THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND SCHOOL CLIMATE - OYETUNJI, CHRISTIANAH
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In Botswana secondary schools, a positive climate is more of an ideal than a reality. It is the task of stakeholders particularly the headteacher to create and sustain a conducive learning environment to improve pupils' academic and behaviour standards. To a large extent, the headteacher, as an individual occupying the highest official position in the school, determines how the school is run. His/her expectations, values, beliefs, relationships with teachers and the examples he/she sets for the whole school shape the climate in the school. The headteacher can promote or inhibit a positive…mehr

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Produktbeschreibung
In Botswana secondary schools, a positive climate is more of an ideal than a reality. It is the task of stakeholders particularly the headteacher to create and sustain a conducive learning environment to improve pupils' academic and behaviour standards. To a large extent, the headteacher, as an individual occupying the highest official position in the school, determines how the school is run. His/her expectations, values, beliefs, relationships with teachers and the examples he/she sets for the whole school shape the climate in the school. The headteacher can promote or inhibit a positive climate through his/her leadership behaviour pattern. Thus, the headteacher's leadership style is significant in creating and sustaining a positive school climate. This study has been undertaken to examine the connectedness between headteacher's leadership style and school climate..
Autorenporträt
B.Ed., B.A. (Lang. Arts); M.Ed., D.Ed. Educ. Management). Christianah taught for many years at secondary and tertiary levels in different countries. Currently Principal Lecturer, Limkokwing University of Creative Technology, Gaborone, Botswana. Hobbies: Reading and Fashion Designing.