Abstract—The study was undertaken in order to identify how the school principal’s managerial role has shifted to that of an academic leader. Twelve principals and two hundred and twenty five teachers were selected from four types of schools in the Sri Jayawardenepura educational zone, Colombo district of Sri Lanka. The selection of school principals and teachers was done randomly. Data for the study were mainly collected through a questionnaire. It was executed among principals and teachers. Interviews and focus group discussions were conducted to gather more descriptive data. The study revealed that principals were aware that their role has changed from manager to that of an academic leader. Though the principals were aware of their leadership role, in most instances they tended to exist as a managerial administrator than an academic leader. As an academic leader, principals tended to be more democratic and participatory leaders. Principals in type 3 and type 2 schools were considered as democratic leaders compared to principals in 1AB and 1C schools. Teachers do expect principals to be democratic leaders than managerial administrators. It was revealed that all the principals were interested in enhancing the effectiveness of the school. In order to improve the quality in education, principals have followed a number of steps as a practice. Though the principals consider themselves as democratic leaders, this study has brought out evidence that principal’s responses and teacher responses were not in agreement.
Index Terms—Academic leader, leadership style, school principal.
S. Karunanayake is with the Department of Secondary and Tertiary Education, Faculty of Education, Open University of Sri Lanka (e-mail: firstname.lastname@example.org ).
Cite: Sasheeka Karunanayake, "Shifting the Principal’s Role as Manager to that of an Academic Leader: Case of Sri Lanka," International Journal of Social Science and Humanity vol. 2, no. 5, pp. 405-409, 2012.