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Vol. 3 No. 2 (2026): April

Copyright (c) 2026 Mohammad Ali Fetrat , Mohammad Basir Bakhtyari, Mohammad Nasim Sukhandan, Mohammad Ibrahim Thanin

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The Relationship Between Managerial Leadership Styles and Teacher Productivity in Kabul’s Private High Schools

https://doi.org/10.62810/jssh.v3i2.130
Mohammad Ali Fetrat
Kabul University, Faculty of Psychology and Educational Sciences, Department of Educational Planning and Policy, Kabul, Afghanistan
Mohammad Basir Bakhtyari
Bamyan University, Faculty of Education, Department of Psychology, Bamyan, Afghanistan
Mohammad Nasim Sukhandan
Kabul University, Faculty of Psychology and Educational Sciences, Department of Educational Planning and Policy, Kabul, Afghanistan
Mohammad Ibrahim Thanin
Master’s degree in Educational Management, Kabul University, Kabul, Afghanistan

Corresponding Author(s) : Mohammad Ali Fetrat

dr.alifetrat@gmail.com

Journal of Social Sciences and Humanities, Vol. 3 No. 2 (2026): April

Abstract

Leadership is widely recognized as a fundamental factor influencing teacher productivity and the overall quality of educational outcomes. Although several studies have examined leadership within educational settings, few investigations in Afghanistan have examined transformational and servant leadership simultaneously, particularly through the use of structured productivity frameworks such as the ACHIEVE model. Therefore, the present study sought to examine the relationship between school principals’ leadership styles and teacher productivity in private high schools located in District 13 of Kabul, aiming to address the existing gap in integrated analyses that combine leadership behavior with systematic productivity measurement. A descriptive–correlational research design was employed for this purpose. Data were gathered using two well-established standardized instruments: the Multifactor Leadership Questionnaire (MLQ) developed by Bass and Avolio (1995) and the Human Resource Productivity Questionnaire (ACHIEVE) designed by Hersey and Goldsmith (1980). The research population consisted of 1,711 teachers and 95 school principals. Based on random sampling procedures guided by Morgan’s table, 313 teachers and 76 principals were selected, from which 270 teacher responses and 75 principal responses were deemed suitable for final analysis. Regression analysis was employed to test the proposed relationships between variables. The findings demonstrated a statistically significant positive relationship between both leadership styles and teacher productivity. Servant leadership explained 47.6% of the variance in productivity. In contrast, transformational leadership accounted for 59%, indicating that ethical conduct, staff empowerment, and vision-driven leadership practices play a substantial role in strengthening teacher performance and effectiveness.

Keywords

Leadership styles Managerial leadership Private high schools Servant leadership Teacher Productivity Transformational
Fetrat , M. A., Bakhtyari, M. B., Sukhandan, M. N., & Thanin, M. I. (2026). The Relationship Between Managerial Leadership Styles and Teacher Productivity in Kabul’s Private High Schools. Journal of Social Sciences and Humanities, 3(2), 405–418. https://doi.org/10.62810/jssh.v3i2.130
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Received 2025-07-05
Accepted 2026-04-26
Published 2026-04-30
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