Abstract

Effective school administration significantly influences high academic achievement and the accomplishment of educational objectives. When creating a positive work environment and accomplishing the school’s goals and objectives, a school administration is considered adequate if it can gradually address administrative responsibilities like decision-making, task delegation, staff motivation, and setting an example. The leadership approach plays a significant role in attaining effective school administration. Thus, this study focuses on teachers’ responses to three sub-constructs of primary school leaders’ leadership behavior (LB): directive, supportive, and consultative leadership behaviors and administrative effectiveness (AE). Partial least square structural equation modeling with SmartPLS version 3.3.1 was used in the study. This method maximizes the explained variation in the dependent variable by predicting a particular set of hypothesized relationships. As a result, the structural model and measurement—two components of PLS-SEM—were developed. The result indicated a significant correlation between primary school leaders’ LB and AE in selected primary schools. Moreover, it was demonstrated that the teachers’ gender did not moderate the relationship between LB and AE. This implies that primary school leaders with an LB approach will achieve a high standard of school administration that promotes high academic achievement.