TY  - JOUR
AB  - Borrowing the ideas from the theories of adult organizations,
investigates how teacher leadership style is related to use of power,
social climate, student‐affective performance in a sample of 678
classrooms in 190 Hong Kong primary schools. Finds that class teacher′s
leadership and use of power are interrelated in process of leading a
class of students. Leadership style was found to be strongly related to
social climate and student‐affective performance. The leadership style
of “high initiating structure and high consideration” should be preferable
and effective in terms of nearly all of the climate and affective
measures. The findings support the importance of balanced leadership
style not only in adults organizations, but also in classrooms. The
profiles of the four leadership styles provide a useful pattern for
developing teacher leadership as well as classroom environment for
better students′ outcomes. The findings support the possibility of
generalization of the concepts of organization and management that were
developed from adults organizations to a context of classrooms in
primary schools.
VL  - 32
IS  - 3
SN  - 0957-8234
DO  - 10.1108/09578239410063111
UR  - https://doi.org/10.1108/09578239410063111
AU  - Cheong Cheng Yin
PY  - 1994
Y1  - 1994/01/01
TI  - Teacher Leadership Style: A Classroom‐level Study
T2  - Journal of Educational Administration
PB  - MCB UP Ltd
SP  - 54
EP  - 71
Y2  - 2024/04/18
ER  -