STRATEGIC LEADERSHIP AND INSTITUTIONAL PERFORMANCE IN PUBLIC SCHOOLS: THE MEDIATING ROLE OF ORGANISATIONAL CULTURE

Abstract

Strategic leadership is becoming an increasingly important part of the focus of educational systems to enhance the effectiveness of schools, educational quality and sustainable improvement. The evidence suggests that there is a need to translate strategic initiatives into institutional outcomes, but this requires organizational conditions. This study aimed to explore the relationship between strategic planning and the performance of Omani public schools, as well as to explore the mediating effects of organizational culture. Concurrently, strategic planning was envisioned as a form of strategic leadership but separate from the leadership construct. The study was quantitatively designed using a cross-sectional design; the study was based on three theories, namely Strategic Alignment Theory, School Improvement Theory, and Public Value Governance Theory. The data were gathered from principals and assistant principals (345) in Omani schools using a questionnaire and analysed using Pearson correlation and Structural Equation Modelling (SEM) with SPSS and AMOS. The results indicated strong positive correlations between strategic planning, organizational culture, and institutional performance. Organisational culture had a significant indirect effect of strategic planning on institutional performance (β = .266, p < .05), and strategic planning had a significant direct effect on institutional performance (β = .592, p < .05), showing partial mediation. A satisfactory model fit was achieved with the structural model. The results point to organizational culture as a mechanism that makes strategic planning a key factor in institutional performance and the sustainable school improvement process. Implications for school leaders and policymakers, in relation to Oman Vision 2040, are provided in the study.