Educational Leadership Styles and Their Relationship to Achievement Motivation among Teachers of the First Cycle of Basic Education in the Municipality of Qasr Bin Ghashir

Abstract

This study investigates the relationship between educational leadership styles and achievement motivation among primary school teachers in the first cycle of basic education in Qasr Bin Ghashir municipality. The research population consisted of all primary school teachers in the municipality, while the sample was selected using stratified random sampling to ensure accurate representation. The study adopted a descriptive-analytical approach and employed various measurement tools to assess leadership styles and achievement motivation. Findings revealed that the democratic leadership style was the most prevalent with a high mean (M = 3.85), and teachers’ achievement motivation was also high (M = 3.90). Pearson correlation indicated a significant positive relationship between democratic leadership and achievement motivation (r = 0.47, Sig = 0.000). No significant relationship was found between laissez-faire leadership and achievement motivation (r = -0.12, Sig = 0.08), while a significant negative relationship was observed between authoritarian leadership and achievement motivation (r = -0.32, Sig = 0.01). Moreover, no significant differences were found based on gender, whereas differences were significant in favor of teachers with medium experience in both leadership and achievement motivation.  The study recommends promoting democratic leadership in educational institutions, training school principals in effective leadership skills, and developing guidance programs to increase teachers’ motivation. It also suggests future research linking educational leadership styles with other variables such as job satisfaction, educational creativity, and students’ academic achievement