LEADERSHIP STYLES, SCHOOL CLIMATE AND MANAGEMENT OF VIOLENCE IN SECONDARY SCHOOLS

<doi>10.24250/jpe/1/2026/IOA/</doi>

Abstract

This paper discussed that school climate can be predicted
by their leadership styles (transformational, transactional,
democratic and authoritarian) and that school climate in
turn can influence the management of violence in
secondary schools. Descriptive research design was taken.
A total of 860 teachers of the secondary school were used
as population and the sample was obtained with the help of
multi-stage sampling procedure (291 respondents).
Questionnaire was used to collect data and the data was
analyzed with the help of mean, standard deviation,
Pearson product-moment correlation, and regression
analysis. The findings indicated that all leadership styles
had significant positive correlation with school climate and
also between leadership and violence management. The
management of violence was also greatly predicted by
school climate (p < 0.05); and mediation analysis ensured
that the leadership had an influence on safety both directly
and indirectly due to the climate it produces.
Transformational and authoritarian leadership (Beta =
0.362, p < 0.001) and (Beta = 0.786, p < 0.001) were
found to be the most powerful predictors of school climate.
The results suggest that leadership behavior and school
climate (r = 0.967, p < 0.001) are the focal concerns in the
establishment of safe and well-organized learning
environments. It was argued that management of violence
is reliant on the quality of leadership practices and climate
that is developed in the school. The research suggests that
sustained leadership education, enhanced school climate
interventions and context-specific leadership strategies
would enhance safety and behavior management in
schools.