered to selected school teachers, using a simple random probability sampling technique. This quantitative research tested hypotheses and estimated the significance of the problem statement and research questions. The theoretical framework of this study is based on the mediated-effect model (Hallinger & Heck, 1998). This theory addresses the research question of the effect of the leadership style practiced by Montessori school principals on learners’ performance, their school environment and learning process. The mediated effect model explains relationships by comparing two variables, the independent and dependent variables. The independent variable is leadership styles while the dependent variable is learners’ academic performance. This study aims to contribute to the ongoing debate on the transformational leadership style of Montessori school principals. The findings will also serve as tools of analysis for future researchers and policy makers through which a Montessori transformational approach can be appropriately used to achieve useful learner outcomes.