The leadership style of headteachers and its relationship with primary school pupils' achievement in Riyadh, Saudi Arabia

Abstract

This study utilised a descriptive research methodology to determine the leadership styles of primary school headteachers in Riyadh City and their relationship with pupils' achievement. Following a review of the literature, questions were generated as follows:1. Is there a relationship between the number of years of experience of the headteacher and his educational level (qualification of the headteacher)?2. Is there a relationship between the educational level (qualification of the headteacher) and school size (number of pupils in school)?3. Is there a relationship between school size and experience of the headteacher?4. Is there a relationship between the educational level (qualification) of the headteacher and the achievement of pupils?5. Is there a relationship between the experience of the headteacher and the achievement of the pupils?6. Is there a relationship between school size (number of pupils in school) and pupil achievement?7. Is there a relationship between the educational level (qualification) and the style of the headteacher in leading the school?8. Is there a relationship between the experience of the headteacher and his style in leading the school?9. Is there a relationship between the school size and the style of the headteacher in leading the school?10. Is there a relationship between the achievement of the pupils and the style of the headteacher in leading the school? Pfeiffer and Jones' (1972) adaptation of the Leader Behaviour Descriptive Questionnaire (LBDQ) was used. The findings of the study revealed three administrative styles: Spokesman and Manager, Striving for Achievement and Professionalism, and Autocratic. These three styles are predominant in primary schools in Riyadh. They do not have a link with pupil achievement, but there was a relationship between the qualification of the headteacher and the achievement of pupils and also the experience of the headteacher and pupil achievement. No evidence was found to suggest that any other relationships existed. The study supports the need for qualifications and experience and other general criteria to be taken into consideration when selecting school headteachers, and formal training to be given prior to becoming primary school headteachers. With all this in mind, it should be noted that in measuring pupil achievement, we cannot take the headteacher's leadership style for granted.