Leadership styles

Of Principals and how they affect

teachers

By sanjeev Keswani
Class # 610. (01)
Id # 366396
 Introduction
The leadership style of a school principal can have an
adverse affect on a teacher’s ability.
The increasing recognition of a teacher’s stress has
shown cause for administrators to look into it?
Type of leadership that a principal exhibits affect
teachers and pupils.
Two studies about the types of leadership :
democratic vs. autocratic or consideration vs. initiating
structure
 Synopsis
Social factors have a great impact on the outcome of
an education system.
Principal’s leadership style directly affects
occupational stress by staff.
Lack of social support in the school system.
Different studies using two methodologies
social support and principal leadership styles and how it
affects a teacher’s morale and occupational stress.
(Abbey, Esposito, 1985) “between teacher’s perception of
their reasons for complying with the principal’s requests
and the amount of social support teachers receive from
their principals and fellow teachers”
Used a questionnaire technique to collect data
Questionnaire included five compliance system concepts:
Referent power (influencing others), expert
power(experienced), reward power, coercive power
(working with fear) and legitimate power (fair treatment)
Result of the questionnaire shows teacher who
complied because of referent or expert power will have
more social support
Social support has been identified as a buffer for
occupational stress
Low job satisfaction is expected from coercive power
(Bhella, 1982) “confirms the fact that occupational
stress will adversely affect the morale of a business.”
Stratified random sampling technique:
Principal Leadership Style Questionnaire (PLSQ) is used
to measure the two dimensions of administrative
behavior Concern for Production” and “Concern for
people”
Purdue Teacher Opinionaire (PTO): 10 factors are:
1.) Teacher rapport with principal. 2.) Satisfaction with
teaching. 3.) Rapport among teachers. 4.) Teachers
salary. 5.) Teacher load. 6.) Curriculum issues. 7.)
Teacher status. 8.) Community support of education.
9.) School facilities and services. 10.) Community
pressure.
• The results of the hypotheses: teaching is more related
to pupils in classroom ,over the influence of principal
Conclusion of this research: educational
administrators are rated highly on both dimensions of
behavior .
Conclusion
Leadership styles have an effect on all aspects of the
education system
School will have healthy and happy employees with a
high morale.
Teacher stress can be reduced by system, that could
direct principals toward behaviors which foster social
support, and thereby reduce teacher stress.
 Reference

Abbey, D.E., Esposito, James P. (1985). Social Support And Principals
leadership Style: A Mean To reduce Teacher Stress. Administrative Processes
and Organizational Variables, 105(3), 327-332. Retrieved from
http://metis.findlay.edu:2070/ehost/PdfvieweR/pdfviewer?
hid=106&sid=bbd1012b-43c7-480b-baa9-2a6525673edc%40sessionmgr111
&vid=4.

Bhella, S.K. (1982). Principals Leadership Style: Does It Affect Teacher


Morale? Administrative Processes and Organizational Variables, 102(4).
Retrieved from http://metis.findlay.edu:2070/ehost/pdfviewer/Pdfview
er?hid=106&sid=bbd1012b-43c7-480b-baa9-2a6525673edc%40session
mgr111&vid=4