This research is conducted by Mr. Sot Visal in Partial Fulfillment of the Requirement for the Degree of Master of Education in Educational Administration and Leadership at Master of Education program, Royal University of Phnom Penh.
The purpose of this research was to investigate teachers’ perceptions of leadership styles namely: transactional, transformational, and laissez-faire leadership adopted by principals and the extent to which schools displayed characteristics of learning organizations as measured by Senge’s (1990a) model. The sample consisted of 159 teachers from six high schools in Phnom Penh. The Multifactor Leadership Questionnaire (MLQ) and Learning School Assessments (LSA) were adopted as research instruments for this quantitative study. Collected data was analyzed and interpreted using descriptive and inferential statistics. The results of the study based on teachers’ perceptions revealed as follows:
- School principals in Phnom Penh adopted transactional and transformational leadership styles at the “Moderate” level, followed by laissez-faire leadership style at the “Lower” level.
- There were no significant differences of teachers’ perceptions of principal leadership styles based on gender, age, educational level and experience.
- High schools in Phnom Penh displayed learning organization characteristics a moderate extent.
- Transactional and transformational leadership had positive relations with the five disciplines. In contrast, laissez-faire leadership had negative relations with the five disciplines.
Based on the above finding, some implications and recommendations for policies and practices were suggested as follows:
- adopting transactional and transformational leadership in schools.
- promoting the practice of some of learning organization disciplines.
- providing leadership training for school principals.
- and building teachers’ capacity.