A Case Study Analysis of Practicing Educators’ Perceptions of the Relative Impact of Key School Leadership Characteristics Upon Expected Student Achievement in Recognized Successful Private Schools in Erbil, Iraq

Abstract

This multiple case study investigated practicing educators’ perceptions of the impact of key leadership characteristics on expected student achievement in recognized private schools in Erbil, Iraq. The study focused on seven leadership dimensions: professionalism, individual consideration, knowledge, research and scholarship, mentoring and empowering, action orientation, and effective communication. A quantitative research design was employed to examine the perceived influence and interrelationships among these characteristics across 22 selected schools. Data were collected using a researcher-developed survey instrument, consisting of 30 Likert-scale items adapted from prior international leadership studies. The survey was distributed electronically to 500 randomly selected educators from a total teaching population of 1,151, yielding 342 usable responses (44% return rate). This represented approximately 68% of the intended sample and 30% of the total teacher population across the participating schools, ensuring adequate representation. The data were analyzed through a series of statistical procedures. Demographic analysis provided insights into participants’ gender, age, academic qualifications, and teaching experience. Reliability testing confirmed the consistency of the measures, while correlation analysis identified associations among variables. Regression analysis further examined the predictive power of leadership dimensions on expected student achievement. Results revealed that all seven leadership characteristics positively and significantly influenced educators’ perceptions of student achievement, though the degree of impact varied.