Research in educational settings has indicated, inter alia, that the organizer and administrator’s personality (principal’s), ways of working, the nature of her/his interpersonal relationships and administrative practices or behavior are likely to be some of the important reasons behind the differential performance of schools. Perhaps, this is so because “experience without wisdom” can be a trap. Headships who reflect on their own interpersonal behavior create opportunities for components of the school (teachers, students, non‐academics and parents) to realize their individual capabilities in the face of rapidly changing demands of growth and job satisfaction (e.g. reduced interpersonal conflicts). Every such stakeholder has an eye on the managerial capabilities of the principal of the school. Thus, more interpersonally skillful and gifted the leadership available in a school, the more performing the institution.
Khetarpal, I. and Srivastava, R.C. (2000), "Management styles grounded in interpersonal roles: focus on heads of school in India", International Journal of Educational Management, Vol. 14 No. 2, pp. 74-83. https://doi.org/10.1108/09513540010388625
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