Effective school principals should understand and properly apply Theory X/Y leadership (original) (raw)
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Effects of School Principals' Leadership Styles on Leadership Practices
Malaysian Online Journal of Educational Sciences, 2020
Rapid changes in science and technology cause individuals, societies, organizations and nations to experience changes in many fields such as social, economic and cultural. It seems impossible to avoid this change. Therefore, individuals, societies, organizations and states should adapt to this change. In fact, it is necessary to increase the competitiveness by leading change and innovation. Effective managers are needed more in order to survive and adapt to and manage changes successfully. Although leadership, as a domain that goes beyond a concept of social change (Bass & Riggio, 2006, p. 3) and is one of the oldest concerns of the world (Bass, 2000, p. 24) it has been a point of interest since the ancient times, scientific studies started in the early 20th century (Abu-Tineh, Khasawneh, & Al-Omari, 2008, p. 267). There are different views and the classifications for leadership theories (Bateman & Snell, 2009; Yukl, 2010). In the present research, the leadership theories were dealt with in three main groups including trait, behavioral and situational theories. The trait theory that differs leaders from others and is also known as the Great Man Theory (Robbins, Decenzo, & Coulter, 2012) sought to describe leadership according to personal traits of a leader (Bateman & Snell, 2009; Hodgetts, 1990). However, the trait theory was found not to suffice alone to define leaders since it disregards the interaction between a leader and group members and the situational factors (Robbins et al., 2012). Therefore, behavioral theories were developed which argue that behaviors exhibited by ABSTRACT Leadership practices play a crucial role on teacher performance and hence the school effectiveness. Therefore, the principal focal point of the present research was to investigate the predictive level of the leadership styles of school principals for leadership practices according to teacher perceptions. In research, relational survey model was preferred from quantitative research models. The research population consisted of 7644 teachers and the research sample consisted of 404 teachers, all working at public schools in Istanbul. Data were collected using the "Multi-Factor Leadership Questionnaire" and "Leadership Practices Inventory." Data were analyzed by correlation and regression analysis techniques. According to the findings, a significant correlation was found between the leadership styles and leadership practices and its sub-dimensions. As perceived by teachers, the transformational leadership style affects the leadership practices positively while the laissez-faire style affects the leadership practices negatively. Although the transactional leadership style as perceived by teachers is significantly predictive of the leadership practices, the significance level was found not to be notable.
PRINCIPAL'S LEADERSHIP STYLE AND ITS IMPACT ON TEACHERS' JOB PERFORMANCE
IJCRT, 2024
Leadership styles play a significant role in the context of educational organizations, particularly in schools. They encompass the attitudes and behaviours that leaders adopt to influence and guide individuals or groups toward the achievement of personal or collective goals. This study aims to identify the most commonly used leadership styles by principals in schools and assess their impact on teachers' job performance. The research methodology employed a survey-based approach within the framework of descriptive research. Principal leadership style entails providing direction, implementing strategies, and motivating followers to attain desired objectives. Data were collected using structured questionnaires. The results of the research reveal three prominent leadership styles among principals: Transformational, Transactional, Autocratic, Democratic, and Laissez-faire. To enhance school management, it is recommended that principals flexibly apply a combination of these leadership styles based on the situation. Leadership styles are reflections of attitudes and behaviours, which, in turn, result from complex interactions between individuals' thoughts and emotions. Researchers have explored various leadership approaches rooted in diverse assumptions and theories. Over time, they have developed numerous models, theories, and frameworks concerning leadership styles. This research primarily aimed to evaluate the effectiveness of leadership in educational settings, including establishing authority, fostering a sense of responsibility, restructuring, and addressing teachers' concerns in the existing context. Among the various leadership styles, Autocratic and Democratic leadership have gained prominence and extensive research attention. Both styles have been studied across various socioeconomic and academic sectors, each offering distinct advantages. This study seeks to analyse the Principal's Leadership Style and its Impact on Teachers' Behaviour, shedding light on the complex interplay between leadership styles and the behaviour of educators.
Leadership Styles and Value Systems of School Principals
American Journal of Educational Research, 2014
The reforms conducted in the field of education are directed towards the changing manner of school management. The change is expressed in the transition from external supervision of schoolwork to the empowerment of school's staff, with a change of the principal's and teacher's roles. It requires accountability from school's principles and staff inproviding results of teaching and effective functioning of the school. The goal of this paper is to review research literature in order to determine the most effective leadership model in the new conditions of school management. In order to attain this goal, a consistent review of literature was performed on the following subjects: leadership evolution; transformational and transactional leadership styles; the links between a leadership style and organizational variables; the relationship between value systems and leadership styles of school's principles. Approaches, methods, models, and means are analyzed during the examination of leadership evolution. Many studies reveal that leadership behavior is an important predictor of its effectiveness. A comparative examination of transformational and transactional leadership styles gives evidence for preference of transformational style relative to its influence on organizational variables. The literary review indicates that transformational leadership essentially improves the functioning of school and teaching processes. The effect of a value system on leadership styles of school principals is examined. As a result, it is determined that principals with a moral value system lean more towards a transformational leadership style and principals with a pragmatic value system lean more towards a transactional leadership style. Thereby, the review shows that effective leadership can be provided as a result of searching for correlations between the value systems and leadership styles.
2020
School principals’ leadership will bring a new direction for their school development. Transformational leadership, which is practiced at schools will affect school performance, achievement, and development. The objective of the research will reveal leadership style as performed by school principals and its effect on school development. The result is transformational leadership owned by school principals have a significant impact on staff performance and school development innovation. Authoritarian style is disliked by teachers and staff, so it kills the fighting spirit at school. It is different from the transformational style which grows motivation. It is performed at schools and is accompanied by good empowerment and communication which can create an excellent collective performance to build a superior school.
Challenges of Principal Leadership Styles and School Management: A Solution Oriented Approach
This study explored principals' leadership styles in the management of unity schools in Nigeria. Specifically, the work focused at knowing the challenges as well as solutions to leadership styles of unity schools principals. This becomes necessary in view of the needs for improvement in unity school management which has become a top priority for government education reform in Nigeria. Meanwhile, in spite of these challenges and complains trailing the management of these schools in the last one decade, little research has been done examining both the reasons and solutions especially from the perspectives of the main administrator of these schools. To achieve this is through in-depth interviews with 10 principals of unity schools selected purposively in North Central Nigeria, this study has discovered that apart from the leadership styles of the principals, government policy which failed to involve the school principals is challenge to smooth school management. Interview data were analyzed thematically using NVivo 10 Qualitative Software. Findings suggested that principals' leadership styles should be all-encompassing to give recognition to the roles of parents, staff and students, while the government should increase funding to schools in view of their national importance to the unity and stability of Nigeria.
Asian Journal of Education and Social Studies
Education research is mostly focused on school effectiveness. The majority of the study in this field has been on school effectiveness in terms of academic success and leadership. This research aims to examine the link between school leadership and school effectiveness. Only journal papers from SCOPUS were used in this conceptual and content-related analysis were examined. A number of important themes arose from the content analysis, which led to more conclusive conclusions that highlighted the importance of leadership styles and school defects in the creation of exceptional schools. The smooth operation of the school depends on the principal's leadership style.
The purpose of this study was to investigate the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District in the Eastern Cape Province of the Republic of South. The literature review reflects theories concerning the managerial leadership styles of school principals for school effectiveness. In order to attain the aims and objectives of the study, the researcher used the qualitative research method, both in collecting and analyzing the data. The case study design was used to describe and access the phenomenon and the purposive sampling method was used to select (6) secondary school principals. An open ended interview schedule was used for the face-to-face in-depth interviews on the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District. Themes were drawn from the responses of the participants and analysed. Some of the findings were: Democratic and participatory leadership styles were used by the school principals to achieve maximum cooperation from both experienced and beginning teachers and the learners in the schools. Laissez fair and autocratic styles of leadership appeared to be undesirable for the management of schools. For school principals' effective management, they need to do proper planning, organising and scheduling of activities, assigning duties to teachers and delegating some of their work to competent teachers. The reasons for school principals' ineffectiveness in this study were: favouritism, over-familiar relationships with some teachers, ignoring teachers' personal problems, workload, lack of support and cooperation from teachers. Incorrect interpretation of educational policies were seen to lead to chaotic situations, poor performance of both teachers and learners, division between learners and teachers, a lack of unity between school stake-holders, poor job satisfaction and lack of trust and respect for the principals concerned. Factors contributing to principals' incorrect interpretation of educational policies and execution of management roles were: negligence, lack of knowledge and ability to interpret educational policies, lack of proper induction programmes and training of principals and lack of support on policy matters from the Department of Education. Contributing factors resulting in barriers to principals' ineffectiveness in the management of schools were: failure to give proper instructions to teachers and learners, failure to effectively use of available funds in the school, failure to implement all educational programmes in the school including co-curricular and extra mural activities, lack of experience, lack of support from both the Department of Education and the parents, lack of resources, high staff turnover, favourtisms and failure to hold teachers accountable for poor work done. Mechanisms deemed to overcome the factors leading to barriers to principals' execution of their management roles at schools were: making the effort to be knowledgeable about educational policies, timely responses to problems in the school, regular consultation with stakeholders, employment of SGB teachers, taking direct supervision of instructions in classrooms and endeavoring to have good relations and gaining support from the SGB and the parents. The researcher made some recommendations on the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District.
Managerial Leadership and the Effective Principal
1981
To help relate management ideas and knowledge to 0 educational administration, the author reviews the major theories and findings from the last 20 years on managerial leadership ane discusses their relevance for school principals. He first summarizes findings from three approaches: the traits approach, emphasizing managerial motivation and skills; the power/influence approach, examining power accumulation and exercise; and the behavior approach, focusing on managerial activities and 22 behavior categories. Situational theories of leadership, according to the author, relate the three approaches to one another and to aspects of the leadership situation. Nine situational theories are reviewed, including Fiedler's contingency model, Hersey and Blanchard's maturity and task/relationship behavior .theory, House's path-goal and charismatic leadership theories, Yukl's multiple linkage model, Kerr and Jermier's substitutes-for-leadership theory, Osborn and Hunt's adaptive-reactive model, Stewart's role requirements and constraints ideas, and Vroom and Yetten's normative model of participation. The author discusses the implications of the trait, power, and behavior approaches, and of some of the situational theories (especially Kerr and Jermiees, Osborn and Hunt's, Stewart's, House's path-goal, and Yukl's), for principals themselves as well as for research on principals and principal training and selection. '(RW)
Principal Leadership in the Implementation of Effective School Management
Mimbar Sekolah Dasar
This research aims at describing the implementation of effective school management based on the principal leadership in one of Public Primary Schools in Sumedang Regency, West Java, Indonesia. The principal who implemented effective school management had the potential to produce high-achieving young generation because the school scope could optimize its function as an educational institution that carried out economic, humanitarian, social, political, cultural, and educational functions. One aspect that could support the implementation of effective school management was the principal leadership in making decisions, communicating, directing and developing the staff, solving problems and evaluating school activities. The data were collected through questionnaires, interviews and documentation studies. Furthermore, the results proved that the principal leadership was one of the main factors in implementing effective school management in terms of technology, school culture, information systems, and organizations.
The aim of this study is to investigate the transformational and transactional leadership styles of school principals, and to evaluate them in terms of educational administration. Descriptive survey model was used in the research. The data of the research were obtained from a total of 1,117 teachers working in public and private schools subjected to ministry of national education in Avcılar district of Istanbul province in 2014. In this study, data were obtained from the "personal information form" developed by the researcher and from the "leadership styles scale". Data entry that was obtained from the respondents was made by statistical package for the social sciences (SPSS) version 17.0, and research data was resolved with "average", "standard deviation", " t-test " and " one-way analysis of variance ". According to research result; teachers had a high level of positive opinions with regard to transformational and transactional leadership characteristics of school principals. Teachers' perceptions about transformational and transactional leadership characteristics of school principals did not vary significantly according to gender, state of education and professional seniority.