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<p>The leadership of schools is not only the task of the school leadership staff, but also of the state’s supervision of schools, which is superior to the schools in the multi-level school system. In view of this situation, this article is the first to empirically investigate the question of which leadership styles school supervisory staff pursue and which factors influence their leadership styles. It draws on the findings of an exploratory study in four German federal states, in which a&#xa0;standardised survey of employees at the lower administrative level of school supervision was conducted based on the Full Range of Leadership Model (with the transformational, transactional and laissez-faire leadership styles). The findings indicate that the transformational and transactional leadership styles are more likely to be practised and that these leadership styles are strongly interrelated. The organisational form of school supervision in the federal states as well as the seniority and gender of the school supervisory staff cannot be used as explanatory factors, or only to a&#xa0;limited extent. A&#xa0;cluster analysis identifies a&#xa0;leadership style that favours passive leadership somewhat more, without the groupings being able to be explained by the data collected. In order to be able to investigate the leadership behaviour of school supervisors more comprehensively, the inclusion of further leadership styles from school-related research is advocated—in the sense of an expansion of the theoretical-conceptual perspective.</p>

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Eine Frage des Stils?

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月12日

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  • Thomas Bock,
  • Kathrin Dedering,
  • Lea Kallenbach

摘要

The leadership of schools is not only the task of the school leadership staff, but also of the state’s supervision of schools, which is superior to the schools in the multi-level school system. In view of this situation, this article is the first to empirically investigate the question of which leadership styles school supervisory staff pursue and which factors influence their leadership styles. It draws on the findings of an exploratory study in four German federal states, in which a standardised survey of employees at the lower administrative level of school supervision was conducted based on the Full Range of Leadership Model (with the transformational, transactional and laissez-faire leadership styles). The findings indicate that the transformational and transactional leadership styles are more likely to be practised and that these leadership styles are strongly interrelated. The organisational form of school supervision in the federal states as well as the seniority and gender of the school supervisory staff cannot be used as explanatory factors, or only to a limited extent. A cluster analysis identifies a leadership style that favours passive leadership somewhat more, without the groupings being able to be explained by the data collected. In order to be able to investigate the leadership behaviour of school supervisors more comprehensively, the inclusion of further leadership styles from school-related research is advocated—in the sense of an expansion of the theoretical-conceptual perspective.