Education Research Design Matrix

Qualitative

Article citation (authors, year)

Problem being studied 

Hypothesis/ research question 

Participant sample description

Study design 

Data collection

Results and Discussion

Implications of the Study 

Wei, W., DeBrot, D., & Witney, C. (2015). The role of leadership in small scale educational change. Asia Pacific Journal of Education, 35(1), 40-54.

The problem of study is the function of leadership in small-scale educational transformation as the topic of the article.

Research Questions; What are the biggest obstacles to departmental adoption of the new teaching model throughout the planning and implementation phases? What, if any, connection can be made between these aspects and the program's leadership? 

All seven tutorial instructors and an advisory member from that program consented to participate in the research.

Semi Structured interviews and documentary data were utilized. In this study, interview data was considered the major source, whereas documentary material was considered a supplemental source. The code system for the interview data was developed separately by two researchers who kept in mind the hypothesized link between leadership and other mediating elements when categorizing the data. After then, the phenomenon was described. Interview data while considering the hypothesized link between leadership and other mediating elements while creating the code system. After then, the phenomenon was explained.

Interviews were conducted using a semi-structured format 12 weeks after the new teaching paradigm was put into place. As no one given permission to record the interviews, notes were taken. All of the interview notes were forwarded to the interviewees for a final reread to ensure their legitimacy. The semi-structured interview questions were chosen based on findings from earlier research.

Some problems are due to a lack of leadership at the program level.  he advisory panels were unable to design effective training sessions since they didn't fully grasp the new teaching paradigm's potential issues and concerns. There hasn't been enough work done to set up teaching communities. As a result of the abrupt transition, there was a lack of confidence between the program's administration and instructors. Instructors were worried of losing their students' support if they adopted any unexpected changes in the classroom without modifying the quality control system, which made it impossible to execute the new teaching model. Due to program leaders' inability to clearly define and successfully manage their obligations as advisory groups, their support for a new teaching paradigm has waned over time.

Confidence in leaders and other stakeholders is an important factor in how much effort stakeholders are prepared to invest into an educational reform process. Trust and confidence should be established at the beginning of any organizational change. In order to strengthen plans as they go ahead to implementation, stakeholders' concerns should be addressed seriously. It's imperative that leaders create clear expectations for their teams from the beginning, so that everyone knows what's expected of them and how they'll interact with others. There are two limitations to this research that are identified and should be addressed. First and foremost, since the program leaders declined he researchers a request to participate in the interviews, the perspectives of other stakeholders are the source of the issues in the leadership of this transition. Second, this case study is based on just the first three months of deployment, which is a significant limitation. Additional data would need to be gathered in order to assess the long-term consequences of the transformation process.

Article citation (authors, year)

Problem being studied 

Hypothesis/ research question 

Participant sample description

Study design 

Data collection

Results and Discussion

Implications of the Study 

Qualitative

Aruzie, R. S., & Adjei, A. (2019). The impact of leadership styles on teaching and learning outcomes: A case study of selected senior high schools in the Nkronza districts of Brong Ahafo region in Ghana. International Journal of Scientific Research and Management (IJSRM), 6(12).

The study's goal was to find out how the leadership styles of the Nkoranza North District's senior secondary school headmasters affected classroom instruction and student learning. Policy directives based on the findings of this research will be developed to address the fundamental concerns surrounding senior high school headmaster responsibilities. Additionally, the study intended to find out the students' and instructors' knowledge and comprehension of leadership styles. The survey also aimed to uncover some of the challenges that headmasters encounter in running their institutions. According to the survey, the headmasters' leadership styles are clearly shown. Having this knowledge will aid them in determining the best ways to lead their schools in the future. In addition, the results allow headmasters and other readers to understand the elements that impact the adoption of the identified leadership styles by the headmasters. The findings. Additionally, the research encourages headmasters to pay attention to how their leadership styles are seen by others and influence teaching and learning in their schools, so that the required modifications may be made if needed.

Find out what kinds of leadership styles are used by different school heads; Discover what variables impact their utilization; Take a look at how instructors and students see the leadership styles of the school's headmasters. Investigate the effects of different leadership styles on the classroom and student learning..

The location selected for the study is home to two senior high schools, and the researcher is employed in the area as well. The schools are situated in a low-income neighborhood, and all of the instructors live in the city, where they have little time to oversee the pupils in school. After working hours, the pupils are left to fend for themselves and take care of their basic needs. Even the headmasters are unable to supervise these pupils since they are not supplied with adequate housing inside the school grounds.

This is a case study in which the collecting and presentation of extensive material on a single participant or small group, which usually includes the narratives of subjects themselves, is the focus of attention. Case study research is a kind of qualitative descriptive research that focuses on a single person or a small number of participants, deriving conclusions exclusively about that individual or group in the context of that unique subject. Qualitative research was suitable for this study because it allowed for the gathering of data in real context, and considered the political and ideological context within which the research is situated. The approach  allowed  the researcher  to  use  multiple  instruments  to  gather  data  for  triangulation  and  hence,  validation  of  findings.  Students from two Senior High Schools made up the majority of the participants in this specific research, which included headmasters, instructors, and other participants. The sample size and sampling procedure are important considerations. The total number of participants in this research was 90, which included two headmasters from the two schools that took part in the study, 48 instructors, and 40 students. Because this was a qualitative research study, this sample was chosen for inclusion. The headmasters were specifically chosen for the research because they are specialists in the administration of their respective schools and are in possession of critical information. The schools have identical features, and the numbers of instructors and children picked from each school are the same as they are from the other schools, thanks to the use of simple random selection. The lottery technique and the random number approach, to be specific, were both used.

Permissions were requested from the headmasters a few days before the questionnaires were to be administered at each school, and a date was set for a meeting with all of the instructors. Respondents were given an overview of the study's goal and the content of the surveys a week after they were contacted. In addition, the researcher informed the participants that the information they supplied would be kept secret and that their identities would be protected. The questions were conducted by the researcher himself, and respondents were urged to return completed questionnaires within a week after receiving them. This provided participants with the opportunity to thoroughly consider the questions and respond in the most appropriate manner. Each and every one of the responders followed through on their promises by submitting their surveys. The interview consisted of a face-to-face encounter with all of the individuals who had previously participated in the pilot research. The interview guidelines included both closed-ended and open-ended questions, which provided the researcher with the opportunity to go further into any ambiguous replies.

Most of the information obtained was numerical, according to the questionnaire's format. Initially, the statistics were presented as conventional frequency tables. As a result, they were explained in a methodical manner to aid comprehension. After conducting interviews, data was obtained verbatim and manually processed. The qualitative data was analyzed in a sequential manner. Each piece of information was reviewed and transcribed several times by the researcher. The researcher then went on to categorize the data into topics or groups. In order to identify and categorize data, the researcher used a procedure called coding, which was based on the themes that had been found. Researchers utilized data quotes to support their findings in the last step of analysis, which included summarizing each topic. Using the notion of triangulation, the study's conclusions were substantiated by the collection of data using a number of sampling procedures, ensuring that data from a wide range of individuals and circumstances was acquired. In order to draw conclusions, the responses of the headmasters, instructors, and students to the survey were compared to discover recurring themes. A sampling approach based on maximum variance was used to pick participants in this study.

Using a democratic leadership approach allows instructors and students alike to be involved in the organization's decision-making. Many elements, including personality traits, levels of control, and management experience affected headmasters' leadership approaches. Teachers and students benefit from headmasters that use a variety of methods to get the greatest results in their classrooms. We may draw conclusions based on the study's results, including the following: Second-cycle school leaders in the study should use a variety of leadership approaches. When deciding which style to use, consider the context in which you're working and the topic at hand. The Ghana Education Service should conduct regular courses for headmasters to sensitize them to the influence of leadership styles on teaching and learning in the schools.. In order to be successful, senior high school headmasters should try to figure out what motivates their students and implement principles in that direction. Encouraged staff involvement in school activities and decision-making via frequent in-service training. Ideally, further study should be done in the two municipalities of Nkoranza-South and Nkoranza-North to better understand how different leadership styles are deployed and how they affect classroom instruction and learning.

Article citation (authors, year)

Problem being studied 

Hypothesis/ research question 

Participant sample description

Study design 

Data collection

Results and Discussion

Implications of the Study 

Qualitative

Clipa, O., & Honciuc, C. (2020). Educational Leadership–Roles on Work Performance. Revista Romaneasca pentru Educatie Multidimensionala, 12(3), 90-106.

The problem of study is the function of leadership in small-scale educational transformation as the topic of the article.

Hypothesis:
1) The sort of school setting teachers educate in has a favorable correlation with their perceptions of job performance.
2) Teachers' perceptions of their job performance are directly influenced by elements in the workplace environment.
3) A favorable correlation exists between teacher opinions of the principal's management style and their assessment of the school's productivity.
4) Teacher perceptions of job performance vary greatly depending on the educational level at which they teach.
Hypothesis:
1) The sort of school setting teachers educate in has a favorable correlation with their perceptions of job performance.
2) Teachers' perceptions of their job performance are directly influenced by elements in the workplace environment.
3) A favorable correlation exists between teacher opinions of the principal's management style and their assessment of the school's productivity.
4) Teacher perceptions of job performance vary greatly depending on the educational level at which they teach.

Two out of seven tutorial teachers of that program and one advisory group member agreed to participant to this study. Research question:In what ways does the headmaster's leadership style and the school environment influence teachers' perceptions of job performance?Are those who are assigned to managerial roles well aware of the responsibilities they are expected to carry out?? and how their leadership style and their ability to deal with difficulties in the most unexpected ways may have a profound effect on the whole company?

qualitative study.the school's organizational environment (task, structure, relations, motivational support, management, change and performance) and the headmaster's leadership style (transformational, transactional, passive/avoidant) are the independent variables in this study a. Teaching staff members' views on their own job performance serve as dependent variables.

Two questionnaires were used in this study: one from the principals of each institution and another from the teachers themselves. Paper and pen questionnaires were conducted with the assistance of eight volunteer teachers from the participating schools, who assisted in the administration of the surveys. In their communication with school officials and teachers, participants in the study made it very apparent that their participation in the study was completely voluntary and that the information acquired would only be used for research reasons.Stratified sampling was used toselect the samples from both rural and urban settings. The survey was completed by 80 teachers (40 primary school teachers and 40 middle school teachers) from two counties (Suceava and Botoşani) who teach in both rural (40 teachers) and urban (40 teachers) settings. The instructors were recruited from both rural and urban locations (40 teachers). Purposive sampling was also used to pick teachers with qualifications that can allow them take leadership positions. Among the instructors at the fourth training level, 50 have graduated from a high school in the domain, 13 have graduated with a master's degree, 12 have completed post-university studies, and 1 teacher has a PhD diploma as a qualification. When it comes to teaching degrees, the majority of the instructors who took part in the survey had a first-year teaching degree, according to the findings.

According to the results, teachers' opinions of their work performance are positively related to the school's organizational environment. As a consequence, when their work environment is more encouraging, teachers believe that their own performance in the classroom is better. The ramifications are of moderate significance. It has been shown that the hypothesis is valid.The second hypothesis of the research is to determine whether or not the variables of the organizational environment are directly responsible for the perception of job performance by the instructors involved. We used Pearson correlation inside the SPSS program to investigate the relationship between the components that make up a school's organizational environment and the manner in which instructors view their own job performance. The findings of the study revealed that there is a positive relationship between the eight components of the organizational environment and the instructors' perceptions of their own and their students' performance at work. The magnitude of the impact is on the average.Person correlation analysis in SPSS was used to evaluate a third hypothesis, which stated that the way instructors view the leadership style employed by the director positively correlates with their perception of job performance. There is a statistically significant positive correlation between the two variables, according to the findings. The greater the degree to which teachers consider their principals as effective leaders, the greater the level of their own perception of their own job performance. The magnitude of the impact is on the average. The hypothesis has been proven.The last hypothesis of the research is to determine whether or not there is a statistically significant difference in how teachers view their job performance based on the teaching level in which they are employed. they used the t test to compare two independent samples. The findings of the study revealed that there is no statistically significant difference between teachers from elementary schools and instructors from gymnasiums when it comes to their impression of job performance: . These findings support the notion that the level at which a teacher instructs in a gymnasium has no effect on his or her job performance. The hypothesis has been proven.

For the purposes of answering the research questions, and more specifically the first hypothesis, it can be inferred from citations of relevant literature that the leadership style characteristics that enable, contribute to, shape, and influence school performance do indeed have an effect on the school's performance. This study's findings are consistent with those of other researchers.
We can say that teachers' perceptions of performance and the workplace environment are intertwined because the workplace environment can influence performance or be an expression of a specific level of it, depending on the leadership style adopted, on the interpersonal relationships within the teacher team, and on the common objectives shared by all stakeholders involved in the school's activity.
In addition, the leadership style of the headmaster has an effect on student achievement. As a result, in order for Romanian schools to provide a high-quality education, a culture of openness to change is required, as are instructors who are willing to improve their performance and are guided by school leaders who understand how to lead efficiently.
According to this research, it cannot be effective in our professions unless we have an open organizational environment, dominated by efficient organization, pleasant connections, support for attaining performance and an optimistic attitude for change. This is one of the study's strengths.
Headmasters' second strong feature is that, no matter what county or school they work in, the head teachers seek to build constructive relationships with the teachers who work in their schools and combine their leadership styles so that the goals and performance requirements may be met.
Due to the schools' location in economically depressed regions, where instructors have to put out more effort to help their students attain their potential, the study's shortcomings may be attributed to this.
Additionally, only 10 instructors from each school were selected for the research, five from the primary and five from the gymnasium levels. There is a possibility that the replies were affected by their relationships with the volunteer instructors or the headmaster.

Article citation (authors, year)

Problem being studied 

Hypothesis/ research question 

Participant sample description

Study design 

Data collection

Results and Discussion

Implications of the Study 

Qualitative

Smith, B. S., & Squires, V. (2016). The role of leadership style in creating a great school. SELU Research Review Journal, 1(1), 65-78.

An important part of school effectiveness, including school culture, student learning, and teacher satisfaction, can be traced back to the way administrators manage their organizations. If these three crucial aspects of educational effectiveness are examined, a framework for demonstrating the enormous relevance of the principal's job will be developed.

Research Questions What role does the school administration's leadership style have in the development of a healthy school culture? 

Second, how does a leader's style affect student performance? 

Does teachers' work happiness and effectiveness are influenced by leadership style.

 Are effective integrated leadership models  created by combining transformational, transactional, inspirational and instructional leadership models. leadership model?

Some of the most popular educational databases were used to discover peer-reviewed papers and books. Specifically, this study examined the influence of leadership styles such as transformational, transactional, inspirational, and instructional to build a good school culture, improve organizational performance, and raise teacher satisfaction.

The research was based on a comprehensive review of the most recent academic literature. Some of the most popular educational databases were used to locate peer-reviewed publications. Transformational, transactional, inspiring, and instructional leadership; school culture; school effectiveness; and teacher satisfaction were some of the topics used in this study's research. There were no additional ethical problems since this study was a meta-synthesis of existing scientific works. 

Data was acquired by doing a thorough review of the most recent academic literature. As part of my research, I looked for relevant papers, journals, and books in a range of educational resources. As part of our literature analysis, we looked at how various leadership styles may be employed to build a good school culture, improve organizational performance, and boost the level of employee satisfaction in the classroom. School culture, school effectiveness, and teacher satisfaction were some of the topics that were looked for in this research. There were no additional ethical problems since this study was a meta-synthesis of existing scientific works.

The principal's leadership style has been shown to have a direct impact on the school, its programs and teachers, as well as student outcomes. Every decision made by excellent schools is based on the belief that student learning and achievement are the primary considerations. Because the finest schools make decisions that maximize and safeguard instructional time, they are successful. You need to avoid functioning on the premise that this is the way things have always worked out before. Alternatively, it is possible to base one's decisions on what will have the biggest effect on student achievement. Teachers that really care about their students' well-being and academic performance tend to attract the attention of their followers. There is a link between having a transformative leadership style and improving student achievement. Several characteristics of transformational leadership have been proven to be associated with improved student outcomes. Teachers' leadership style is a major contributor to this success. Instructors' motivation is also greatly impacted by a leader's style, according to research. Other research have shown a correlation between the presence of transformational leadership traits and improved student outcomes and teacher engagement. Teachers should be assisted in this process, and administrators should provide them the time and resources they need to do so effectively. Effective leaders begin to focus on increasing their teachers' abilities via the deployment of staff development programs in order to improve learning conditions. There is a paucity of time to make changes to educational practices. Teachers should be given time during staff meetings and professional development days to learn about the importance of a student-centered educational approach.

People-centered leadership is the most successful, according to this study of data on four important leadership styles. Building and maintaining positive working connections with coworkers is an essential skill for every leader. School leadership has been studied extensively for its effect on student success, the school atmosphere, and the subjective well-being of teachers. Recruiting and developing school-based leaders will fall to school divisions, which may put more pressure on administrators. Professional development programs for leaders are an effective approach to familiarize themselves with the tasks and responsibilities of their position. Depending on the context, this might be done in a formal or informal setting. Leadership requires support and encouragement from those in charge in order for them to take risks and make long-term commitments. The ramifications of this research are wide-ranging. Remember that most leaders have a natural talent for one particular leadership style. Because they don't fit neatly into any one style, some individuals may find it difficult to adapt to an integrated approach. Rather than requiring mastery of all styles, an integrated approach emphasizes searching for and identifying characteristics in all styles that are unique to the specific user. In addition, school administrators are constrained by a certain quantity of free time. Management challenges might arise throughout the course of a typical school day. To be successful, school leaders must put the needs of both teachers and kids first. There has to be a personal and professional degree of care for those in positions of power, both in the workplace and outside of it. The value of classroom education cannot be understated on a daily basis. This task may be tough to do if you are short on time or lack the necessary expertise. The four leadership styles mentioned in the integrated leadership model must be taught and practiced by school divisions in order to assist their leaders in their roles.