The issue of leadership styles used by school heads and the academic performance of students has recently attracted the attention of the general public and people are exerting energies into research to find its courses and effects. Nkoranza-North district is selected as a result of the fact that the researcher works there and the districts also have two senior high schools for the study. Primarily, the study was to find out the courses and impact of leadership styles on teaching and learning outcomes in the Nkoranza-North district. The study covered a sample size of sixty (60) people comprises of Headmasters, selected teachers and selected students of the two. The researcher employed the descriptive method, while interview schedule and questionnaire were used to gather the information. Frequency and percentage were used to analyse the data. The study also looks at the various leadership styles employed by leaders some of which are Autocratic, Democratic and Laissez-faire. The findings of the study are discussed, conclusion draw and recommendations made.
All current school reform efforts aim to improve teaching and learning. But there are huge differences in the way these reform efforts are carried out. Some reforms, for example, attempt to improve all schools in a district, region or country at the same time. Other reforms attempt to influence the overall approach to teaching and learning within a school, but do so one school at a time. Still others focused on innovative curricula in any areas including science and mathematics (
As different as these approaches to school reform are, however, these reforms all depend for their success on the motivations and capacities of local leadership. The chance of any reform improving student learning is remote unless district and school leaders agree with its purposes and appreciate what is required to make it works. Local leaders must also, for example, be able to help their colleagues understand how the externally-initiated reform might be integrated into local improvement efforts, provide the necessary supports for those whose practices must change and must win the cooperation and support of parents and others in the local community. So, "effective" or "successful" leadership is critical to school reform (
As a key to the successful implementation of large-scale reforms in education, leadership effects are usually largest where and when they are needed most. While the evidence shows small but significant effects of leadership actions on student learning across the spectrum of schools, research also shows that demonstrated effects of successful leadership are considerably greater in schools that are in more difficult circumstances. Indeed, there are virtually no documented instances of troubled schools being turned around without intervention by a ‘powerful' leader. Many other factors may contribute to such turnarounds, but leadership is the catalyst.There is no doubt that leadership forms an important component in school administration. According to Bass (
Today, leadership has become a well-organized institution with numerous dos and don'ts. In the school setting, the administrator is in the person of the headmaster/mistress who directs the day to day activities of the school. He/she, in other words, provides the needed leadership influence.
The study sought to:
Identify the types of leadership styles adopted by the various School head masters;
Identify the factors that influence the use of these styles;
Look at how the leadership styles of the head masters are perceived by themselves and their teachers; and
Find out the impact of leadership styles on teaching and learning in the school.
The purpose of this study was to explore the leadership styles used by the Senior Secondary school headmasters in the Nkoranza North District and how these leadership styles affect teaching and learning in their schools.
Significance of the study
The study presents a clear picture of the leadership styles employed by the headmasters of the schools. This understanding will help them explore leadership styles effective management of their schools. Also, the findings help the headmasters and other readers to understand the factors that influence the headmasters to use the identified leadership styles. The study also draws the headmasters' attention to how their leadership styles are perceived by others and affect teaching and learning in their schools so that the necessary changes could be effected when necessary.
Leadership, Management and Administration
The term leadership may have as numerous definitions as there are users of the term or as there are researchers engaged in its study. Mankoe, (
To Burns, (
Dumas, Bordeaux, Krache, Sholseth and Arnold (
Again, Gardner says of the leader: "He must be an educator, bridging the gap between the vision and the familiar. But he must also be willing to walk alone to enable his society to follow the path he has selected" (
Again, it could also be said that, what happens to a given society, depends on the kind of leadership it has. This is because some societies have made it because of the kind of leadership that they have had and other have been destroyed because of the kind of leadership they have had. In addition, leaders are given powers that enable them to perform their duties to society. This is because a leader is either appointed or elected. We also have formal and informal leaders. The researcher may at this point agree with Aristotle who is believed to have said that "from the hour of birth, some are marked out for subjections, others for rule". This is because some make very good leaders whilst others do not.
In this study of the "impact of leadership styles on teaching and learning outcomes in selected Senior High Schools", it becomes apparent to delve into leadership styles. According to Musaazi, (
However, Afful-Broni, (
The legislation on No Child is Left Behind by 2020 signed into law in January 2002 in the USA is one of the most prominent and visible action taken by any government towards achieving this goal. In the meantime, many scholars have acknowledged that the role of school leadership is the most significant in enhancing school performance and student achievements (
The establishment of a clear focus on student learning by having a vision, clear learning goals, and high expectations for learning for all students
Interactions and cordial relationships with relevant stakeholders with communication and interaction, emotional and interpersonal support, visibility and accessibility, and parent/community participation;
Developing a school culture conducive to teaching and learning through shared leadership and decision-making, collaboration, risk taking leading to continuous improvements;
Providing instructional leadership through discussions of instructional issues, observing classroom teaching and giving feedback, supporting teacher autonomy and protecting instructional time; and
Being accountable for affecting and supporting continuous improvements through monitoring progress and using student progress data for program improvements (Adapted from Cotton, 2003: 2-3)
Moreover, extensive studies demonstrate that particular leadership styles of school leaders could have positive impacts on teaching and learning environments and processes leading to improvements in student performance and academic achievements (
In the past several decades, management experts have undergone a revolution in how they define leadership and what their attitudes are toward it. They have gone from a very classical autocratic approach to a very creative, participative approach. Somewhere along the line, it was determined that not everything old was bad and not everything new was good. Rather, different styles were needed for different situations and each leader needed to know when to exhibit a particular approach. In
Many leadership styles have been identified in educational leadership and management literature. The main ones are the autocratic, democratic and laissez-faire. Other the leadership styles employed by headmasters may include the bureaucratic leadership style, charismatic leadership, pseudo-democratic leadership style, nomothetic leadership style,ideographic leadership style, transformational leadership style, transactional leadership style and the benevolent-autocratic leadership style. Each of these styles is discussed below.
Autocratic/Authoritarian leader
Authoritarian leaders, also known as provide clear expectations for what needs to be done, when it should be done, and how it should be done. There is also a clear division between the leader and the followers. Authoritarian leaders make decisions independently with little or no input from the rest of the group. For example, if a principal within a school makes a decision for the school without talking to the teachers or getting teacher input, the decision is autocratic. Since the style does not obtain input from the teachers, in secondary schools it is usually not appropriate unless fast action is needed and teacher input is not possible.
This is often considered the classical approach. It is one in which the manager retains as much power and decision-making authority as possible. The manager does not consult employees, nor are they allowed to give any input. Authoritarian leadership is best applied to situations where there is little time for group decision-making or where the leader is the most knowledgeable member of the group. Researchers found that decision-making is less creative under authoritarian leadership. Lewin also found that it is more difficult to move from an authoritarian style to a democratic style than vice versa. Abuse of this style is usually viewed as controlling, bossy, and dictatorial.
Studies point out that autocratic leader:
Rely on threats and punishment to influence employees
Do not trust employees
Do not allow for employee input
According to Musaazi, (
Autocratic leadership does not allow any group-inspired decisions. The leader decrees what shall be done and those being led have no choice but to accept it. The leader is always aloof from the groups. This kind of leadership is commonly called coercive leadership or dictatorship. It is a leadership imposed on the organization. According to Afful-Broni, (
New, untrained employees who do not know which tasks to perform or which procedures to follow, Effective supervision can be provided only through detailed orders and instructions, Employees do not respond to any other leadership style, It enables close supervision and better control for the leader, There are high-volume production needs on a daily basis, There is limited time in which to make a decision, A manager's power is challenged by an employee, The area was poorly managed, Work needs to be coordinated with another department or organization
The autocratic leadership style should not be used when: Employees become tense, fearful, or resentful, Employees expect to have their opinions heard, Employees begin depending on their manager to make all their decisions, There is low employee morale, high turnover and absenteeism and work stoppage, The varied talents among the staff are hardly seen, since staff do not get the opportunity to practice their skills, There is very little information flow, and rumors are common, negatively affecting work input, Personal and skill development on the part of the staff is very rare, The leader is always is often overworked, ends up with burnout, There is little initiative on the part of the workers
Democratic leaders offer guidance to group members, but they also participate in the group and allow input from other group members. Lewin, (
Typically, the democratic leader:
Develops plans to help employees evaluate their own performance
Allows employees to establish goals
Encourages employees to grow on the job and be promoted
Recognizes and encourages achievement.
Like the other styles, the democratic style is not always appropriate. It is most successful when used with highly skilled or experienced employees or when implementing operational changes or resolving individual or group problems.
The democratic leadership style is most effective when:
The leader wants to keep employees informed about matters that affect them, the leader wants employees to share in decision-making and problem-solving duties, and the leader wants to provide opportunities for employees to develop a high sense of personal growth and job satisfaction. There is a large or complex problem that requires lots of input to solve. Changes must be made or problems solved that affect employees or groups of employees. You want to encourage team building and participation.
Democratic leadership should not be used when;
There is not enough time to get everyone's input. It's easier and more cost-effective for the manager to make the decision. The business can't afford mistakes. The manager feels threatened by this type of leadership. Employee safety is a critical concern
Delegative leaders offer little or no guidance to group members and leave decision-making up to group members. While this style can be effective in situations where group members are highly qualified in an area of expertise, it often leads to poorly defined roles and a lack of motivation. Generally, this style of leadership is only used for delegation purposes to have a smoothly running school. The principal in a school might use this method when he is unable to perform a task or solve a problem due to having too many tasks to keep up with. Research had shown that children under delegative leadership, also known as laissez-faire leadership are the least productive of all three groups. Children in this group, made more demands on the leader, shown little cooperation and are unable to work independently.
Afful-Broni, (
Obviously, there is a lot of indecision, vacillation, and even sometimes indifference on the part of the leader or his staff. There is very little accountability and supervision. In this style, the leader does not seem to have any authority, as he has not simply delegated them, but granted them to all who have roles to play. It could even be said that laissez-faire is the kind of leadership that has no specific leader. The leader in this style is not specific about the goals he expects of the workers; work is assigned in a vague manner, with the individual workers using their own preferred techniques to arrive at the final product. Naturally, there is a lot of anarchy, conflict and chaos in the organization.
One major advantage of this style is described below:
In situations where the subordinates are seasoned experts in their individual fields, this system of leadership is rather more appropriate. An example is in a well-established institution, where it would not be expected that the recta/vice chancellor would make daily rounds, checking on attendance of lecturers of their quality of teaching. Such a comment must be made with qualifications, for, we know that even at the university level where there is believed to be a comparatively larger and higher amount of expertise, the recta/vice chancellor supervises work through his deans, directors and heads of departments, and may himself pop in as and when he so desires or is able.Obviously, this style has a good number of disadvantages, as have been hinted in the attempt to describe it. In summary, here are a few specifics;
If allowed over a long period, this style may lead to pandemonium, especially in situations where the subordinates may not be that experienced. The output of the organization may suffer tremendously, and the leader may even have difficulty responding to correct them, as it was he who failed to take full leadership responsibilities in the first place. The lack of full participation or application of the leader's supervisory skills can lead to a poor state for the leader and the organization in consequence. There is the possibility of junior staff assuming illegal leadership roles as a result of the laissez-faire attitude of the leader. The leader would lose respect among all, including those he may have tried to please through his consistent inaction. Generally, the above three are main leadership styles; however, there are others, smaller, usually not well-known or talked about in the literature. I will briefly present them in this section. These are: Bureaucratic, Charismatic, pseudo-democratic, Nomothetic, Ideological, Transactional, Instructional and Benevolent-Autocratic Leadership styles
Bureaucratic Leadership Style
Bureaucratic leadership is where the manager manages "by the book¨ everything must be done according to procedure or policy. If it isn't covered by the book, the manager refers to the next level above him or her. This manager is really more of a police officer than a leader. He or she enforces the rules. This leader follows all the rules and formalities of the organization. He does not believe in new ideas. He wants his subordinates to follow all his orders. This leadership style results in red tapism and unwanted paper work.
This style can be effective when: Employees are performing routine tasks over and over. Employees need to understand certain standards or procedures. Employees are working with dangerous or delicate equipment that requires a definite set of procedures to operate. Safety or security training is being conducted. Employees are performing tasks that require handling cash. This style is ineffective when: Work habits forms that are hard to break, especially if they are no longer useful. Employees lose their interest in their jobs and in their fellow workers. Employees do only what is expected of them and no more.
Charismatic Leadership
By far the most successful trait-driven leadership style is charismatic. Charismatic leaders have a vision, as well as a personality that motivates followers to execute that vision. As a result, this leadership type has traditionally been one of the most valued. Charismatic leadership provides fertile ground for creativity and innovation, and is often highly motivational. With charismatic leaders at the helm, the organization's members simply want to follow. It sounds like a best case scenario. There is however, one significant problem that potentially undercuts the value of charismatic leaders: they can leave. Once gone, an organization can appear rudderless and without direction. The floundering can last for years, because charismatic leaders rarely develop replacements. Their leadership is based upon strength of personality. As a result, charismatic leadership usually eliminates other competing, strong personalities. The result of weeding out the competition is a legion of happy followers, but few future leaders. Michael & Germano, (
Pseudo-democratic leadership style
The pseudo-democratic style of leadership according to Afful-Broni, (
Nomothetic leadership style
The Nomothetic style of leadership is seen by Musaazi, (
The ideographic style of leadership according to Musaazi, (
Transactional leadership style
Afful-Broni, (
Instructional leadership style
Harchar and Hyle (
Transformational
Transformational leaders seek to change those they lead. In doing so, they can represent sustainable, self-replicating leadership. Not content to simply use force of personality (charismatic) or bargaining (transactional) to persuade followers, transformational leaders use knowledge, expertise and vision to change those around them in a way that makes them followers with deeply embedded buy-in that remains even when the leader that created it is no longer on the scene. Transformational leaders represent the most valuable form of leadership since followers are given the chance to change, transform and, in the process, develop themselves as contributors. Organizationally this achieves the best leadership outcome since transformational leaders develop people. Transformational leadership is strongly desired since it has no artificial constraints in terms of buy-in and instead is focused on getting followers on board based upon their own evolving thought process and changing responses to leadership challenges. It is particularly suited for fast-paced, change-laden environments that demand creative problem solving and customer commitment. On the impact, Transformational leadership style, shares a consensual decision-making process with their subordinates or others to achieve their objectives. In this scenario, the resulting decision is a joint one between the managers/head masters and subordinates.
The benevolent-autocratic style of leadership viewed by Afful-Broni, (
The situation.
The type of followers.
The type of leader"
Afful-Broni, (
Concluding, the definitions and viewpoints given above significantly demonstrate that no single leadership style can be used for the best teaching and learning outcomes. Only a relevant combination of styles can do. This study, therefore, sought to further explore leadership as applied in some Senior High Schools in Nkoranza districts.
Factors influencing the use of the various leadership styles
Typically, there are two types of identifiable influences to Leadership theory and style. These could be inside and outside influences or direct and indirect. No two leaders perform in exactly the same way, as each leader tends to develop his/her individuals' style. A number of factors may influence the style a leader uses. Some of the factors may develop naturally, while others are a product of the leader's environment. Some leaders may even need to adjust their leadership style to adapt to a changing culture. According to Chris, (
Personality Traits
A leadership style may become an extension of a leader's personality. If an individual is outgoing and assertive, he may prefer to communicate directly with subordinates through face-to-face interaction or confrontation, either on a group or individual basis. If he is more reserved, he might choose to lead by example or rely on written communication. Rather than addressing a group as a whole, the reserved leader is probably more comfortable meeting with subordinates on a one-on-one basis to provide individual direction.
The level to which a leader wishes to maintain control also influences leadership style. Some leaders want to be involved in all aspects of day-to-day operations and decision-making processes, which require the need for micromanaging. Others may be more trusting of their subordinates or may not want the heavy burden of making all decisions, so they tend to take a more hands-off approach by delegating responsibility. Leaders who choose to delegate may need to create an additional layer of management.
Organizational Structure
An organization's structure and operating methods may dictate the type of leadership style that managers must adopt. Some organizations place heavy emphasis on encouraging contributions or ideas from their members, requiring an open style of leadership where members have a large say in determining their own roles and functions. Other organizations operate with more of a "my way or the highway" mentality, where leaders dictate direction and deviation or innovation is frowned upon.
Experience
A leader's level of experience, both as a leader and with a particular organization can have an impact on his style. Someone who is new to a leadership role may be more inclined to lead "by the book" to avoid potential mistakes, while a more experienced leader will often feel more confident in following his own interpretation of rules and regulations. A leader who has been part of an organization for many years will likely have a better understanding of the organization's nuances than a new member, so she may be more comfortable when making decisions.
The work of Mayo and particularly his idea of the Rabble Hypothesis may have paved the way for the development of the now classic theory X - theory Y by Douglas McGregor,(
Managers who accept Theory X assumptions attempt to structure, control, and closely supervise their employees. These managers feel that external control is clearly appropriate for dealing with unreliable and irresponsible people. After describing Theory X, McGregor questioned whether this view of human nature is correct and if management practices based on it are appropriate in many situations today: Are not people in a democratic society, with its increasing level of education and standard of living, capable of more responsible behaviour? Drawing heavily on Maslow's hierarchy of needs, McGregor concluded that Theory X assumptions about human nature, when universally applied, are often inaccurate and that management approaches that develop from these assumptions may fail to motivate many individuals to work toward organizational goals. Management by direction and control may not succeed, according to McGregor, because it is a questionable method for motivating people whose physiological and safety needs are reasonably satisfied and whose social, esteem, and self-actualization needs are becoming predominant. Management is interested in work, and work, according to McGregor, is as natural and can be as satisfying for people as play. After all, both work and play are physical and mental activities; consequently, there is no inherent difference between work and play. In reality, however, particularly under Theory X Management, a distinct difference in need satisfaction is discernible. Whereas play is internally controlled by the individuals (they decide what they want to do), work is externally controlled by others (people have no control over their jobs). Thus management and its assumptions about the nature of people have built in a difference between work and play that seems unnatural. As a result, people stifled at work and look for excuses to spend more and more time away from the job in order to satisfy their esteem and self-actualization needs (provided they have enough money to satisfy their physiological and safety needs). Because of their conditioning to Theory X management, most employees consider work a necessary evil rather than a source of personal challenge and satisfaction.
In contrast, Theory Y organizations have cohesive work teams whose goals parallel organizational goals. In such organizations, there is high productivity, and people come to work gladly because work is inherently satisfying. McGregor felt that management needed practices based on a more accurate understanding of human nature and motivation. Because of his feeling McGregor developed an alternative theory of human behaviour called theory. This theory assumes that people are not, by nature, lazy and unreliable. It suggests that people can be basically self-directed and creative at work, if properly motivated. Therefore, it should be an essential task of management to unleash this potential in individuals. Properly motivated people can achieve their own goals best by directing their own efforts toward accomplishing organizational goals.
The impressions that one might get from this discussion of Theory X and Theory Y is that managers who accept Theory X assumptions about human nature usually direct, control, and closely supervise people, whereas Theory X managers are supportive and facilitating. We want to warn against drawing this conclusion, because it lead to the trap of thinking that Theory X is "bad" and Theory Y is "good" and that everyone is independent and self-motivated rather than, as McGregor implies, that most people have the potential to be independent and self-motivated. This assumption of the potential self-motivation of people necessitates recognition of the difference between attitude and behavior.
Theory X and Theory Y are attitudes, or predispositions, toward people. Thus, although the "best" assumptions for a manager to have may be Theory Y, it may not be appropriate to behave consistently with those assumptions all the time. Managers may have Theory Y assumptions about human nature, but they may find it necessary to behave in a very directive, controlling manner (as if they had Theory X assumptions) with some people in the short run to help them "grow up" in a developmental sense, until they are truly Theory Y-acting people.
Assumptions about human nature that underlie McGregor's Theory X and Theory Y
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Work is inherently distasteful to most people Most people are not ambitious, have little desire for responsibility, and prefer to be directed. Most people have little capacity for creativity in solving organizational problems. Motivation occurs only at the physiological and security levels. Most people must be closely controlled and often coerced to achieve organizational objectives |
Work is as natural as play, if the conditions are favorable. Self-control is often indispensable in achieving organizational goals. The capacity for creativity in solving organizational problems is widely distributed in the population. Motivation occurs at the social, esteem, and self-actualization levels as well as at the physiological and security levels. People can be self-directed and creative at work if properly motivated. |
Perceptions of Headmasters leadership styles
Autocratic leaders are perceived as being rigid, wicked, inhuman, very principled and selfish in their leadership. They do not consider the feelings and emotions of their subordinates. What is paramount to them is that, work must be done no matter the circumstance of the workers. These kinds of leaderships do well in new establishments but workers turn to relax during their leaders' absence.
Democratic leaders are seen as people who are flexible, free to interact with, and are open - minded. Some people may even perceive democratic leaders as weak. This group of leaders gives room for others/subordinates to contribute to promote the work. On the other hand, too much democracy may be perceived as weakness by subordinates.
Laissez - faire leadership style is perceived by people as a loose, orderless, and no command type of leadership where workers choose to do what they like. This style is appropriate for experts in their various fields but wrongly apply in any other setting, it will produce no results.
Bureaucratic leadership leaders are seen those who follow everything according what are written in the book (what the rule says), they follow laid down procedures. These kinds of leaders do not want to do anything contrary to the rule even if it is rule logically. They do not use logic but rules governing the work. Workers find it difficult to understand their leader where he/she failed to burn the rule to promote work because situations and circumstances may change and therefore, the need to also change some of the rules to reflect the situation.
Charismatic leadership is seen as a handsome, eloquent crown mover and someone admired by all. This is one of the leaders that move subordinates to do work without coercing. This type of leader is loved and admired by his/her subordinates and the love they have their leaders, they ready to do anything to please him/her and to be by such a leader.
Pseudo-democratic leader is known as a leader that forms committees, advisor, and boards that help him/her to carrying the task of leadership. Some subordinates perceived their leader to ineffective without the committees and advisors. They see every decision by the leader to coming the committee or advisors. Sometimes, it turn to delay work when some committee members are not present for a decision to taken.
Impact of Leadership Styles on Teaching and Learning
Leaders can exhibit an array of different styles, and each can have a number of positive and negative effects on followers and the organization as a whole. Though the approach to leadership can play a significant role in a leader's effectiveness, successful leaders often exhibit qualities from several different styles. Leadership style impacts the organization by affecting employee morale, productivity, decision-making speed, and metrics. Successful leaders carefully analyze problems, assess the skill level of subordinates, consider alternatives, and make an informed choice. By choosing the most appropriate leadership style for the situation, an effective leader provides a lasting impact (
Each leadership style demonstrates a number of strengths when applied in an organizational setting. The autocratic leader creates new high-level objectives and strategies and, according to Changing Minds, works well in a company that needs a new direction. This style can also have a significant positive impact on both morale and the organizational climate. Democratic leaders help create a sense of teamwork and belonging among followers, and Laissez-faire leaders drive work in an organization by empowering followers to maximize their own skills (
Research Design
Research design has been defined by different social scientists in different terms. All these definitions emphasize systematic collection of information for interpretation with economy in procedure.Research design therefore, refers to all the procedures selected by a researcher for studying a particular set of questions or hypothesis. According to Gupta, (
A case approach, a type of qualitative research was suitable for this study because it allowed for the gathering of data in real context, and took into account the political and ideological context within which the research is situated (
Case Selection and Access Issues
The problem under study was a typical one implying that it could be conducted in any of the districts in the region. However, Nkoranza-North Schools were selected for some reasons. Among some of the reasons were easy access to participants, manageability and easy access to information due to the location due to the location of the researcher.
The study area
The study was conducted in the Nkoranza - North District. The area was chosen for study because the area has two Senior High Schools and most so, the researcher works there. Most importantly, the WAEC results from these two schools are always not the best in the past years. One other thing observed was that, these schools are located in a deprived area with all the teachers staying in Nkoranza main town and hardly find time to supervise the students. The students are left to their own fate after the working hours to care for themselves. Not even the headmasters are provided with accommodations within the school environs to oversee these students.
Alonge, (
Sample Size and Sampling Procedure
The sample size of this study was 90, which comprised of two (
Instrumentation
The main instruments used for the collection of data for this study were a structured questionnaire and a semi-structured interview. Structure questionnaire were both closed-ended questions and opened-ended questions given to respondents to strictly follow and provide answer to the items. Since this was a case study, the questionnaire gathered simple numerical data to validate the findings. A semi-structure interview is a technique of research used in the social science with a fairly open framework which allow for focused, conversational, two-way communication that is to give and receive information. The instrument was flexible, allowing new questions to be brought up during the interview as a result of what the interviewee says. The interviewer in a semi-structured interview generally has a framework of themes to be explored (
Powney and Watts (
Semi-structure interviews also helps to reduce pre-judgment a problem of researcher predetermining what would or would not be discussed in the interview. With few "pre-set questions" involved, the interviewer would not "pre-judge" what is and is not important and easy to record interviews (video /audio tapes). Some weaknesses of this technique may include lessen reliability, open-ended questions are difficult to analyze and compare answers, the research cannot guarantee honesty of participants and to add the above, cause and effect cannot be inferred (
Designing and Piloting the Instruments
Two set of questionnaire were designed separated by the researcher for headmasters and teachers of the two schools. Each of the questionnaires was in two sections. The first section (A) gathered personal data of the respondents. The second section (B) elicited responses on the various leadership styles used by the two headmasters and their impact on teaching and learning outcome.To ensure clarity of the instrument, it was pre-test with some Senior High School headmasters, teachers and students within the Nkoranza South municipality who were not part of the study but had similar characteristics as those in the setting of the study. One headmaster, eight teachers took part in the pilot study which was conducted three weeks before the actual administration.
Data Collection Procedure
Some days before the administration of the questionnaires in each school, permissions were sought from the headmasters and a day fixed to meet all teachers. A week later, respondents were briefed on the purpose of the study and the nature of the questionnaires. Also, the researcher assured the participants of the confidentiality of data provided and the protection of their anonymity. The researcher administered the questionnaires himself and respondents pleaded to return answered questionnaires in a week times. This created a room for participants to carefully study the questions and answer them accordingly. All the respondents honored their words by returning their questionnaires. The interview involved a face to face interaction with all the same participants in the pilot study. The interview guides were both closed-ended and opened-ended questions which allow room for the researcher to probe further into unclear answers.
Data Analysis
The structured questionnaire gathered mostly numerical data. Before the analysis, the data was first presented in simple frequency tables. Then they were then described systematically to enhance an understanding. The interview schedule gathered verbal data, which was analyzed thematically and manually. The analysis of the qualitative data followed a process. Firstly, the researcher read and listened to each information repeatedly and transcribed the data. Delmont (
In the next stage, the researcher identified themes or categories in the data. Burns, (
Validation of the findings
The findings of the study were validated through the concept of triangulation. Triangulation refers to ‘the practice of employing several tools (instruments) within the same research design' (
Respondent triangulation involves "the use of the same instrument to collect data from different participants" (
The questionnaire gathered data on the background of the respondent, headmasters and teachers which is presented in
Categories of the Respondents
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2 | 0 | 2 |
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41 | 7 | 48 |
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Source: filed study,2018
Table 1 presents the data of participants in the study, two (
Age Distribution of the Respondents
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0 | 0 | 37 |
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0 | 9 | 3 |
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0 | 36 | 0 |
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2 | 3 | 0 |
Source: field study, 2018
The ages of the respondents were also looked at and the researcher observed from the information (data collected) that, the two headmasters ages ranged between fifty one to sixty years, most of the teachers ages ranged between thirty one to fifty years old and only three teachers were above fifty one years.
Table 3: Academic and Professional Qualifications of the Headmasters and the Teachers
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0 |
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0 |
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2 |
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Source: Field study, 2018
Table 3 presents the data on the academic and professional qualifications of the respondent teachers and the headmasters. The table shows that none of the teachers and the headmasters held a diploma qualification, forty-eight (
Responses of Leadership Styles used by Headmasters of Senior High Schools in Nkoranza-North
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Autocratic | 1 | 21 | 22 | 44 |
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Democratic | 2 | 40 | 42 | 84 |
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Laissez-faire | 2 | 34 | 36 | 72 |
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Nomothetic | 1 | 27 | 28 | 56 |
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Idiographic | 0 | 11 | 11 | 22 |
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Transactional | 0 | 7 | 7 | 14 |
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Transformational | 1 | 18 | 19 | 38 |
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Charismatic | 1 | 26 | 27 | 54 |
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Bureaucratic | 0 | 12 | 12 | 24 |
Source: Field study, 2018
The data in
Factors that influence autocratic leadership styles usage by SHS Headmasters
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1 | 16 | 17 |
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1 | 12 | 13 |
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0 | 14 | 14 |
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0 | 6 | 6 |
Source: Field study, 2018
A student also said;
The bases for the use of this style as acclaimed by some teachers interviewed were the headmasters desire to curtail lengthy discussions and take instant measures towards solving problems; to make sure that work is done within stipulated time, and to ensure that sanity prevails and rules obeyed.
One headmaster also remarked that, "autocratic style is adopted when an issue comes with emergency and there is no time for deliberations. Some teachers were however quick to say that, the style if used frequently does not promote success in the school because when the leader is absent nobody works.
Factors that influence headmasters use of the democratic styles masters
|
|
|
|
||
|
2 | 32 | 34 | ||
|
0 | 10 | 10 | ||
|
0 | 2 | 2 | ||
|
0 | 4 | 4 |
Source: Field study, 2018
Organizational structure released two (
One head master made the following comments to support his view;
Another headmaster also said;
th
A teacher confirmed this by saying;
It was evident from the interview and the questionnaire data that both headmasters used democratic leadership style in their schools.
Responses on the Factors that Influenced the Headmasters' Use of Laissez-faire Leadership Styles
|
|
|
|
|
0 | 22 | 22 |
|
0 | 14 | 14 |
|
2 | 4 | 6 |
|
0 | 8 | 8 |
Source: Field study, 2018
The factors that influenced headmasters to the use of laissez-faire leadership style by SHS headmasters as seen by the respondents are recorded in table 7 above. Twenty two (
The headmasters of the two schools where the study was conducted supported the view by saying the laissez-faire leadership style is adopted when the teachers/workers are expert in their various areas of dealings, when they understood their schedules and were committed to do just that.
The basis for the use of this style was attributed to the fact that no situation is permanent and that sometimes, people should be allowed to operate as they want without coercing them. Due to the flexibility and dynamic nature of man, one has to be allowed to operate freely to satisfy him/herself. Notwithstanding the negativity that both teachers and students associated the leadership style with, it helps leaders to know the attitudes of subordinates and to identify those subordinates who need control or supervision. Two teachers seconded to this assertion. One of them commented:
Though teachers and students are left to do what they like as they speculate, the headmasters also have their reasons why they adopted the style; one of the reasons being that, teachers or workers understood their schedules and are committed to do just that
Responses on the Factors that influenced the headmasters use of transformational leadership styles
|
|
|
|
||
|
1 | 29 | 30 | ||
|
0 | 18 | 18 | ||
|
1 | 0 | 1 | ||
|
0 | 1 | 1 |
Source: Field study, 2018
The table 8, above confirms the views of respondents about the use of transformational leadership style by head masters of SHSs. Thirty (
Transformational leaders represent the most valuable form of leadership since followers are given the chance to change, transform and, in the process, develop themselves as contributors. Transformational leaders employ knowledge, expertise and vision to change those around them in a way that makes them followers with deeply embedded buy-in that, remains even when the leader that created it is no longer on the scene. Some teachers stated that, their head master was a transformational leader,
A student gave his view of the headmasters' role as;
The basis for the use of this style of leadership could be attributed to the expertise, knowledge and the desire to change the subordinates around the leader for a better future ahead of them. It could also be due to the vision of the organization or school and the leaders' ambition to move along the vision. Charismatic leaders have a vision, as well as a personality that motivates followers to execute that vision. As a result, this leadership type has traditionally been one of the most valued. Charismatic leadership provides fertile ground for creativity and innovation, and is often highly motivational. With charismatic leaders at the helm of affairs, the organization's members simply want to follow. It sounds like a best case scenario. Some students see their head master as a charismatic leader, a
A student also understood this leader to be;
Charismatic leadership style woos followers to perform task without having to think of the difficulties as their mind is focused on the leader and their likeness for him/her. The leader takes advantage of his/her stature and appearance to lure subordinates to do what they would not naturally have done. There is however, one significant problem that potentially undercuts the value of charismatic leaders: they can leave. Once gone, an organization can appear rudderless and without direction.
Based on the data gathered from the questionnaire and the responses from the interview, the researcher observed that heads see leadership/headship at the Senior High School level to be difficult and demanding. One of the heads stated that, ‘the bodies responsible for the day to day affairs of the school like the Board of government, Regional and District Directors and Old students union fail to play their roles yet criticized everything that happen. The heads expressed their perceptions about some of the styles used. Such as, Laissez-faire style is a sign of looseness and ineffectiveness, Bureaucratic style is a sign of rigidity and bookish and charismatic style is a trait-driven leader and has a vision.
Teachers perception of leadership styles
The data collected from teachers on their perception of leadership/headship was quite interesting. Most of the teachers are of the view that the headship is a difficult task as heads are supposed to oversee every activity in the school and have enough information on all development that goes on within the school. Heads are expected to answer to the board of government of the school, the District and Regional Directors as well as other Societies that come to the aid of the school.
Teachers also perceived styles employed by some headmasters like, autocratic to be wicked and selfish. This was because some heads who used this style do not involve his/her teachers in decision making and most often they see the teachers as their children. Bureaucratic style was perceived as a sign of rigidity and bookish. Charismatic style is a trait-driven leader and has a vision. Charismatic style is a trait-driven leader and has a vision.
When students were interviewed about their perception of the headmaster's leadership style, majority said their headmaster's style of leadership is good. A student cited being part of a meeting with the headmaster and they took decision together as a class representative. One student also saidthat,
Table 9: Perceptions of the respondents of the headmasters' leadership styles
Table 9 present data on the perceptions of the respondents about the leadership styles used by the headmasters. The table also shows that 14 teachers agreed with the statement. However, the table points out that all the 2 headmasters and 34 teachers disagreed that autocratic style of leadership was perceived as being wicked and selfish. Charismatic leadership style recorded both heads agreeing that leaders are trait-driven and have visions with forty six (
Further, one headmaster agreed that laissez-faire style was a sign of looseness and ineffectiveness on the part of themselves while the other headmaster disagreed with the statement. Surprisingly, 22 teachers applauded the accession that laissez-faire style was a sign of looseness and ineffectiveness, while 26 disagreed with the statement. The last style of leadership from the table considered was the bureaucratic style which recorded one headmaster agreeing that the style is rigid and bookish while the other one disagreed with the statement. A total number of 31 teachers agreed that bureaucratic style is rigid and bookish while only 17 teachers disagreed.
Impact of the Headmasters’ Leadership Styles on Teaching and Learning
|
||||
Frequency | Percent (%) | Frequency | Percent (%) | |
|
39 | 78.0 | 11 | 22.0 |
|
45 | 90.0 | 5 | 10.0 |
|
15 | 30.0 | 35 | 70.0 |
|
29 | 58.0 | 21 | 42.0 |
|
43 | 86.0 | 7 | 14.0 |
|
23 | 46.0 | 27 | 54.0 |
|
30 | 60.0 | 20 | 40.0 |
Source: Field study, 2018
Table 10 indicates the impact of the various leadership styles used by headmasters of the Senior High Schools on teaching and learning. It points out that thirty-nine 39(78%) noted that autocratic leadership style curtails lengthy discussion, while eleven 11 (22%) disagreed with the statement. The table also shows that forty-five 45 (90%) of the respondents believed the democratic leadership style promoted teamwork and respect among staff, while five 5 (10%) disagreed with the statement. It is also clear in the table that fifteen 15 (30%) of the respondents noted that the laissez-faire style led to laxity and laziness among staff, while thirty five 35 (70%) disagreed with the statement.
Bureaucratic style which was seen as bookish by Germano, (
There is no doubt that leadership forms an important component in school administration. According to Bass (
Analysis and discussion of findings
In this section, the questionnaire and interview data are discussed under the relevant research questions. Research Question 1:
From the interview and the questionnaire data, it is clear that headmasters in the senior high schools used different styles of leadership depending on the situation. Among some of the styles used were the autocratic style, democratic style and laissez-faire style.
Data from both interview and the questionnaire shows that autocratic style was used where there was the need for an urgent solution or response to an issue and the head master had no time to consult subordinates. The data further explained that autocratic style was used at times, to curtail lengthy discussions. The democratic style, according to the interview data, was used when the headmasters needed every member's view to take a decision. The style made all teachers and students part of the decision taken in the school'. Lewin, (
Both the questionnaire and interview data highlighted some factors that accounted for the use of some styles by the headmasters. Among them were personality traits of the headmasters, the level of control of the staff by the headmaster, the organizational structure that existed and the experience of the headmasters. The questionnaire and the interview data indicated that some leadership styles can be traced to the individual personality trait. Chris, (1999 p.104), a leadership style may become an extension of a leader's personality. If an individual is outgoing and assertive, he may prefer to communicate directly with subordinates through face-to-face interaction or confrontation, either on a group or individual basis. This is practical in the democratic style of leadership.
The level to which a leader wishes to maintain control also influences leadership style. Some leaders want to be involved in all aspects of day-to-day operations and decision-making processes, which require the need for micromanaging and this, can be associated with autocratic style of leadership. Chris, (1999 p.105) is of the view that an organization's structure and operating methods may dictate the type of leadership style that managers must adopt. Some organizations place heavy emphasis on encouraging contributions or ideas from their members. A critical look at this statement shows that the individual leader in this setting is practicing bureaucratic leadership style. A leader's level of experience, both as a leader and with a particular organization can have an impact on his style. Mostly, laissez-faire leaders tend to relaxed and feel that workers know what to do. As experts, they tend to forget that supervision is very important in the promotion of every job. Research Question 3:
Autocratic style was perceived as wickedness and selfish on the part of the headmasters, while the democratic style of leadership was perceived as flexibility and weaknesses on the part of the headmasters. It also emerged from the study that bureaucratic style of leadership was employed by some headmasters and the data pointed to the fact that leaders who adopted the bureaucratic style are rigid and bookish. These kinds of leaders want work to be done according to the laid down rules and regulations not considering situation variations.Laissez-faire style of leadership was also looked at and it came to light from the data that more respondents disagreed with the accession that the style was loose and ineffective rather they saw the style to be one of the best if properly used.Another leadership style, which respondents addressed, was charismatic leadership. From the data, some respondents argued that charismatic leaders are trait-driven leaders. These kinds of leaders were also seen to have vision, and motivate followers to execute that vision. Bureaucratic style is a sign of rigidity and bookish and charismatic style is a trait-driven leader and has a vision. Research Question 4:
It also came out from the data that the leadership styles employed by the headmasters had diverse impact on their staff and teaching and learning.
Democratic style promoted teamwork and respect among staff.
Strengthened the commitment of teachers to their task of teaching and learning
Democratic style also gave room for staff development.
Autocratic style promotes promptness to work and also remove delays in decision-making.
Under autocratic style, leaders are seen as order givers.
Laissez-faire style of leadership, gave room for individuals to operate within their own powers.
The various leadership styles adopted by the heads produced varied impact on the teaching and learning that cannot be achieved by a single style. It is therefore, a right call for heads to blend these styles or change styles to meet the desired outcome.
Summary Of Findings, Conclusions And Suggestion For Further Studies
This part deals with the summary of the main findings, conclusions and recommendation for further study. The purpose of the study was to find out the various types of leadership styles used by headmasters of the Senior High Schools in the Nkoranza -North district of the Brong Ahafo Region. The study also sought to find out factors that influence the use of the various leadership styles. Again, the researcher south to find out the perceptions of headmasters, teachers and students about leadership styles and finally, the impact of leadership styles on teaching and learning outcomes. Four objective were set in this study and these were to; identify the types of leadership styles adopted by the various School headmasters; identify the factors that influence the use of these styles; look at how the leadership styles of the headmasters are perceived by themselves and their teachers; and find out the impact of leadership styles on teaching and learning in the school. To achieve these four objectives, research questions were formulated and they were:
What types of leadership styles do the headmasters of the selected Senior High Schools in the Nkoranza-North district use?
What factors influence the use of these types of leadership styles by the headmasters?
How are the leadership styles of the headmasters perceived by themselves and their teachers?
What is the impact of the headmasters' leadership styles on teaching and learning in their schools?
A case approach, a type of qualitative research was adopted for study. Also literature was reviewed around the various types of leaderships, factors that influence the use of the type of leadership styles, and their impact on teaching and learning outcomes. The findings were presented in the next section.
Findings of the study
Different types of leadership styles were being used by some headmasters of Senior High Schools. Some of which are; autocratic style, democratic style, laissez-faire style, charismatic style, bureaucratic style, transformational style, transactional style, pseudo - democratic style, ideographic style and benevolent-autocratic leadership style.
It was revealed that some factors led to the use of some of the leadership styles by heads and some of these factors are; personality trait, level of control, organizational structure and the level of experience.
Some heads and teachers also perceived the use of some of the styles as loose and ineffective
Autocratic style is perceived as a sign of wickedness and selfish.
Democratic style is a sign of flexibility and weakness.
Bureaucratic style is a sign of rigidity and bookish
Charismatic style is a trait-driven leader and have a vision
The democratic leadership styles promoted teamwork, respect among staff, and strengthened the commitment of teachers to their task. The autocratic styles shortened lengthy discussions, while the laissez-faire style of leadership breeds laziness and laxity. It also emerged that bureaucratic style is strickly ‘book method’ and yields good results, while the charismatic leadership style is admired, but does not force people to work get results.
The following conclusions were drawn from the study:
When the headmasters employ democratic leadership style, both the teachers and the students participate in decision-making in the organization.
The leadership styles employed by the headmasters were influenced by a variety of factors including their personality trait, level of control, and their level of experience in management.
The headmasters blend the various leadership styles depending on the situation on the ground and the issues at stake for best results in teaching and learning outcomes in the schools.
Based on the findings of the study, the following recommendations could be made:
The heads of the second cycle schools in the setting of the study should make use of combination of leadership styles. The application of a particular style should depend on the situation and the issue at stake.
The relevant courses should be organized for headmasters by Ghana Education Service periodically to expose them to the impact leadership styles on teaching and learning in the schools.
Headmasters in the Senior High Schools should endeavor to identify what drives their schools towards success and adopt principles in that direction (eg know teachers interest area about the heads)
Organized regular in-service for staff development and encourage staff participation in school activities and decision making.
It is the wish of the researcher that further studies be conducted to cover both the Nkoranza - South municipality and Nkoranza - North to get a better understanding of how the various leadership styles are used and their impact on teaching and learning in the two areas.