HMEF5023 EDUCATIONAL

LEADERSHIP
Topic 3: Leadership Styles

Assoc. Prof. Dr. Abang Ridzuan

WHAT IS STYLE ?
Leadership style is the behavioral patterns which a

leader uses while directing others to the job. It takes

into consideration what a leader does, says, and how
the leader acts.

- Peterkin (1980)

LEADERSHIP STYLES
Autocratic leadership (Covert Top-Down)
Paternal style
Democratic style
Laissez- faire style
Transactional leadership
Transformational leadership (Vanguard

leadership)
Instructional leadership
Charismatic leadership (Network leadership)
Male- female style

AUTOCRATIC LEADERSHIP
Autocratic leadership centres authority with the

status of leader, who in turn passes order down

the line for subordinates to follow.
Communication flows from top down, and there
is little feedback communication from
subordinates
( Wood et el 1979)

There is little or no provision for the organization

of committees to improve or evaluate

This style works against societys concept and
importance of the individual, thus out of tune.

AUTOCRATIC STYLE
Authoritarian ( I am the boss!)
Formal & inflexible
Covert Top-Down, Rule bound- believe in

primary decision-making & empowering

teachers
Punitive & coercive
Hierarchical & bureaucratic
Close supervision over staf
Expertise in all fields
(policy,supervise,how to implement etc)
Criticises openly

PATERNAL LEADERSHIP
Benign & fatherly approach
Show personal interest to every one
Very applicable to primary School

( number of staf is small)

Not applicable to complexs situation
( secondary school)

DEMOCRATIC LEADERSHIP
Informal & relaxed leader
Encouraging personal initiative
Delegating real responsibility
Encourage group approach to problem

solving
Seeking to create good working atmosphere
More acceptable in the present day society
Staf plays a participatory role
Working with me NOT for me mentality
( Waters 1979)

LAISSEZ-FAIRE STYLE
Relinquishes authority to others
Make no efort at coordination and

organization becomes like a rudderless ship

on stormy sea
Provides no guidelines
Riding the fence / Hands of policy
( Wood el el 1979)

TRANSACTIONAL LEADERSHIP
Inspiring commitment to achieve objectives in exchange

for something value

( Wright & Noe 1996)
Strong relationships among leader and followers especially
in groups, legislatures and political parties;
Leader approaches followers with objective of exchanging
one thing for another
Leader & followers react to immediate situations &
pressures, strike balance between allies & adversaries
Follow limited and short run goal
Seek to maintain equlibrium and to avoid fundamental
change ( Burns, 1978)

TRANSFOMATIONAL LEADERSHIP
Radically changing followers way of
thinking so that they unite in carrying out a
common purpose, raise their aspirations for
something of value.
(Wright P & Noe A 1996)

TRANFORMATIONAL LEADERSHIP
Also known as Vanguard leadership
Typical of great leader;
Recognized and exploit the existing needs and demands of

potential followers;
Look for potential motives in followers, seek to satisfy
higher needs, and engage the full person of the followers;
Relationship of mutual stimulation and elevation
Raises the level of human conduct and ethical espiration of
both leader and followers;
Leader & followers depend on each other, engaged in
common enterprise in which they shared the result of
planned change together;
Change is central & their contribution to change is
measured by purpose drawn from collectives motives &
values.

INSTRUCTIONAL LEADER.

DEFINITION OF INSTRUCTIONAL &

ACADEMIC LEADERS

Instructional

Relating to instruction & educational.

Academic

* Scholarly,formal,theoritical only, of no
practical importance or consequence.
( The Chambers Dictionary,2000)

CHARACTERISTICS OF
INSTRUCTIONAL LEADER
Top-down power structure;
Hierarchical decision-making process;
Efectiveness depend on maintaining firm dicipline, setting

clear goals and expectation,high standard of teaching &

learning.;
Focus only on first order change;
* improving technical and instructional activities
* close monitoring of teachers & students classroom works;
Success through Second order change
* building of shared vision,
* improving communication,
* developing collaborative decision-making
process.
( Leithwood 1992)

Instructional Leadership
Top-down in power structure
Hierarchical decision-making process
Focus mainly on first order change ( eg

improving technical and instructional

activities
Success is thru second order change eg
building of shared vision,improving
communication and developing
collaborative decision-making process

CHARACTERISTICS OF ACADEMIC
LEADERS
Competent leader;

( Curriculum organization & management)

Head of teaching & learning;
Wide reading;
Life long education;
Continous professional development;
Quality leadership ( High level of
professionalization & professionality);
Conversant on academic rules & regulations;
Education Act & Professional Circulars;
Teach

CHALLENGES OF ACADEMIC
LEADER
Exam oriented system;
School size & population;
Professional gaps among teachers

(academic & professional qualification)

School facilities;
Supply of resources;
Complexities in culture vabckground ( both
teachers & pupils)
Outside influences
(PTA,politicians,Union,NGOs,etc)

HIGH PROFESSIONAIZATION
Quality leadership;
Competent leader;
Visionary,creative & innovative;
Communication skills & motivational;
Good decision making & problem solving;
Physically sound;
Emotionally stable (EQ)
Well nurtured;
Good morality.

QUALITY LEADERSHIP
High motivation to lead;
Patient in facing challenges;
Smart & high initiative;
Vision;
Clear goal on organization & teaching;
Very industrious & model to the staf;
Giving ways to teachers to demonstrate leadership;
Knows the boundary between formal & informal

leadership;
Proactive & responsible on the jobs.
( Dr Azmi Zakaria, 1996)

LEARNING ORGANIZATION
To flourish and sustain itself in the 21 st
century, today school must reinvent itself to
create the enterprise of tomorrowschools
are discovering that they cannot succeed in
tomorrowss world unless they reinvent
themselves today.
( Warren, B.1973)

ORGANIZATION LEARNING
The process by which the organizations
knowledge and value base changes, leading
to improve problem solving ability and
capacity for action.
( Probst & Buchel, 1997)

THE FOCUS OF ORGANIZATION

LEARNING
Action oriented- ideal organization & maximum

learning;
High success in gathering,storing & transfering
knowledge;
Continously transforming itself to achieve corporate
success;
Empowering staf to continuously learn while working;
The use of technology to optimize learning and
organizations productivity.
( Marquardt, 1996)

THE CONCEPT OF
ORGANIZATION LEARNING
Building excellence culture;

( Heads are culture builder)

High values ( in learning);
Clear policy;
Good planning on staf development;
Structured system that support & improve
organization;
Learning thru change;
Culture change in organization;
Efective organization
( Michael J.O. 1994)

SCHOOL AS A LEARNING
ORGANIZATION
Efective schools;
Teachers & senior management continue to be

learners;
Teachers keeping up with their subjects;
Advances in understanding about efective practices;
School based/school wide learning rather than to
individual teachers;
The need for learning at 5 interrelated levels
( children, teachers,staf,organization & leaders),
( Southworth,1994)

FACTORS FOR LEARNING

ORGANIZATION
School culture;
School structure;
School policy & resources;
School leadership;
School strategy;
School goal & vision.

( Lethwood et el,1998)

PROBLES FOR SCHOOL AS

LEARNING ORGANIZATION
Context problems;
Evidence problems;
Strategies problems.

( Lethwood & Louis, 1998)

PRINCIPALS ROLE IN
LEARNING ORGANIZATION
Identify & clear vision;
Moulding staf to accept goals collectively;
High hope on excellence;
To show good model of leadership;
Provides necessary support to staf;
Encourage intellectual stimulation;
Building productive school culture;
Wide decision making participation.

( Lethwood,1995)

SCHOOL-BASED STAFF
DEVELOPMENT
School site & locality;
Focus on providing assistance to improve teaching

& instructional programme;

On-going;
Incremental ( follow-up courses)
Embedding staf development within colleagial &
collaborative planning)
Ensuring ideas from development are routinely
shared.
( Purky & Smith, 1983)

HEADMASTER AS CHIEF
ADMINISTRATOR & HEAD OF
LEARNING
Provides leadership;
Discipline & welfare;
School staffing;
Planning decision making cordinating;
Curriculum & learning;
High quality leadership

( professionalization)
Physical & finance ( to support learning);
School community relationship.
( Dr Kamal Hanafi,1980)

COMPETENT LEADER
Management engineer;
Human engineer;
Clinical practiuoner;
Symbolic expertise ( Chief);
Culture builder.

( Sergiovani, 1995)

CHARISMATIC LEADERSHIP
Dominant nature,strong self-confidence,

and belief in a single vision

These can interfere with the needs to hear
diferent viewpoints and can conflict with
organizational goals.
May provide unethical leadership if they
exercise their power to serve self
interests,develop a vision that does not
take others needs into account

MALE/FEMALE LEADERSHIP
STYLES
WOMEN

* More likely to encourage pariticipation in

decision making, to share power and
information, and try to enhance the self-worth of
their followers;
* They influence thru their charisma,expertise
personal contacts, and interpersonal skills
* In male-dominated work environments, female
leaders use more masculine leadership style.
MEN
* Men more likely to rely on authority of their
position and issues directives to their followers

Moral Leaders

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The moral character of the leader based on

values and beliefs which compliment/
strengthens transformational leadership.
Believed that leadership practice should not
only legitimate based on secular authority.
The beliefs and ethical values embedded in the
leaders vision, articulation and programs which
followers either embrace or reject.
The morality of the processes of social ethical
choice and action that leaders and followers
engage in and collectively pursue.

FORMAL & INFORMAL

LEADERSHIP
INFORMAL LEADER
A leader whose leadership activities are unrelated to

his or her position in the organization;

Though not having delegated authority, can initiate
action.
FORMAL LEADER
A leader whose leadership activities are related to his or

her position in the organization.

Delegate authority and thus, exert considerable
influence.

Lall and Lall (1979) listed 5 styles of

leadership:

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1. Autocratic Leadership
in this style of leadership, the autocratic
leader gets vested authority through the
office more than from personal attributes
and seeks little group participation in
decision making.
2. Bureaucratic Leadership
this style of leadership is based on the
utilization of a system of files to solve
problems. It can be styled as leadership by
centralization.
3.Charismatic Leadership
in this style of leadership, the leader
focuses attention on himself or herself.

Hoy and Miskel (2005) classified

Three Types of Leadership Continuum:
1. Laissez-Faire Leadership
2. Transactional Leadership
3. Transformational Leadership
Laissez-Faire Leadership
o avoid expressing their views or taking action on
important issues, fail to make or at least delay
decisions, ignore responsibilities, provide no
feedback, and allow authority to remain
dorminant.
o extremely passive style, avoidance or absence
of leadership.

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Hoy and Miskel (2005) classified Three Types of Leadership

Transactional Leadership
obased on negotiation, exchange and contractual
dimensions.
oMotivate their followers by exchanging rewards for
services rendered.
oSometimes called bartering, barter trading where
the services and goods rendered by employees are
exchanged for wages.
oTransactional leaders as giving followers things
they want in exchange for things leaders want.
o Exchange rewards & promise of reward for efort
and respond to followers immediate self-interests.

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Hoy and Miskel (2005) classified Three Types of Leaders

Transformational Leadership
o Define the need for change
oCreate new visions and muster commitment to the visions
oConcentrate on long term goals
oInspire followers to transcend their own interests to pursue
higher-order goals
oChange their organization to accommodate their vision rather
than work within the existing one
oMentor followers to take greater responsibility for their own
development and that of others.
o Proactive, seek to optimize individual, group, and
organizational development & innovation.
o Practices four I (idealized influence, inspirational motivation,
intellectual stimulation, and individualized consideration).

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Hoy and Miskel (2005) classified Three Types of Leaders

Laissez-Faire
Leadership

Transactional
Leadership

Transformational
Leadership

1. Nontransactional

2. Contingent reward

5. Idealized
influenceattributed.

3. Management-byexception-active.

6. Idealized
influence-behavior.

4. Management-byexception-passive.

7. Inspirational
motivation.
8. Intellectual
stimulation.
9. Individualized
Consideration.

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Transformational Leadership
5. Idealized influence-attributed (Attributed Idealized
Influence),- means that transformational leaders are:
admired, respected, and trusted.
followers perceive leaders as being charismatic,
confident, powerful, and focused on higher-order ideals
and ethics.
instill pride in others, go beyond self-interest for the
good of the group, act in ways that build others
respect, and display a sense of power and confidence.
6. Idealized influence-behavior (Behavior Idealized
Influence) ),- means that transformational leaders are:
in contrast to attributed idealized influence, behavior
idealized influence is focused on values, beliefs, and
sense of mission.
having strong sense of purpose, consider moral and
ethical consequences of decisions, and emphasize the
importance of having collective sense of mission.
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7. Inspirational motivation.
involves communicating values and norms,
promoting open & skillful communication, and
inspire a shared vision.
changes the expectations of a group
members to belief that the organizations
problem can be solved.
plays a central role in developing and
appealing vision that guides development of
organizational goals and operating
procedures.
team spirit, enthusiasm, optimism, goal
commitment, and shared vision arise and
coalesce within work group or organization.
8. Intellectual stimulation.
addresses the problem of creativity, and

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Transactional vs.
Transformational Leadership
Transactional: Leadership that

motivates followers by exchanging

rewards for high performance and
noticing and reprimanding subordinates
for mistakes and substandard
performance.
Transformational: Leadership that
inspires followers to trust the leader,
perform behaviors that contribute to the
achievement of organizational goals, and
perform at a high level.
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Transformational Leadership
Charisma: Self-confidence and enthusiasm,

which wins followers respect and support for

his or her vision of how good things could be.
Intellectual Stimulation: Helping followers
become aware of problems in the group or
organization, often from a new perspective.
Developmental Consideration: Providing
support and encouragement to followers and
giving them opportunities to develop and grow
on the job.

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