AN EXAMINATION OF THE CORRELATION BETWEEN COLLABORATIVE LEADERSHIP AND THE OVERALL PROTOCOL OF PRESCHOOLS

Abstract

The impact of collaborative management strategies on the scholastic achievement of preschools is the subject of this study. Academic achievement, teacher satisfaction, and student performance are a few measures of educational success that analyses to determine the effects of collaborative management approaches. Among these methods are stakeholder engagement, collaborative leadership, and shared decision-making. The connection between school leadership, teacher cooperation, and community participation in elementary schools is the focus of this research. It evaluates data from several schools using quantitative research methods to find out how these characteristics could improve the efficiency and effectiveness of teaching. The data collection included a wide range of educational institutions. This study's overarching goal is to find out how well primary school administrators work together. Everyone agrees that better educational outcomes may be achieved via collaborative management. School administrators, teachers, parents, and other stakeholders all work together under this management style, which is characterised by shared decision-making, collaboration, and participation. Student performance, teacher satisfaction, and institutional effectiveness are some of the aspects that this research seeks to understand in relation to academic attainment. Quantitative data analysis for patterns and correlations may help us understand how collaborative management has affected day-to-day school operations. There is evidence that schools that actively promote collaboration have better communication, more community participation, and better academic results. According to the study, the main problems with implementing collaborative management include stakeholders' varying levels of participation, few resources, and resistance to change. The researchers have come up with a long list of solutions to these problems, including leadership and professional development programs, and widespread attempts to increase trust and openness within schools. The results of this research might help educators, school administrators, and policymakers adopt more collaborative and inclusive management practices, which would ultimately lead to higher-quality education for all students.