Abstract

• This study examined the relationships between the leadership competencies of school principals and school culture at selected Education Degree Colleges in Upper Myanmar. Two hundred and twenty-eight teachers in selected Education Colleges were chosen as the sample by using the purposive sampling method. Data for the quantitative study were collected using the Competency Approach survey developed by Glover (2015) to measure the perceptions of teachers about the leadership competencies of school principals and the School Culture Triage Survey developed by Wanger (2006, as cited in Glover, 2015) to measure the perceptions of teachers about school culture. For the qualitative data, interviews were conducted with 20 teachers from four selected Education Degree Colleges in Upper Myanmar to obtain detailed information. The data was analyzed using descriptive statistics and the Pearson-product moment correlation coefficient through SPSS software. When studying the perceptions of teachers on principals‟ leadership competencies, generally, teachers from selected Education Degree Colleges perceived that their principals‟ leadership competencies were moderate, with a mean value of 3.62. In addition, this study also found that school culture was high, with a mean value of 3.72. Moreover, this study also revealed that principals‟ leadership competencies (r=.586, p<.01) were positively and moderately correlated with school culture at selected Education Degree Colleges. In addition, the qualitative data provided by interviews with teachers was consistent with the quantitative findings.