THE INFLUENCE OF LEADERSHIP STYLES OF PRINCIPAL OFFICERS IN COLLEGES OF EDUCATION ON LECTURERS’ EFFECTIVENESS
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THE
INFLUENCE OF LEADERSHIP STYLES OF PRINCIPAL OFFICERS IN COLLEGES OF EDUCATION
ON LECTURERS’ EFFECTIVENESS
CHAPTER ONE
INTRODUCTION
Background
to the study
Leadership
is a process of influence between leaders and subordinates where a leader
attempts to influence the behaviour of subordinates to achieve the
organizational goals. Organizational success in achieving its goals and
objectives depends on the leaders of the
organization and their leadership styles. By adopting the appropriate
leadership styles, leaders can affect employee job satisfaction, commitment and
productivity. Effective leadership and employee job satisfaction are two
factors that have been regarded as fundamental for organizational success.
According to Mosadegh and Yarmohammadian (2006), employees’ effectiveness is
influenced by many organisational contextual factors, ranging from salaries, to
job autonomy, job security, workplace flexibility, to leadership. A capable
leader provides direction for the organisation and leads followers towards
achieving desired goals.
Messick and
Kramer (2004) argued that the degree to which the individual exhibits
leadership traits depends not only on his characteristics and personal
abilities, but also on the characteristics of the situation and environment in
which he finds himself. Since human beings could become members of an
organization in other to achieve certain personal objectives, the extent to
which they are active members depends on how they are convinced that their
membership will enable them to achieve their predetermined objectives.
Therefore, an individual will support an organization if he believes that
through it his personal objectives and goals could be met; if not, the person's
interest will decline. Leadership style in an organization is one of the
factors that play significant role in enhancing or retarding the interest and
commitment of the individuals in the organization. Thus, Glantz (2002)
emphasizes the need for a manager to find his leadership style.
Leadership
is less about one's needs, and more about the 'needs of the people and the
organization one is leading (Goleman, 2010). Goleman believes that leadership
styles are not something to be tried on like so many suits, to see which fits;
but that they should rather be adapted to the particular demands of the
situation, the particular requirements of the people involved and the
particular challenges facing the organization.
Leadership
style is defined as the pattern of behaviours that leaders display during their
work with and through others (Hersey and Blanchard, 2003). Miller, Crapo and
Hankinson (2002) view leadership style as the pattern of interactions between
leaders and subordinates. It includes controlling, directing, and indeed all
techniques and methods used by leaders to motivate subordinates to follow their
instructions.
According to
Kavanaugh and Ninemeier (2003), there are three factors that determine the type
of leadership style: leaders' characteristics,' subordinates characteristics
and the organization's environment. More specifically, the personal background
of leaders such as personality, knowledge, values, and experiences shapes their
feelings about appropriate leadership that determine their specific leadership
style. Employees also have different personalities, backgrounds, expectations
and experiences. For example, employees who are more knowledgeable and
experienced may work well under a democratic leadership style, while employees
with different experiences and expectations require a autocratic leadership
style (Kavanaugh & Ninemeier, 2003). Some factors in the organization’s
environment such as organizational climate, organizational values, composition
of work group and type of work can also influence leadership style.
Leaders can
however adapt their leadership style to the perceived preferences of their
subordinates (Wood, 2004). Leadership styles can be classified according to the
leaders' power and behaviour as autocratic, democratic, and laissez-faire,
where styles are distinguished by the influence leaders have on subordinates
(Mullins, 2001 and Rollinson, 2005). More specifically, power has been
considered as: the potential of a process to influence people (Hersey and
Blanchard, 2001); a part of the influence process at the core of leadership
(Northouse, 2004); and the rights that allow individuals to take decisions
about specific matters (Rollinson, 2005). The influence of leadership will
differ according to the type of power used by a leader over their subordinates
(Mullins, 2001). Hence, leaders will be more effective when they know and
understand the appropriate usage of power (Hersey and Blanchard, 2003).
According to Kavanaugh and Ninemeier (2001) an autocratic style is embedded in
leaders who have full organizational power and authority for decision making
without sharing it with their subordinates, while a democratic style implies
that leaders share their authority of decision making with employees and
delegate, and finally a laissez- faire or free-rein style exists where leaders
give their employees most of the authority over decision making.
Goleman(2010)
displayed a different approach to leadership style classification.
According to
him, there are six leadership styles, and they are:
i. Visionary: This style,
according to Goleman, is most appropriate when an organization needs a new
direction. Its goal is to move people towards a new set of shared dreams.
ii. Coaching: This one-on-one
style focuses on developing individuals, showing them how to improve their
performance, and helping to connect their goals to the goals of the
organization
iii. Affiliative: This style
emphasizes the importance of team work, and creates harmony in a group by
connecting people to each other.
iv. Democratic: This style draws on
people's knowledge and skills, and creates a group commitment to the resulting
goals.
v. Pacesetting: In this style,
the leader sets high standards for performance. He or she is obsessive about
doing things better and faster, and asks the same of everyone.
vi. Commanding. This is classic
model of "military" style leadership which rarely involves praise and
frequently employs criticism.
Blake and
Mouton (2004) gave the five types of leaders to be:
i. The Innovator: Who has the ability to create new ideas and
solutions and who also think outside the box.
ii.
The Developer: Who takes actions
on original solutions and learns along the way.
iii. The Activator: Who moves forward to
achieve challenging goals, overcome obstacles and gets things done.
iv. The Maximizer: Who embraces the
good of the past while making new changes; and works together with all
different kinds of people.
v. The Stabilizer: Who keeps things
running smoothly and efficiently and who creates systems that meet the highest
standards of accountability.
In the work
of Vroom and Philips (2001), there are two leadership styles:
transformationalleadership and transactional leadership. They authors explained
that a transformational leader has the influence of charisma and can stimulate
the intellect. He also has the ability to inspire and give individual
consideration.
Mayo and
Blickenstaff (2014) revealed their own leadership style perspective. They gave
four leadership styles of:
i. Directive: Telling people what to do and expecting them
to do it.
ii. Participative: Seeking input from
others and participating in the decision-making process
iii. Laissez-faire: According to Mayo and Blickenstaff, this is a
hands-off approach which allows for both initiative and the latitude to
determine process to effect an outcome.
iv. Adaptive: This, according to the
researchers, is a fluid style that takes into consideration the context of the
environment and the individual being led.
Reddin
(2008), in his own opinion, introduced a model of leadership styles containing
four basic types, namely:
i. Integrated style: regarded as
having high relationship orientation and high task orientation.
ii. Related style: regarded as having
high relationship orientation and low task orientation
iii. Dedicated style: regarded as having
low relationship orientation and high task orientation
iv.Separated
style: regarded as having low relationship orientation and low task orientation
The
leadership styles revealed above are just some of the different models
proposed, with each model being worthy of note and being interesting in its own
right. This study will explore the six leadership styles classified by Goleman
(2010) as Visionary, Coaching, Affiliative, Democratic, Pacesetting and
Commanding.
Statement of
the Problem
Appropriate
leadership is needed for an organization to move forward. In this study, the
researcher’s concern is centered on leadership styles in Colleges of Education
because it has been observed that much of the research studies on leadership
styles do focus on Principals of secondary schools. A significant chunk of
Nigeria’s budget is allocated to its Education sector every year; albeit still
being perennially short of the 13% proposed by the United Nations – and that is
just the financial part. Administrative efforts, which need to be brilliantly
combined with financial efforts also need to be well-channeled and disbursed in
order to ensure the desired results; because the ability of an educational
institution to attain its goals depends partly on leadership style and the extent
to which it can be positively used to enhance lecturers’ effectiveness. Based
on this, the researcher is led to investigate the influence that leadership
wields on the effectiveness of lecturers. This time, in Colleges of Education.
Purpose of
the Study
The purpose
of the study is to examine the influence of leadership styles of principal
officers in colleges of education on lecturers’ effectiveness. Specifically,
the study sought:
· to examine the extent to which
leadership styles will influence lecturers’ effectiveness.
· to determine if personal
characteristics of leaders do influence their leadership style.
· to ascertain the leadership styles that
are mostly utilized by principal officers in Colleges of Education..
· to determine the difference between
leadership style of principal officers by gender.
· To determine the leadership styles
mostly preferred by College of Education lecturers.
Research
Questions
1. To what extent do leadership style
significantly influence lecturers’ effectiveness?
2. To what extent do personal characteristics of
leaders influence their leadership style?
3. Which
leadership styles are mostly utilized by principal officers in Colleges of
Education?
4. What is the difference between leadership
style of principal officers by gender?
5. Which leadership styles are mostly preferred
by College of Education lecturers?
Research
Hypotheses
1. There is no significant relationship
between leadership style and lecturers' effectiveness.
2. Personal characteristics of leaders do
not significantly influence their leadership style.
3. Leadership styles most significantly
utilized by principal officers has no significant influence on their
effectiveness.
4. There is no significant difference
between leadership styles of principal
officers by gender.
5. Leadership styles mostly preferred by
College of Education lecturers do not significantly influence their
effectiveness.
Significance
of the study
The findings
of this study will promote progress in the Education sector, particularly the
Colleges of Education sector because of the explicit array of leadership ideas
this study will generate. This study will also help improve lecturers’ capacity
and achievement and consequently their mental and physical health.
The students
will be the ultimate beneficiaries because an increase in lecturers’
effectiveness will also generate an improvement in student motivation and
achievement.
Scope of
Study
The study
focus on leadership styles and lecturers’ effectiveness. It comprises lecturers
and principal officers in Colleges of Education in Lagos state.
Operational
Definition of Terms
The
following terms have been defined as they would be used in this study:
i. Leadership Style: The
methods used by leaders to develop individuals, showing the how to improve
their performance and helping them to connect their goals to the goals of the
institution.
ii. Lecturers’ Effectiveness:
Lecturers’ capacity to generate a improvement in student motivation and
achievement.
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