University of the West Indies

Open Campus

Course Name: Social Psychology and Educational Leadership

Course Code: EDLM2006

Group Assignment: Group Project

Semester: II 2018/19

Students Names: Usha Dan (316100888)

Raymond Cockburn (406003188 )

Sustang Fergus (320000796)

Course Coordinator: Erika Ellis Buchanan

E-Tutor: Erika Ellis Buchanan

Submission date: Monday 25th March, 2019

Do you think the gender of an educational leader is a contributing factor to leadership

style? Use your knowledge and understanding of leadership theories to support your

position.

Leadership is one of the most significant in determining the success of an institution.

Leaders have the responsibility of influencing and guiding the efforts of subordinates in

achieving organizational goals and objectives. According to Peretomode (1991) this is

undoubtedly because of the far-reaching influence leadership has in the accomplishment of

school programmes and the attainment of educational goals and objectives. As postulated by

Kootz, O’Donnell & Weilhrich (1980) the principal as the school head sets the tone for the

school through varied leadership styles or behaviours displayed as leadership functions are

carried out. Leadership Styles according to Olagboye (2004) are the various patterns of

behaviours leaders adopt in the process of directing the efforts of subordinates towards the

achievement of organizational goals. These leadership behaviours are perceived by teachers

and determine considerably their mental and emotional attitude towards their job Mullins

(1999). Invariably, the extent to which principals influence the attainment of school

objectives is seemingly dependent on the leadership styles adopted.

Lack of effective leadership will undoubtedly affects the success of a school. As such,

leadership within the educational system has been assumed by both genders. UNESCO

(2003) defined gender as “the expectations held about the characteristics, aptitudes and likely

behaviours of both women and men (femininity and masculinity) as defined by society” (p.

1). Women have and continue to make up a large percentage of educational workforce and

often have different leadership styles from their male counterparts. However, according to

Appelbaum​, ​Audet & ​Miller (2003) “effective leadership is not the exclusive domain of
either gender” (p. 43). With this in mind, it can be argued that gender does not contribute to

leadership style.

It does not matter the gender of a leader, the importance lies in having leadership that

is knowledgeable and able to manage effectively. Within schools, the motivational levels,

experiences and values of teachers and students affect overall performance. To ensure

success, it is imperative that leadership direct behaviours toward the accomplishment of a

strategic mission via the implementation of measures that reduces individual differences and

focuses the effort of all on the accomplishment of strategic goals. Through the transformative

style of leadership, this can be accomplished. According to Owen (2004) “transformational

leaders have the ability to identify their own values, and those of others in the organisation, to

guide their actions, thus developing a shared, conscious way of behaving and doing” (p. 1).

Moreover, the transformational leadership style on the other hand emphasizes that

leaders and subordinates unite together to pursue higher order common goals such that both

leaders and followers are able to raise each other to higher levels of motivation Burns (1978).

This implies that the leader and subordinate purposes become one fused, united and collective

purpose Barker, (1990). According to Avolio & Bass (2004) Transformational leadership has

four basic leadership dimensions too. These include idealised influence, which is the

behaviour of the leader that reflects the charisma of the leader and the pride, respect, faith and

admiration the leader instils in subordinates. Secondly, inspirational motivation is

emphasized in the leadership behaviour where the leader articulates a clear, appealing and

inspiring vision for the subordinates. Thirdly, intellectual stimulation is that leadership

behaviour where the leader solicits new and novel approaches for the performance of task and

creative solutions from subordinates for problem solving while lastly, individualized
consideration emphasizes leaders’ respect for each subordinate and gives special concern to

their growth, support and developmental needs.

The transactional leader seeks to motivate followers through an exchange process.

Transactional leadership style consists of four leadership dimensions Avolio & Bass (2004),

Bono & Judge, (2004). These include conditional reward which describes leadership

behaviour where leaders provide tangible and intangible support and resource in exchange for

subordinates’ effort and performance. Secondly, management by exception refers to the

leaders’ use of correction or punishment as a response to unacceptable performance or

deviation from accepted standards. The third dimension is management by exception where

the leader takes a passive approach to leadership by intervening only when problems become

serious. Finally, the fourth dimension is the laissez-faire leadership behaviour which is

regarded as a non- leadership behaviour. The laissez-faire leader shows an indifferent attitude

towards subordinate welfare and task.

Despite this, it is traditionally believed that males made the most effective leaders,

leading to the marginalisation of females in accessing and exercising leadership roles

Coleman (2007, p. 1). This is reflected in the relative absence of women in top leadership

position within society. However, the belief that women are less effective than male in

leadership is not a proven fact. According to ​Appelbaum​, ​Audet & ​Miller (2003) “the

assessment that a woman’s leadership style is less effective than a man’s is not fact-based but

rather driven, by socialization” (p. 1). Men and women have a wealth of knowledge, skills

and experience to share/teach each other about leadership and, as they learn from one

another, they can bring strengthened leadership abilities to their schools.

Principals perform a vital function in school administration as the head. Both male

and female teachers alike assume leadership roles. More so, the institution’s educational
goals and objectives can hardly be achieved if effective leadership is not provided by the

principal Adegbesan (2013). In support of this view, Okafor (1991) notes that the success or

failure in school administration depends largely on the influence principals imparts on

teachers morale. Teacher morale is critical to the success of any educational system. Bentley

& Rempel (1980) defined teacher morale as the professional interest and enthusiasm teachers

display towards the achievement of individual and group goals in a given job situation. More

so since education is an instrument the nation relies upon to bring about rapid social and

economic development therefore it cannot afford to neglect its teachers FME, (2004). It is

imperative that the leadership motivates their teachers to possess a high morale if the nation

is to realize the purpose of education in national development. In other words, principals

occupy a vantage position to influence teachers’ behaviour such that quality instructional

delivery is carried out in the teaching and learning process in schools. Thus, it does not matter

the gender of the principal but the effectiveness of their leadership style in the carriage of

their duties and responsibilities.

In addition, leadership theory and research has focused on different leadership styles

such as the autocratic, democratic, laissez-faire. The challenges confronting modern

organizations to meet with higher performance, better job-satisfaction, increased morale and

productivity in subordinates has led to the demand for better quality of leadership. Prominent

among new leadership models proposed are the transformational and transactional leadership

styles Avolio & Bass, (2004), Burns (1978), which is the focus of this research. These

leadership styles have a far-reaching range of behaviours from the most potent-idealized

leadership to the least potent.

Honesty, intelligence and decisiveness are “absolutely essential” leadership qualities

which are displayed by both gender equally. Men and women working together have a wider
range of alternative strategies at their disposal than either acting alone. As such, both men

and women should feel free to adopt leadership strategies that will help them succeed within

the education system. A mix of masculine and feminine elements in school management

leads to a broader repertoire of behaviour and consequently to more flexible action

(Mackenzie L. & Love K., n.d., p. 1). It must be noted that there is no one “best” style of

leadership as it all depends on the organization and the task to be accomplished. Due to such

variation in leadership styles, potential leaders of both gender must be allowed to lead in

ways that will draw upon their individual strengths.

We will examine two leadership theory to determine if gender contributes to

leadership style. We will look at Situational theory and Contingency theory. We will look

aspects of leadership and if and how gender plays a role.

Situational Leadership theory was developed by studied by Kenneth Blanchard and

Paul Hersey. “Situational leadership refers to when the leader or manager of an organization

must adjust his style to fit the development level of the followers he is trying to influence,”

Leigh Anthony (2019). In this theory, the approach to leadership delve on two element: the

leader’s leadership style and the followers maturity.the leadership approaches are that of

being authoritative, he communicates with employees and works to persuade them, he is

more democratic and he delegates task his employees while he oversees the work. The

followers also have different maturity level which can be influence by the leadership

approach. This theory does not associate leadership effectiveness and gender. It show how

important the followers and situation are in determining the leadership approach.

Contingency theory of leadership was developed by Fred Fiedler. “ Fiedler believed

that one’s effectiveness to lead depended on their control of the situation and the style of

leadership,” (Fiedler’s, n.d). “A leader is most effective when his or her attributes and style of
leadership is matched with the situation and environment around them,” (Gupta, 2009). The

leadership style in this theory is either task oriented or people oriented. “Task-oriented

leaders are most effective when their positional power is high, as well as the task structure,”

(Gupta, 2009). “People or relation-oriented leaders perform their best when the relationship

levels between themselves and followers are at their greatest,” (Gupta, 2009). This theory

highly depends on the leaders traits or personality and his previous experiences. This theory

in no way suggest that the leader’s effectiveness relate to gender.

In conclusion, strong educational leadership based on the current situation of the

school is largely influenced by the leaders approach and not on his or her gender. Thus, both

male and female teachers must be involved equally on the basis of individual merit for

success to be garnered within schools. Effective leadership is based on having the necessary

skills and capability to implement measures that create an atmosphere/culture that focuses on

growth and productivity of teachers and students towards the accomplishment of

organizational goals.

References

Appelbaum​, S. A, ​Audet​, L. & ​Miller​, J. C. (2003). Gender and leadership? Leadership and

gender? A journey through the landscape of theories. Leadership & Organization

Development Journal, Vol. 24 Iss: 1, pp.43, ​https://doi.org/10.1108/01437730310457320

Barbuto, J. E., Fritz, S., Matkin, G. S & Marx, D. B. (2007). Effects of Gender, Education,

and Age upon Leaders' Use of Influence Tactics and Full Range Leadership Behaviors.

Faculty Publications: Agricultural Leadership, Education & Communication

Department, p. 72. Retrieved from

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1039&context=aglecfacpub
Coleman, M. (2007). Gender and educational leadership in England: A comparison of

secondary headteachers' views over time. School Leadership and Management., P. 1.

383-399. 10.1080/13632430701562991. Retrieved from

https://www.researchgate.net/publication/233166157_Gender_and_educational_leade

rship_in_England_A_comparison_of_secondary_headteachers'_views_over_time

Leigh A.(2019). "Define Situational Leadership." Small Business - Chron.com,

http://smallbusiness.chron.com/define-situational-leadership-2976.html.

Mackenzie L. & Love K.(n.d.). Contingency Theory of Leadership.

​https://oer.missouriwestern.edu/rsm424/chapter/contingency-theory-of-leadership/

Meta L. Krüger (2008) School leadership, sex and gender: welcome to difference,

International Journal of Leadership in Education, 11:2, 1, DOI:

10.1080/13603120701576266​. Retrieved from

https://www.tandfonline.com/action/showCitFormats?doi=10.1080%2F13603120701

576266

Owen, H. (2014). The role of gender in transformational leadership, p. 1. ONREC. Retrieved

from

http://www.onrec.com/news/news-archive/the-role-of-gender-in-transformational-lead

ership