6 Educational Leadership Styles

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Rose Ngozi Amanchukwu 1, Gloria Jones Stanley 2, Nwachukwu Prince Ololube 1
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*Educational Leadership Styles Examples
*Types Of Educational Leadership Styles
Share six effective leadership styles based on the Emotional Intelligence research done by author and psychologist Daniel Goleman. These six styles are associated with positive emotional impacts that research shows have causal links to. There is no one-size-fits-all leadership style for an educator, or even a school. So depending on your personality and your goals, it may be that one of these suits you really well—and others not at all. Whatever your leadership style is, it’s important to nurture those qualities and find leadership opportunities that work for you.
1Department of Educational Foundations and Management, Faculty of Education, Ignatius Ajuru University of Education, Port Harcourt, Nigeria
2School of Public Health Nursing, Rivers State College of Health Science and Technology Correspondence to: Nwachukwu Prince Ololube , Department of Educational Foundations and Management, Faculty of Education, Ignatius Ajuru University of Education, Port Harcourt, Nigeria.Email:
Copyright © 2015 Scientific & Academic Publishing. All Rights Reserved.
Abstract
This study was motivated by the premise that no nation grows further than the quality of its educational leaders. The purpose of this theoretical debate is to examine the wider context of leadership and its effectiveness towards improving school management. This academic evaluation examines recent theoretical developments in the study of educational leadership in school management. It begins with a concise overview of the meaning and concept of leadership in terms of research, theory, and practice. This is followed by an examination of the theories of leadership, principles and styles of leadership. Each section ends with an identification of contemporary issues and possible means of amelioration. This article concludes that success is certain if the application of the leadership styles, principles and methods is properly and fully applied in school management because quality educational leadership tradition offers great opportunity to further refine educational leadership and management policies and practices by accepting and utilizing the basic principles and styles of educational leadership.
Keywords: Education, Leadership, Theories, Styles, Principles, Methods, Management, Policies and Practices
Cite this paper: Rose Ngozi Amanchukwu , Gloria Jones Stanley , Nwachukwu Prince Ololube , A Review of Leadership Theories, Principles and Styles and Their Relevance to Educational Management, Management, Vol. 5 No. 1, 2015, pp. 6-14. doi: 10.5923/j.mm.20150501.02. Article Outline1. Introduction 2. Theories of Leadership2.1. ’Great Man’ Theory2.2. Trait Theory2.3. Contingency Theories2.4. Situational Theory2.5. Behavioural Theory2.6. Participative Theory2.7. Transactional/Management Theory2.8. Relationship/Transformational Theory2.9. Skills Theory3. Principles of Leadership4. Leadership Styles4.1. Autocratic Leadership Style4.2. Bureaucratic Leadership Style4.3. Charismatic Leadership Style4.4. Democratic/Participative Leadership Style4.5. Laissez-Faire Leadership Style4.6. Transactional Leadership Style5. Factors That Determine Leadership Style5.1. Size of an Institution/Organization5.2. Degree of Interaction/Communication5.3. Personality of Members5.4. Goal Congruency5.5. Level of Decision Making6. Educational Leadership and Management Processes7. Conclusions1. Introduction To many, leaders are not born, but made. It is increasingly accepted, however, that in order to be a good leader, one must have the experience, knowledge, commitment, patience, and most importantly the skill to negotiate and work with others to achieve goals. Good leaders are thus made, not born. Good leadership is developed through a never ending process of self-study, education, training, and the accumulation of relevant experience (Bass & Bass, 2008). According to Boulding (1956) in book “The Image: Knowledge in Life and Society”, outlined the general transdisciplinary theory of knowledge and human, social, and organizational behaviour. He stated that the basis of a good leadership is strong character and selfless devotion to an organization (Jenkins, 2013). From the perspective of employees, leadership is comprised of everything a leader does that affects the achievement of objectives and the well-being of employees and the organization (Abbasialiya, 2010). Trustworthiness is often key to positions of leadership as trust is fundamental to all manner of organized human groups, whether in education, business, the military, religion, government, or international organizations (Lamb & McKee, 2004; Ivancevich, Konopaske, & Matteson, 2007). Leadership involves a type of responsibility aimed at achieving particular ends by applying the available resources (human and material) and ensuring a cohesive and coherent organization in the process (Ololube, 2013). Northouse (2007) and Rowe (2007) described leadership as a process whereby an individual influences a group of individuals to achieve a common goal. This article contends that effective leadership is crucial to the proper operation and very survival of a non-profit organization. Leadership is arguably one of the most observed, yet least understood phenomena on earth (Burns, in Abbasialiya, 2010). Over time, researchers have proposed many different styles of leadership as there is no particular style of leadership that can be considered universal. Despite the many diverse styles of leadership, a good or effective leader inspires, motivates, and directs activities to help achieve group or organizational goals. Conversely, an ineffective leader does not contribute to organizational progress and can, in fact, detract from organizational goal accomplishment. According to Naylor (1999), effective leadership is a product of the heart and an effective leader must be visionary, passionate, creative, flexible, inspiring, innovative, courageous, imaginative, experimental, and initiates change (see figure 1).Figure 1. Qualities of the leader and the managerThis study was enthused by the premise that no nation grows further than the quality of its educational leaders and or educational managers. In this theoretical debate, the authors presented a moderately detail analysis of a theoretical research conducted on the need for African countries especially Nigeria to reform. This debate focus not simply on what educational leadership is, but the impact it has on school management, teachers and students and the part it plays in meeting the challenges facing education institutions. The overall purpose of this theoretical debate is to examine the wider context in which leadership is made on effectiveness and improved school management.2. Theories of LeadershipThere are as many different views of leadership as there are characteristic that distinguish leaders from non-leaders. While most research today has shifted from traditional trait or personality-based theories to a situation theory, which dictates that the situation in which leadership is exercised is determined by the leadership skills and characteristics of the leader (Avolio, Walumbwa, & Weber, 2009), all contemporary theories can fall under one of the following three perspectives: leadership as a process or relationship, leadership as a combination of traits or personality characteristics, or leadership as certain behaviors or, as they are more commonly referred to, leadership skills. In the more dominant theories of leadership, there exists the notion that, at least to some degree, leadership is a process that involves influence with a group of people toward the realization of goals (Wolinski, 2010).Charry (2012), noting that scholarly interest in leadership increased significantly during the early part of the twentieth century, identified eight major leadership theories. While the earlier of these focused on the qualities that distinguish leaders from followers, later theories looked at other variables including situational factors and skill levels. Although new theories are emerging all of the time, most can be classified as one of Charry’s eight major types:2.1. ’Great Man’ TheoryGreat man theories assume that the capacity for leadership is inherent, that great leaders are born, not made. These theories often portray leaders as heroic, mythic and destined to rise to leadership when needed. The term great man was used because, at the time, leadership was thought of primarily as a male quality, especially military leadership (See also, Ololube, 2013). 2.2. Trait TheorySimilar in some ways to great man theories, the trait theory assumes that people inherit certain qualities or traits make them better suited to leadership. Trait theories often identify particular personality or behavioural characteristics that are shared by leaders. Many have begun to ask of this theory, however, if particular traits are key features of leaders and leadership, how do we explain people who possess those qualities but are not leaders? Inconsistencies in the relationship between leadership traits and leadership effectiveness eventually led scholars to shift paradigms in search of new explanations for effective leadership. 2.3. Contingency TheoriesEducational Leadership Styles ExamplesContingency theories of leadership focus on particular variables related to the environment that might determine which style of leadership is best suited for a particular work situation. According to this theory, no single leadership style is appropriate in all situations. Success depends upon a number of variables, including leadership style, qualities of followers and situational features (Charry, 2012). A contingency factor is thus any condition in any relevant environment to be considered when designing an organization or one of its elements (Naylor, 1999). Contingency theory states that effective leadership depends on the degree of fit between a leader’s qualities and leadership style and that demanded by a specific situation (Lamb, 2013).2.4. Situational TheorySituational theory proposes that leaders choose the best course of action based upon situational conditions or circumstances. Different styles of leadership may be more appropriate for different types of decision-making. For example, in a situation where the leader is expected to be the most knowledgeable and experienced member of a group, an authoritarian style of leadership might be most appropriate. In other instances where group members are skilled experts and expect to be treated as such, a democratic style may be more effective.2.5. Behavioural TheoryBehavioural theories of leadership are based on the belief that great leaders are made, not born. This leadership theory focuses on the actions of leaders not on intellectual qualities or internal states. According to the behavioural theory, people can learn to become leaders through training and observation. Naylor (1999) notes that interest in the behaviour of leaders has been stimulated by a systematic comparison of autocratic and democratic leadership styles. It has been observed that groups under these types of leadership perform differently: § Autocratically led groups will work well so long as the leader is present. Group members, however, tend to be unhappy with the leadership style and express hostility.§ Democratically led groups do nearly as well as the autocratic group. Group members have more positive feelings, however, and no hostility. Most importantly, the efforts of group members continue even when the leader is absent.2.6. Participative TheoryParticipative leadership theories suggest that the ideal leadership style is one that takes the input of others into account. Participative leaders encourage participation and contributions from group members and help group members to feel relevant and committed to the decision-making process. A manager who uses participative leadership, rather than making all the decisions, seeks to involve other people, thus improving commitment and increasing collaboration, which leads to better quality decisions and a more successful business (Lamb, 2013).2.7. Transactional/Management TheoryTransactional theories, also known as management theories, focus on the role of supervision, organization and group performance and the exchanges that take place between leaders and followers. These theories base leadership on a system of rewards and punishments (Charry, 2012). In other words, on the notion that a leader’s job is to create structures that make it abundantly clear what is expected of followers and the consequences (rewards and punishments) associated with meeting or not meeting expectations (Lamb, 2013). When employees are successful, they are rewarded and when they fail, they are reprimanded or punished (Charry, 2012). Managerial or transactional theoryis often likened to the concept and practice of management and continues to be an extremely common component of many leadership models and organizational structures (Lamb, 2013). 2.8. Relationship/Transformational TheoryRelationship theories, also known as transformational theories, focus on the connections formed between leaders and followers. In these theories, leadership is the process by which a person engages with others and is able to “create a connection” that results in increased motivationand morality in both followers and leaders. Relationship theories are often compared to charismatic leadership theories in which leaders with certain qualities, such as confidence, extroversion, and clearly stated values, are seen as best able to motivate followers (Lamb, 2013). Relationship or transformational leaders motivate and inspire people by helping group members see the importance and higher good of the task. These leaders are focused on the performance of group members, but also on each person to fulfilling his or her potential. Leaders of this style often have high ethical and moral standards (Charry, 2012).2.9. Skills TheoryThis theory states that learned knowledge and acquired skills/abilities are significant factors in the practice of effective leadership. Skills theory by no means refuses to acknowledge the connection between inherited traits and the capacity to lead effectively, but argues that learned skills, a developed style, and acquired knowledge, are the real keys to leadership performance. A strong belief in skills theory often demands that considerable effort and resources be devoted to leadership training and development (Wolinski, 2010).3. Principles of LeadershipIn addition to leadership theories, the principles of leadership are a commonly studied phenomenon. The United States Army (1983) has identified eleven basic principles of leadership and the means for implementing them: • Be technically proficient: As a leader, you must know your job and have a solid familiarity with the tasks of your different employees;• Develop a sense of responsibility in your workers: Help to develop good character traits that will help them carry out their professional responsibilities;• Ensure that tasks are understood, supervised, and accomplished: Communication is key. A leader must be able to communicate effectively. Leaders should spend most of their day engaged in communication. Older studies, in fact, noted that organizational leaders (managers) spent 70 to 90 per cent of their time each day on communication and related activities (Barrett, [n.d]);• Keep your workers informed: Know how to communicate with not only junior staff, but senior staff and other key people as well;• Know your people and look out for their well-being: Be well versed in basic human nature and recognize the importance of sincerely caring for your workers;• Know yourself and seek self-improvement: In order to know yourself, you have to understand what you are, what you know, and what you can do (attributes). Seeking self-improvement means continually strengthening your attributes. This can be accomplished through self-study, formal education, workshops, reflection, and interacting with others;• Make sound and timely decisions: Use good problem solving, decision making, and planning tools;• Seek responsibility and take responsibility for your actions: Search for ways to guide your organization to new heights. When things go wrong, do not blame others. Analyze the situation, take corrective action, and move on to the next challenge;• Set the example: Be a good role model for your employees. Employees must not only be told what is expected of them, but see leaders embodying organizational qualities and ethics. Leaders must embody what they wish to see in their employees;• Train as a team: Do not focus on just your department, section, or employees, but envision the whole organization as an entity that must learn and succeed together; and• Use the full capabilities of your organization: By developing a team spirit, you will be able to employ the abilities of your entire organization towards organizational goals. Effective educational leadership is very essential to school effectiveness and improvement (Ololube, Egbezor, Kpolovie, & Amaele, 2012). To sustain educational leadership, leaders must develop sustainability on how they approach, commit to and protect teaching and learning in schools; how they sustain themselves and followers around them to promote and support teaching and learning; how they are able and encouraged to sustain their vision and avoid burning out; and how they consider the impact of their leadership in school management. Most leaders want to do things that matter, to inspire others to do it with them and to leave a legacy once they have gone (Hargreaves & Goodson, 2006). To a large extent, it is not leaders who mismanage their schools; however, it is the systems in which they lead (Mulford, 2003). Questionably, sustainable leadership certainly needs to become a commitment of all school leaders. Therefore, to sustain effective educational leadership, Hargreaves and Fink (2004) presented seven principles of sustainable leadership vis-à-vis:• Sustainable leadership creates and preserves sustaining learning• Sustainable leadership secures success over time• Sustainable leadership su

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