"Exploring The Nexus Between Leadership Styles And Institutional Autonomy Among Higher Secondary School Principals In Kashmir"

Abstract

This study explores the complex relationship between leadership styles and institutional autonomy among higher secondary school principals in Kashmir, a region marked by unique socio-political challenges. Employing a mixed-methods approach, the research integrates both quantitative and qualitative data to provide a comprehensive understanding of how leadership dynamics shape administrative freedom. A stratified random sample of 50–60 principals from urban and rural higher secondary schools forms the study population. Quantitative data are gathered using the Multifactor Leadership Questionnaire (MLQ) and a specially designed Autonomy and Challenges Questionnaire, while qualitative insights are drawn from semi- structured interviews with a selected subset of participants. The analysis combines descriptive statistics, correlation, and regression analysis for the quantitative component, alongside thematic analysis for the qualitative data. The findings aim to reveal patterns linking specific leadership styles—such as transformational and transactional—to varying degrees of institutional autonomy and operational challenges. Ethical safeguards, including confidentiality, voluntary participation, and informed consent, are strictly observed. While the study offers valuable insights for educational leadership and policy reform, limitations such as potential response biases, language constraints, and limited generalizability due to Kashmir’s distinct context are acknowledged.