Leadership in Education: In the End, Only Charisma Counts

This study evaluates the leadership demonstrated by a school principal and relates it to performance indicators perceived by teachers, as well as to external indicators for effective performance at the school. An empirical study was conducted that validates the construct of transformational leadership using structural equations and, based on this, evaluates the different dimensions of the transformational and transactional leadership of the school principal as perceived by the teachers. These results are subsequently used as explanatory variables for school performance, considering both the perceived performance indicators as well as independent indicators for school performance. Analysis shows that transformational leadership dimensions have a closer relationship to the perceived performance indicators, while charisma is the only dimension with a statistically significant relationship to the measurement of effective school performance. Adapted from the source document.