Modeling the Relationship between Some Leadership Styles on the Cohesion of the Educational Group using PLS modeling - a Field Study on a Sample of Primary Education Teachers in the City of Messaad

Abstract

Purpose: This study aims to clarify the relationship between the three leadership styles (democratic, authoritarian, and Delegative) of primary school principals and their relationship to educational group cohesion from the point of view of primary education teachers. Design/Method/Approach: The study is an experimental study that reveals the administrative leadership styles of the school principal and their relationship to the cohesion of his group, using the descriptive, relational approach. We also used the questionnaire tool to collect data for 376 male and female teachers in primary education. Findings: Through analyzing the model, we found that there is a direct relationship between the democratic style of primary education principals in the city of Messaad and the cohesion of the educational group from the teachers' point of view. While the delegative(Laissez-Faire)leadership style and the authoritarian style do not affect the cohesion of the educational group from the point of view of teachers. Theoretical Implications: This paper presents two significant studies on leadership styles, group dynamics, and cohesion, providing a basis for comparison with the findings of the current study. Additionally, it includes comprehensive definitions of the study's key terms. Originality/Value: This study is one of the first studies that was applied in the researchers' environment, as this study helps school principals and supervisors adopt the appropriate method in managing their institutions in accordance with the needs and requirements of subordinate teachers in order to work efficiently and provide the best performance. Research Limitations/Future Research: This study provides prospects for future research on appropriate leadership styles as well as factors that help maintain group cohesion.