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The Supportive Leadership Behaviors of School Principals as Perceived by High School Teachers in Kandal Province

The purpose of this study was to identify the supportive leadership behaviors of high school principals as perceived by high school teachers in Kandal province. This study focused on the role of school principals in providing the support needed to ensure the success of their schools. Data collection involved a survey instrument consisting of 31 supportive leadership behaviors from four domains: emotional, instrumental, instructional and technical. The survey questionnaires were directly provided by the researcher to 172 respondents who were high-school teachers teaching grades 10 – 12. Moreover, the researcher used descriptive and inferential statistics (independent samples t-test and one-way ANOVA) to describe and analyse the data. The results indicated that the supportive leadership behaviors as perceived by high school teachers were “high” level of the grand total of supportive leadership practices in Kandal Province. Furthermore, there were significant differences in perceptions of supportive leadership behaviors in terms of age and level of education (p<.05), but there were no significant differences in perceptions in terms of gender and teaching experience of high school teachers.

This research is conducted by CHAP Channsan 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.

For more information or access this research, please go to get a permission from Faulty of Education at Royal University of Phnom Penh or directly contact by the author, CHAP Channsan , via emal:

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