Principals’ Value Orientations in General Education Schools: An Analysis Based on the “One Person’s Values and Their Triad” Model
DOI:
https://doi.org/10.5564/lavai.v22i34.5215Keywords:
Educational leadership , Leadership values , Organizational culture , School principalsAbstract
Leadership values play a critical role in shaping organizational culture, ethical decision making, professional collaboration, and institutional effectiveness in schools. Despite increasing international interest in value-based educational leadership, limited empirical research has examined leadership values within culturally grounded and Non-Western educational contexts. This study investigated the value orientations of principals in Mongolian general secondary schools using the “One Person’s Values and Their Triad” model as a conceptual framework. In this study, we used a quantitative cross-sectional design to illustrate characteristics of principals’ value orientations in Mongolian secondary schools. Data were collected from 140 school principals representing six regions of Mongolia using a structured value-selection questionnaire developed by the authors based on the Triadic Model of Values. Participants selected and prioritized nine values from a predefined list of 27 value indicators. Internal consistency of the instrument demonstrated high reliability (Cronbach’s α = 0.89). Data were analyzed using descriptive statistics, generalized estimating equations (GEE), lift analysis, and Ward’s hierarchical cluster analysis with squared Euclidean distance. The findings identified four distinct leadership value profiles: (1) health and security-oriented leadership, (2) knowledge and competence-oriented leadership, (3) homeland-oriented leadership, and (4) tradition and social integration-oriented leadership. Cluster analysis demonstrated stable structural differentiation among leadership value orientations. In addition, regional context and professional experience significantly influenced leadership value patterns (χ² = 12.457, P = 0.014; χ² = 9.933, P = 0.019), whereas age differences were not statistically significant (P > 0.05). The findings suggest that leadership values in Mongolian schools constitute a multidimensional and culturally embedded system integrating professional, ethical, and socio-cultural dimensions.
Downloads
28
References
Begley, P. T. (2006). Self-knowledge, capacity and sensitivity: Prerequisites to authentic leadership by school principals. Journal of Educational Administration, 44(6): pp.570–589https://doi.org/10.1108/09578230610704792
Brown, M. E., Treviño, L. K., Harrison, D. A. (2005). Ethical leadership: A social learning perspective for construct development and testing. Organizational Behavior and Human Decision Processes, 97(2): pp.117–134. https://doi.org/10.1016/j.obhdp.2005.03.002
Brouwer, G. de. (2021). National interest and the triad of security, prosperity, and social well-being. Australian Policy Studies Journal, 18(3),
Bush, T., & Glover, D. (2014). School leadership models: What do we know? School Leadership & Management, 34(5): pp.553–571. https://doi.org/10.1080/13632434.2014.928680
Day, C., Gu, Q., Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies. Education Development Trust.
Fullan, M. (2001). Leading in a culture of change. Jossey-Bass.
Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1): pp.5–24. https://doi.org/10.1177/1741143216670652
Harris, A. (2004). Distributed leadership and school improvement. Educational Management Administration & Leadership, 32(1): pp.11–24. https://doi.org/10.1177/1741143204039297
Jadamba, B., & Sukhbold, B. (2019). Values and their triadic structure. Lavai Scientific Journal, 1(1)
Leithwood, K., Harris, A., Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership and Management, 28(1): pp.27–42. https://doi.org/10.1080/13632430701800060
Leithwood, K., Louis, K. S., Anderson, S., Wahlstrom, K. (2004). How leadership influences student learning. Wallace Foundation.
Naaganbuu, N. (2005). The Mongolian theory of triadism. XIII Century Science and Culture Press.
Schein, E. H. (2010). Organizational culture and leadership (4th ed.). Jossey-Bass.
Sukhbold, B. (2021). Examining values through the perspective of the one-world approach. Mongolian National University of Education Press. Ulaanbaatar, Mongolia.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Yaish Shiilegmaa, Sukhbold Batsuuri, Munkhjargal Davaasuren, Ulziisaikhan Galindev, Tuya Alimaa, Naranchimeg Dorjpalam
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright on any research article in the Lavai - International Journal of Educatioin is retained by the author(s).
The authors grant the Lavai - International Journal of Educatioin a license to publish the article and identify itself as the original publisher.
Articles in the Lavai - International Journal of Educatioin are Open Access articles published under a Creative Commons Attribution 4.0 International License CC BY.
This license permits use, distribution and reproduction in any medium, provided the original work is properly cited.
