Relationships between teachers' perceived leadership style, students' learning style, and academic achievement: a study on high school students


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Yildirim O., Acar A. C., Bull S., Sevinc L.

EDUCATIONAL PSYCHOLOGY, vol.28, no.1, pp.73-81, 2008 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 28 Issue: 1
  • Publication Date: 2008
  • Doi Number: 10.1080/01443410701417945
  • Journal Name: EDUCATIONAL PSYCHOLOGY
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.73-81
  • Istanbul University Affiliated: Yes

Abstract

There is debate about whether the leadership style of the teacher or the learning style of the student affects academic achievement more. A large sample (n = 746) of eighth-grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. The learning styles examined were: group, individual, visual, auditory, tactile, and kinesthetic. Multiple discriminant analysis indicated that teacher leadership style was the main factor affecting academic performance. No significant relationship was found between learning style and academic achievement.