Perception of leadership and school climate in primary schools

Muamera Džafić, Šejla Bjelopoljak

School leadership and the quality of the school climate are significant factors that influence the success of the teaching process and the satisfaction of all participants in education. A need for a better understanding of the role of principal's leadership in enhancing collaboration and engagement within schools was the base for this research. Despite the principal's crucial role in shaping school climate and promoting teacher collaboration, there is no enough research on how different educational groups (students, teachers, and principals) perceive principals' leadership competencies and how leadership style influences collaborative behavior and engagement within the school. The study was conducted on a sample of 338 participants (195 students, 132 teachers and 11 principals) using a questionnaire based on a Likert scale. Data analysis included descriptive statistics, Pearson's correlation, Kruskal-Wallis test, and one-sample t-test. The results indicate that all three groups of respondents evaluated principal leadership positively. The t-test confirmed that the average rating was significantly higher than the neutral point, indicating an affirmative perception of principals' competencies in the areas of vision, motivation, and professional development. Findings show that respondents positively assess the leadership abilities of principals, particularly regarding vision, motivation, and support for development. A positive correlation was established between leadership perception and school climate, as well as increased teacher collaboration in schools where principals apply a democratic leadership style. Principals had the highest level of perceived leadership in all examined dimensions compared to teachers and students. These results confirm the importance of principal leadership in building a positive school climate and strengthening collaborative relationships, in line with recent research. Further investment in the development of principals' leadership skills through participatory and supportive leadership models is recommended.