LEADERSHIP

STYLE
IN
EDUCATION

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TABLE OF CONTENT

1.0 INTRODUCTION 2

2.0 LEADERSHIP STYLE IN EDUCATION 3

2.1 Transformational leadership 3

2.2 Transactional leadership 5

2.3 Servant leadership 6

2.4 Democratic leadership 7

2.5 Autocratic leadership 8

2.6 Laissez-faire leadership 9

3.0 CONCLUSION 10

4.0 REFERENCE 11

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1.0 INTRODUCTION

Effective leadership is crucial in the educational setting since it has a substantial impact
on how individuals lead, inspire, guide, and oversee groups of people inside academic
institutions. According to Northouse (2018), there are multiple leadership styles that
leaders might embrace in order to attain success in their roles. The styles encompass
transformational leadership, servant leadership, transactional leadership, and others.
Every leadership style has a distinct strategy that influences how leaders engage with
their teams. Effective leadership in education can result in better student outcomes,
improved teacher performance, and the establishment of a positive school culture.
Through the application of many leadership styles, educators have the ability to
establish environments that cultivate creativity, innovation, and academic achievement.
Transformational leadership promotes leaders to inspire their teams to attain their
objectives through the provision of direction, encouragement, and support. In contrast,
servant leadership emphasises the leader's capacity to cater to the needs of their team
members, hence enhancing morale and job satisfaction. Hence, comprehending the
different leadership styles and their influence on the educational environment will assist
educators in formulating efficacious leadership strategies that enhance the
achievements of their institutions.

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2.0 LEADERSHIP STYLE IN EDUCATION

In the field of education, there are several leadership styles that educational leaders can
practice. Here are six prominent leadership styles:

2.1 Transformational leadership

Transformational leadership is a leadership style that prioritises inspiring and

encouraging followers to collectively achieve shared objectives. This leadership
strategy entails formulating a distinct and well-defined vision for the future and
establishing precise and quantifiable objectives that are in line with that vision.
Transformational leaders develop a favourable work atmosphere in which people are
esteemed and empowered to give their utmost endeavours. They accomplish this by
prioritising four essential components: intellectual stimulation, individualised concern,
inspiring motivation, and idealised influence (Bass, 1985; Burns, 1978).

Engaging in intellectual activities fosters originality and inventiveness, questions

established beliefs, and facilitates ongoing education and growth. Individualised
consideration entails acknowledging the distinct skills and requirements of each team
member and adapting leadership strategies accordingly. Inspirational motivation entails
the act of inspiring and motivating team members to reach their utmost potential by
establishing lofty benchmarks and demonstrating exemplary behaviour. Ultimately,
idealised influence is demonstrating and promoting commendable actions and ideals,
so motivating team members to imitate them. Transformational leadership is a
pragmatic leadership style that has the ability to motivate individuals to reach their
maximum capabilities and bring about significant changes in an organisation (Bass &
Riggio, 2006).

An educator who exemplifies the concepts of transformational leadership can have a

profound effect on the educational progress and personal development of their students.
Let's take the example of Mr Brandon, a high school maths teacher who is highly
dedicated to imparting knowledge of mathematics and motivating his students to
appreciate the elegance and significance of maths in their everyday lives. At the
beginning of the semester, Mr. Brandon articulates his goal: for every student to achieve
exceptional performance in mathematics and develop a genuine understanding of its
practicality in solving real-life issues. The instructor establishes precise and

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quantifiable objectives for the class, such as enhancing exam results by 20% and
accomplishing a project that applies mathematical principles to a practical problem.

Mr. Brandon exemplifies the four essential components of transformative leadership in

his approach:

a) Intellectual Stimulation: He fosters cognitive growth in his students by presenting

intricate challenges that necessitate innovative resolutions. He pushes them to
critically examine their preconceived notions about mathematics, demonstrating its
use beyond traditional educational settings in fields such as technology, science,
and art.

b) Individualised Consideration: Mr. Brandon demonstrates an awareness of the many

learning styles and strengths of his students, and adjusts his teaching approaches
accordingly. He dedicates more time to kids who have difficulties, supplying
further resources and assistance. Additionally, he presents challenging issues to
students who excel, guaranteeing that every student feels appreciated and
comprehended.

c) Inspiring Motivation: Mr. Brandon establishes rigorous expectations for his

students and serves as a role model by demonstrating his enthusiasm for
mathematics and education. He recounts anecdotes of mathematicians who have
made noteworthy contributions to society, motivating his students to envision
themselves as capable of effecting change.

d) Exemplary Leadership: Mr. Brandon exemplifies the behaviours and values he

wishes to instill in his students by consistently displaying a strong ethical position,
respect for others, and a dedication to ongoing learning. He promotes and supports
their efforts to work together, value other perspectives, and persevere in
overcoming obstacles. Mr. Brandon's diligent efforts result in the establishment of
a constructive and empowering classroom atmosphere that inspires pupils to strive
for their utmost capabilities. They actively immerse themselves in the subject
matter, enhance their academic achievements, and cultivate a long-lasting
admiration for the potency of mathematics.

This example demonstrates the effective use of transformational leadership principles

in an educational context, creating an environment that motivates students to engage in
learning, develop, and achieve success.

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2.2 Transactional leadership

Transactional leadership is a managerial approach that emphasises the prompt and

effective completion of routine operational activities in an organisation. This leadership
strategy is distinguished by a clearly defined framework, objectives, and anticipations
that direct followers in fulfilling their duties. Transactional leaders utilise incentives
and penalties to inspire subordinates and guarantee the completion of tasks according
to the desired objectives. In order to promote positive behaviour, they provide
incentives for high performance and enforce consequences for poor performance to
uphold discipline and order.

Transactional leaders prioritise achieving immediate objectives and goals over long-
term strategic planning, making them well-suited for organisations that require instant
results. This leadership style is most useful in organisations that require efficient and
effective execution of everyday duties and procedures, such as in manufacturing or
service sectors.

In educational contexts, a teacher that employs transactional leadership would prioritise

standardised testing results and the completion of daily homework. For example,
educators have the ability to establish explicit objectives for students, such as attaining
a particular score on an examination or finishing homework within a designated
timeframe. The teacher would explicitly delineate the incentives for achieving these
goals, such as commendation, more academic points, or entitlements such as leisure
time at the conclusion of the session.

On the other hand, if expectations are not met, there will be repercussions such as being
given more assignments, losing privileges, or being required to attend tutoring sessions.
This technique guarantees that students have a clear understanding of the requirements
and consequences of their activities, motivating them to complete their duties in order
to obtain prizes or avoid punishments.

Although using this approach can result in the effective attainment of predetermined
educational objectives and the establishment of discipline within the classroom, it may
only occasionally promote innate motivation, originality, or sustained involvement in
learning that extends beyond the current assignments.

2.3 Servant leadership

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Servant Leadership is a leadership style that places the needs and development of the
followers as a higher priority than the interests of the leader. The ideology of this
organisation focuses on prioritising individuals, fostering strong and significant
connections with team members, enabling them to assume responsibility for their tasks,
and providing assistance in realising their maximum capabilities.

For instance, a teacher who adopts servant leadership would prioritise the specific
requirements of their students, guaranteeing that each kid has the necessary support and
materials to thrive academically and personally. This instructor would collaborate with
students, promoting their acquisition of knowledge rather than imposing it and
motivating them to investigate their interests and abilities.

Servant leaders endeavour to establish a cooperative work atmosphere in which the

contributions of all individuals are esteemed and honoured. In the classroom, this would
cultivate an environment in which students feel secure to articulate their ideas and
opinions, with the assurance that their voices will be acknowledged and valued. The
instructor would exemplify respect, active listening, and empathy for all children,
thereby motivating them to emulate these behaviours with their classmates.

Servant leaders are dedicated to cultivating a culture of progress and welfare. They
recognise that nourishing the professional and personal growth of their followers is
crucial for achieving long-term success. Within an educational environment, the
instructor offers pupils the chance to engage in challenging tasks, gain knowledge from
errors, and consistently enhance their abilities. Acknowledging and valuing the
endeavours and contributions of each student enhances motivation and involvement,
enhancing the educational experience for all participants.

In addition, servant leaders are committed to making a beneficial influence on both their
organisation and the community. A teacher employing a servant leadership approach
would utilise their role to provide service to their pupils and effect positive change in
their lives, placing the collective benefit above personal interests. This may entail
incorporating social responsibility and ethical conduct into the curriculum and fostering
students' contemplation on how they might make constructive contributions to society.

Servant leadership is a potent idea that promotes leaders to prioritise the well-being of
their followers while also attaining success for the organisation. Grounded on empathy,
compassion, and a dedication to making a positive influence on the world, this

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leadership approach provides a transforming framework for teachers who seek to
inspire and nurture the next generation.

2.4 Democratic leadership

Democratic leadership is a leadership style that prioritises the values of teamwork and
collaboration. Leaders that embrace this approach want to engage their team members
in the process of decision-making, appreciating their contributions and concepts. Their
approach involves fostering consensus by engaging in discussions and debates,
promoting open communication, and encouraging active engagement from all members
of the team. This strategy fosters a feeling of ownership and empowerment among team
members, who perceive that their contributions are esteemed and integral to a
collaborative decision-making process. Moreover, democratic leadership frequently
fosters creativity and innovation by actively encouraging team members to contribute
their unique perspectives and ideas, resulting in the generation of novel and inventive
problem-solving approaches.

In summary, this leadership style is an excellent method for constructing a strong and
unified team that is dedicated to accomplishing shared objectives through collaboration
and efficient communication. Mr. Badrul, a teacher in a high school history classroom,
demonstrates the application of democratic leadership ideas in the educational
environment. Instead of exclusively delivering lectures, Mr. Badrul motivates his
students to actively engage in the learning process. He frequently commences his
classes by posing an open-ended question related to the subject matter of the day,
encouraging students to contribute their insights and prior knowledge. This approach
not only ignites curiosity but also cultivates a cooperative learning atmosphere.

When teaching on the Civil Rights Movement, Mr. Badrul organised the class into small
groups. Each group was given a specific topic related to the movement to investigate
and present. He offered assistance and supplied tools, but he gave the students
autonomy in determining their approach to their presentations. This technique
empowered the students, instilling in them a feeling of control and responsibility for
their own learning and motivating them to actively and profoundly interact with the
subject matter.

In addition, Mr. Badrul consistently facilitates class discussions in which all students
are actively encouraged to express their opinions and thoughts regarding the topic being

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discussed. He underscores the significance of courteous discourse and productive
critique, instructing pupils in the art of successful communication and the ability to
contemplate diverse viewpoints. This activity improves their comprehension of history
and cultivates their abilities in critical thinking and communication. The student
feedback has been predominantly favourable, with a significant number of students
indicating a heightened sense of engagement and motivation in Mr. Badrul's class.

Research findings confirm that implementing democratic leadership in the classroom

can result in increased student satisfaction and improved learning results, as evidenced
by studies conducted by Lewin et al. (1939) and Gastil (1994). These studies emphasise
the advantages of engaging students in the decision-making process and cultivating an
atmosphere of mutual respect and collaboration.

Through the implementation of democratic leadership, Mr. Badrul has established a

vibrant and all-encompassing classroom atmosphere, fostering a sense of worth and
empowerment among students, therefore facilitating their learning process. This
strategy improves educational results and equips students for active engagement in
democratic communities.

2.5 Autocratic leadership

Autocratic leadership is a leadership style characterised by the leader's unilateral

decision-making, without soliciting input or opinions from team members. This type of
leader offers unambiguous and succinct directions to their team members and
anticipates rigorous compliance with rules and procedures. Although this leadership
style may prove effective in some circumstances, it has the potential to restrict the
creativity and autonomy of team members.

An authoritarian leader is typically perceived as the exclusive decision-maker who

exercises complete control over the team's operations. This leadership style can result
in the establishment of a hierarchical management structure, where the leader's
directives are considered unquestionable, resulting in a dearth of creativity and
teamwork.

Autocratic leadership is often utilised by teachers in educational settings when there is

a need for strict discipline or when prompt decision-making is essential. During
laboratory sessions that involve hazardous chemicals, a teacher may employ an

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authoritarian style to guarantee student safety. This involves giving explicit directions
that students are expected to obey without question.

Another example could involve the coordination of significant school events, such as
sports days or school plays, where the teacher assumes the role of coordinator and
makes all the important choices regarding event planning, assigning roles, and carrying
out the event without seeking feedback from the students. This guarantees that the event
is coordinated with efficiency and adheres to a strict schedule.

Nevertheless, it is crucial to acknowledge the influence of this leadership approach on

the educational setting. In their influential study on leadership styles and their impact
on group conduct, Lewin, Lippitt, and White (1939) examined the subject. Aggressive
conduct patterns in artificially generated "social climates".

According to a study published in The Journal of Social Psychology and the SPSSI
Bulletin (Volume 10, Issue 2, pages 271-299), implementing an authoritarian
leadership style in classrooms can result in reduced levels of creativity and autonomy
among students. The study indicates that although this approach may lead to increased
levels of productivity and efficiency, it may also impede students' capacity to engage
in collaborative work and cultivate critical thinking and problem-solving abilities.

To summarise, although there may be situations in educational environments where it

is necessary and feasible for a teacher to use autocratic leadership, it is essential to
counterbalance this approach by providing students with opportunities to participate in
learning experiences that promote innovation, creativity, and collaboration.

2.6 Laissez-faire leadership

Laissez-faire leadership is a management style that is characterised by a leader who

takes a hands-off approach. In this leadership style, the leader offers minimal assistance
to their team members and places trust in their ability to make decisions and accomplish
tasks autonomously. This style of leadership is most appropriate for individuals who
have a wealth of expertise and are highly self-motivated. They are capable of working
autonomously with minimal guidance. However, it might result in either clarity or a
lack of direction if the team members require greater expertise or more structured
supervision. In such instances, the laissez-faire approach may not be the most suitable
choice, since the team may want more guidance and assistance from a leader to remain
focused and accomplish their objectives.

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Let us examine instances in which teachers in the educational setting demonstrate the
Laissez-Faire Leadership approach, promoting student independence and self-direction.
These examples are designed to elucidate how this leadership strategy can be
effectively employed in classroom settings.

Example 1: Independent Study Projects

Mrs. Siti, an English teacher, gives her high school students a self-directed research
assignment on modern literature. She presents pupils with a vast array of novels and
grants them the freedom to choose the specific book they choose to delve into. Mrs. Siti
establishes explicit goals and time limits while granting students the autonomy to tackle
their assignments in their preferred manner, fostering their ability to cultivate their own
analysis and presentation techniques. This approach promotes independent learning and
reflects elements of the laissez-faire leadership style by empowering students to take
charge of their own learning while upholding academic standards (Thompson &
Vecchio, 2009).

Example 2: Cooperative Teamwork

Mr. Adam presents a project to his science class that requires students to create and
carry out experiments that are connected to the topics covered in the course for the
entire semester. He organises groups according to the students' interests, granting them
the autonomy to determine their responsibilities within the group, handle their own
timetables, and make decisions regarding the specifics of the experiment. Mr. Adam is
open to providing consultation, but, he encourages groups to autonomously resolve
issues, fostering a work climate that is both collaborative and autonomous. This
situation illustrates the laissez-faire leadership style by giving students the task of
directing their own projects. This can result in improved problem-solving abilities and
a more profound comprehension of the subject matter (Hart, 2012).

Example 3: Autonomous Learning in Web-based Courses

Professor Johnson, who is instructing an internet-based course on digital marketing,

furnishes her students with a detailed plan of the course, an extensive compilation of
materials, and the ability to participate in online discussions through a dedicated forum.
She motivates her pupils to investigate subjects that captivate them in the realm of
digital marketing and exchange their discoveries with their peers on the forum.
Professor Johnson's method promotes learning by offering tools and assistance when

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necessary, while also empowering students to take charge of their own learning process.
This technique demonstrates a laissez-faire leadership style, as it assigns the
responsibility of learning to the students, fostering independence and self-motivation in
an online environment (Anderson, 2016).

These instances illustrate the adaptability of laissez-faire leadership in the educational

sector. It cultivates a setting that motivates students to assume responsibility for their
education, nurturing autonomy, analytical thinking, and self-drive.

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3.0 CONCLUSION

Transformational leadership is a leadership style that aims to inspire and motivate

followers to strive towards shared goals by providing a clear vision, setting defined
objectives, and cultivating a pleasant work atmosphere. Transformational leaders have
the ability to motivate and inspire individuals to achieve their maximum capabilities
and bring about significant changes inside an organisation. They do this by stimulating
intellectual growth, providing personalised attention, offering inspiring motivation, and
serving as role models. Transactional leadership focuses on achieving efficient task
completion by utilising a system of rewards and penalties, whereas servant leadership
places importance on meeting the needs of followers and promoting their personal
growth. Democratic leadership fosters a culture of teamwork and collaboration by
promoting open communication and active involvement in decision-making, which
ultimately leads to the development of innovative solutions. Autocratic leadership is
characterised by the practice of making decisions unilaterally, without seeking input or
feedback from team members. This approach can have the effect of restricting creativity
and autonomy within the team. Every leadership style possesses unique strengths and
weaknesses, which have varying effects on organisational dynamics and outcomes.
Education leaders employ various methodologies to guide their teams, each with its
own merits and drawbacks. Effective leaders demonstrate the ability to modify their
leadership approach based on the specific requirements of their team and the current
circumstances.

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Bass, B. M. (1985). Leadership and performance beyond expectations. Free Press.

Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.).

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Chukwusa, J. (2018). Autocratic leadership style: Obstacle to success in academic

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Hawkins, P. (2021). Leadership team coaching: Developing collective

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John Wiley & Sons. - Northouse, P.G. (2018). Leadership: Theory and Practice.
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Lewin, K., Lippitt, R., & White, R.K. (1939). Patterns of aggressive behavior in
experimentally created social climates. Journal of Social Psychology, 10, 271-299.

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Shamim, S., Cang, S., Yu, H., & Li, Y. (2016, July). Management approaches for
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Sipe, J.W., & Frick, D.M. (2009). Seven Pillars of Servant Leadership: Practicing the
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Spears, L.C. (1995). Reflections on Leadership: How Robert K. Greenleaf's Theory

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