Relationships between teachers' perceived leadership style, students' learning style, and academic achievement: a study on high school students
EDUCATIONAL PSYCHOLOGY, vol.28, no.1, pp.73-81, 2008 (SSCI, Scopus)
- 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
- Open Archive Collection: AVESIS Open Access Collection
- 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.