Theoretical FrameworkTheoretical Framework

Theoretical Framework

Likert's leadership styles Theory Likert's leadership styles Theory

American psychologist, R. Likert (1903-1981), identified four main styles of American psychologist, R. Likert (1903-1981), identified four main styles of leadership, in particular around decision-making and the degree to which people leadership, in particular around decision-making and the degree to which people are involved in the decision. These leadership styles are: Exploitive authorit

are involved in the decision. These leadership styles are: Exploitive authorit ative,ative, Benevolent authoritative, Consultative and Democratic.

Benevolent authoritative, Consultative and Democratic.

In the Exploitive authoritative style, the leader has a low concern for people and In the Exploitive authoritative style, the leader has a low concern for people and uses such methods as threats and other fear-based methods to achieve

uses such methods as threats and other fear-based methods to achieve conformance. Communication is almost entirely downwards and the conformance. Communication is almost entirely downwards and the psychologically distant concerns of people are ignored.

psychologically distant concerns of people are ignored.

The Benevolent authoritative style is somewhat different in that the leader adds The Benevolent authoritative style is somewhat different in that the leader adds concern for people to an authoritative position; a 'benevolent dictatorship' is concern for people to an authoritative position; a 'benevolent dictatorship' is formed. The leader now uses rewards to encourage appropriate performance and formed. The leader now uses rewards to encourage appropriate performance and listens more to concerns lower down the organization, although what they hear is listens more to concerns lower down the organization, although what they hear is often rose-tinted, being limited to what their subordinates think that the boss often rose-tinted, being limited to what their subordinates think that the boss wants to hear. Although there may be some delegation of decisions, almost all wants to hear. Although there may be some delegation of decisions, almost all major decisions are still made centrally.

major decisions are still made centrally.

While the distinction of upward flow of information from

While the distinction of upward flow of information from subordinates to thesubordinates to the leader is clear in the consultative leadership style when compared to the previous leader is clear in the consultative leadership style when compared to the previous two leadership styles, it is still cautious and rose-tinted to some degree.

two leadership styles, it is still cautious and rose-tinted to some degree.

However, in sharp contrast to exploitive authoritative and benevolent However, in sharp contrast to exploitive authoritative and benevolent

authoritative leadership styles, the Democratic leader makes maximum use of authoritative leadership styles, the Democratic leader makes maximum use of participative methods, engaging people lower down the organization in

participative methods, engaging people lower down the organization in decision-making. People across the organization are psychologically closer decision-making. People across the organization are psychologically closer together and work well together at all levels.

together and work well together at all levels.

Applying Likert’s Theory to Principal / Teacher Relationship Applying Likert’s Theory to Principal / Teacher Relationship

According to Likert‟s research, the researc

According to Likert‟s research, the researcher is of the view that the principalsher is of the view that the principals who will get the best teacher performance are the ones who adopt a democratic who will get the best teacher performance are the ones who adopt a democratic leadership style; Likert‟s research shows that democratic leadership means leadership style; Likert‟s research shows that democratic leadership means involvement, mutual respect, openness, trust, motivation and commitment. In involvement, mutual respect, openness, trust, motivation and commitment. In Likert‟s words „it is an alternative organizational life style‟ which has been found Likert‟s words „it is an alternative organizational life style‟ which has been found in mainly in successful companies.

in mainly in successful companies.

The researcher strongly believes that with the proper development and usage of The researcher strongly believes that with the proper development and usage of Likert‟s theory fourth leadership style (de

Likert‟s theory fourth leadership style (democratic) principals will reap bettermocratic) principals will reap better performance from their teachers. The researcher is aware that this is not a performance from their teachers. The researcher is aware that this is not a universal view as traditionalists among others in the Educational system often universal view as traditionalists among others in the Educational system often argued that democratic leadership seems to erode the influence of principals. As a argued that democratic leadership seems to erode the influence of principals. As a

teacher the researcher finds this view contrary to the politics of organizational life teacher the researcher finds this view contrary to the politics of organizational life in which people at all levels compete for power and influence

in which people at all levels compete for power and influence – – the ingredients of the ingredients of leadership. Further more it is the belief of the researcher that democratic

leadership. Further more it is the belief of the researcher that democratic leadership may increase a principal‟s ability to exert influence over his tea

leadership may increase a principal‟s ability to exert influence over his tea chers.chers.

If a principal allows his teachers to take part in management decisions, the If a principal allows his teachers to take part in management decisions, the

influence of that principal is not necessarily eroded. By demonstrating confidence influence of that principal is not necessarily eroded. By demonstrating confidence an

and trust in his teachers, the principal‟s ability to exert further influence on d trust in his teachers, the principal‟s ability to exert further influence on themthem may be increased rather than diminished.

may be increased rather than diminished.

Dr. Leigh (2005) supports the researcher arguments. She said that the principal Dr. Leigh (2005) supports the researcher arguments. She said that the principal authorized authority does not and cannot command

authorized authority does not and cannot command the teachers‟ willingness tothe teachers‟ willingness to devote their creativity and energy to performing their task to the best of their devote their creativity and energy to performing their task to the best of their

abilities… she expands, the legal authority vested on principals by the Ministry on abilities… she expands, the legal authority vested on principals by the Ministry on Education promotes compliance with directives and discipline but does not

Education promotes compliance with directives and discipline but does not encourage teachers to exert effort, to accept responsibilities, or to exercise their encourage teachers to exert effort, to accept responsibilities, or to exercise their initiative.

initiative.

Applying Maslow’s Theory to Principal / Teacher Relationship Applying Maslow’s Theory to Principal / Teacher Relationship

Maslow (1970) another theorist, in his theory, Maslow viewed individuals‟ needs Maslow (1970) another theorist, in his theory, Maslow viewed individuals‟ needs rising in five hierarchical levels. These include physiological, security,

rising in five hierarchical levels. These include physiological, security, belongingness, esteem and self actualization needs. Significantly, higher

belongingness, esteem and self actualization needs. Significantly, higher – – levellevel needs do not become active until lower

needs do not become active until lower – – level needs are met. Maslowlevel needs are met. Maslow

hypothesized that motivational needs at the higher levels promote behaviour that hypothesized that motivational needs at the higher levels promote behaviour that is more important to the organization and vice versa.

is more important to the organization and vice versa.

The researcher therefore, thinks that there can be a win

The researcher therefore, thinks that there can be a win – – win situation betweenwin situation between principals and their teachers. That is, if principals develop and support systems to principals and their teachers. That is, if principals develop and support systems to assist their teachers in a holistic way. This method will essentially give them a assist their teachers in a holistic way. This method will essentially give them a broader framework for understanding difficult problems and complex

broader framework for understanding difficult problems and complex

relationships within the school. By deepening their understanding of school relationships within the school. By deepening their understanding of school culture, these principals will be better equipped to shape the values, beliefs, and culture, these principals will be better equipped to shape the values, beliefs, and attitudes necessary to promote a stable and nurturing learning environment with attitudes necessary to promote a stable and nurturing learning environment with better teacher performance.

better teacher performance.

RESEARCH QUESTIONS RESEARCH QUESTIONS

1. Do principals‟ leadership styles influence teachers‟ per

1. Do principals‟ leadership styles influence teachers‟ per formance?formance?

2. To what extent does the principal leadership style influence teacher motivation 2. To what extent does the principal leadership style influence teacher motivation

for improved / greater performance?

3. What can principals do to improve teacher performance?

DEFINITION OF TERMS DEFINITION OF TERMS James - Reid

James - Reid (1991) defines leadership as a dynamic interactive process(1991) defines leadership as a dynamic interactive process involving the leader, followers and the environmental situation.

involving the leader, followers and the environmental situation.

Encarta

Encarta(2006),(2006), defines effect as an impression that as the ability to produce adefines effect as an impression that as the ability to produce a change in the mind of somebody who sees, hears, or reads something, especially change in the mind of somebody who sees, hears, or reads something, especially one that is deliberately intended or engineered

one that is deliberately intended or engineered

Encarta

Encarta(2006), defines relationship as a significant association or similarity(2006), defines relationship as a significant association or similarity between two or more persons such that prediction can be made.

between two or more persons such that prediction can be made.

James - Reid

James - Reid ((1991) defines teacher performance as nature in which teacher carry1991) defines teacher performance as nature in which teacher carry out classroom instructions among the other school related tasks that teachers

out classroom instructions among the other school related tasks that teachers expected to take part in order to facilitate and ensure students achievement.

expected to take part in order to facilitate and ensure students achievement.

Fraenkel

FraenkelandandWallenWallen(2000) defined(2000) defined the “sample” in research study refers tothe “sample” in research study refers to anyany group on which information is obtained. The larger group to which one seeks to group on which information is obtained. The larger group to which one seeks to apply results is called the population.

apply results is called the population.

Gay

Gay (1996) defines the independent variable is an activity or characteristic(1996) defines the independent variable is an activity or characteristic believed to make a difference with respect to some behaviour; also referred to as believed to make a difference with respect to some behaviour; also referred to as the experimental variable, the cause, the effect and treatment.

the experimental variable, the cause, the effect and treatment.

Gay

Gay (1996) defines the dependent variable is the change or difference in(1996) defines the dependent variable is the change or difference in

behaviour that occurs as a result of the independent variable; also referred to as behaviour that occurs as a result of the independent variable; also referred to as the criterion variable, the effect, the outcome, or the post-test.

the criterion variable, the effect, the outcome, or the post-test.

Gay

Gay(1996) defines correlational research according to attempts to determine(1996) defines correlational research according to attempts to determine whether, and to what degree, a relationship exists between two or more whether, and to what degree, a relationship exists between two or more quantifiable variables.

quantifiable variables.

CHAPTER THREE CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY RESEARCH DESIGN AND METHODOLOGY Introduction:

Introduction:

The study was undertaken to determine the

The study was undertaken to determine the relationship between principal‟srelationship between principal‟s leadership style and its effect on teacher

leadership style and its effect on teacher s‟s‟ performance in three (3) primaryperformance in three (3) primary schools, three (3) All

schools, three (3) All – – age schools and two (2) High schools in the parish of age schools and two (2) High schools in the parish of Portland.

Portland.

Research Design

Research Design: The research design is correlational.: The research design is correlational.

According to Asher (1976) research design is the organization and logic of the According to Asher (1976) research design is the organization and logic of the subject, group, data, sources and treatment, allocation from which the comparison subject, group, data, sources and treatment, allocation from which the comparison necessary to determine knowledge develops

necessary to determine knowledge develops

Beaumont et al. (1997) being consistent with Asher (1976) postulated that Beaumont et al. (1997) being consistent with Asher (1976) postulated that research design is the selecting of samples, assigning individuals to treatment, research design is the selecting of samples, assigning individuals to treatment, measuring out comes, analyzing data and so for the purpose of answering the measuring out comes, analyzing data and so for the purpose of answering the research.

research.

Also, Fraenkel and Wallen (2000) put forward the view that research design is the Also, Fraenkel and Wallen (2000) put forward the view that research design is the overall plan for collecting data in order to answer the research questions. It also overall plan for collecting data in order to answer the research questions. It also describes the specific data analysis techniques or methods that the researcher describes the specific data analysis techniques or methods that the researcher intends to use.

intends to use.

Correlational research according to Gay (1996) is an attempt to determine Correlational research according to Gay (1996) is an attempt to determine whether, and to what degree, a relationship exists between two or more whether, and to what degree, a relationship exists between two or more quantifiable variables. The purpose then of a correlational study may be to quantifiable variables. The purpose then of a correlational study may be to establish relationship (or lack of it) or to use relationship to making predictions.

establish relationship (or lack of it) or to use relationship to making predictions.

Discussion of the variables Discussion of the variables

In an effort to investigate the relationship between principal‟s leadership style and In an effort to investigate the relationship between principal‟s leadership style and its effect on teacher

its effect on teachers‟s‟ performance, the researcher will discuss the independentperformance, the researcher will discuss the independent and dependent variable.

and dependent variable.

Two variables will be dealt with in this study:

1. Principal‟s leadership style.

2. Teachers performance.

Independent variable: Principal‟s leadership style Independent variable: Principal‟s leadership style

Dependent variable: Teacher

Dependent variable: Teachers‟s‟ performanceperformance

According to Gay (1996) independent variable is an activity or characteristic According to Gay (1996) independent variable is an activity or characteristic believed to make a difference with respect to some behaviour; also referred to as believed to make a difference with respect to some behaviour; also referred to as the experimental variable, the cause, the effect and treatment. For this study, the the experimental variable, the cause, the effect and treatment. For this study, the independent

independent variable is the principal‟s leadership style. He further states that thevariable is the principal‟s leadership style. He further states that the dependent variable is the change or difference in behaviour that occurs as a result dependent variable is the change or difference in behaviour that occurs as a result

of the independent variable; also referred to as the criterion variable, the effect, of the independent variable; also referred to as the criterion variable, the effect, the outcome, or the post-test. The dependent variable in this study is teacher the outcome, or the post-test. The dependent variable in this study is teacher s‟s‟

performance, which is the level to which the teachers carry out their task in the performance, which is the level to which the teachers carry out their task in the classroom, with the students and in the school at large.

classroom, with the students and in the school at large.

Teacher

Teachers‟s‟ performance will be high or low, depending on the quality of theperformance will be high or low, depending on the quality of the independent variable and its effect on the teachers

independent variable and its effect on the teachers ‟‟ performance. If theperformance. If the

relationship is good / amicable, then performance may be good, if, on the other relationship is good / amicable, then performance may be good, if, on the other hand, the relationship is poor, then performance may be poor.

hand, the relationship is poor, then performance may be poor.

The independent variable is hypothetically linked in the following manner:

When the atmosphere of the school is open, there is open communication between When the atmosphere of the school is open, there is open communication between principal and teachers. There is constant feed

principal and teachers. There is constant feed – – back between them, and teachersback between them, and teachers become involved in the whole decision making process. On the other hand, if the become involved in the whole decision making process. On the other hand, if the climate of the school is closed, there is a minimum of communication, little or no climate of the school is closed, there is a minimum of communication, little or no feed

feed – – back, little or no involvement and limited support for teachers. In anback, little or no involvement and limited support for teachers. In an atmosphere which is open, therefore, the teachers will feel free to communicate atmosphere which is open, therefore, the teachers will feel free to communicate with their principal and other staff and may have a better sense of purpose. This with their principal and other staff and may have a better sense of purpose. This will result in a mutual relationship and consequent good performance.

will result in a mutual relationship and consequent good performance.

If the principal of a school is committed to his school program, he/she will plan If the principal of a school is committed to his school program, he/she will plan and address concerns for the needs of the teachers. This would lead to

and address concerns for the needs of the teachers. This would lead to

consideration on his part in providing for the professional growth and personal consideration on his part in providing for the professional growth and personal welfare of the teachers.

welfare of the teachers.

Willingness on the part of the teachers to help each other will stem from the Willingness on the part of the teachers to help each other will stem from the principal‟s sense of commitment, and will result in the teachers understanding principal‟s sense of commitment, and will result in the teachers understanding

better what is expected of

better what is expected of them and them and will plan for the needs will plan for the needs of their students. If of their students. If

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