Student Perceptions of Teacher Leadership Styles in Myanmar Migrant Schools: An Investigation of Autocratic, Democratic and Transformational Approaches
This study investigates student perceptions of teacher leadership styles in Myanmar migrant schools, specifically autocratic, democratic, and transformational approaches. Data were collected from 152 high school students from three Myanmar migrant schools, with participants ranging from 13-25 years (M = 18.07, SD = 2.16). Results indicate that students predominantly perceive their teachers as demonstrative democratic (M = 3.85, SD = 0.68) and transformational (M = 3.87, SD = 0.82) leadership styles, with restrictive autocratic practices. Democratic leadership was characterized by high levels of encouraging and sharing opinion (75.0% agreement) and promoting classroom community (77.6% agreement), while transformational leadership was marked by providing support and guidance (77.0% agreement) and motivating through vision (71.0% agreement). Gender-based analysis revealed that male students perceived higher levels of transformational leadership (M = 4.04, SD = 0.71) than female students (M = 3.75, SD = 0.87), t(150) = 2.190, p = .030, d = .358. Grade-level differences showed ninth-grade students showing significantly higher perceptions of democratic leadership than tenth-grade students. The findings contribute to understanding educational leadership in migrant contexts and provide practical implications for teacher professional development that balances structure with autonomy where students have displacement and disruption experiences. This research also addresses an important gap in the literature on educational leadership in migrant education contexts.
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