ADMINISTRATORS LEADERSHIP STYLES AND TEACHERS WORK PERFORMANCE AND MOTIVATION IN ENGLISH MODERN SCHOOLS IN QATAR

Abstract

This study examined the relationship between administrators’ leadership styles and teachers’ work performance and motivation in English Modern Schools (EMS) in Qatar. Using a quantitative descriptive-correlational design, data were gathered through a validated Likert scale questionnaire from teachers in EMS campuses located in Wakra, Doha, and Khor. The study explored four leadership styles: adaptive, distributed, servant, and transcendent, along with their impact on teacher performance and motivation. Results showed that adaptive, distributed, and servant leadership styles were commonly practiced and had a positive correlation with teacher performance and motivation. Transcendent leadership was less evident, indicating a need to strengthen visionary leadership. Demographic variables such as age and sex were significantly related to motivation. The findings emphasize the importance of supportive and collaborative leadership in improving educational outcomes. A leadership development program was proposed to enhance transcendent leadership among EMS administrators. This study contributes to the understanding of leadership effectiveness in international schools within the Middle Eastern context.