LEADERSHIP PATTERNS AND THEIR IMPLICATION FOR THE DEVELOPMENT OF EFFECTIVE ADMINISTRATION OF PRIMARY SCHOOL
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LEADERSHIP
PATTERNS AND THEIR IMPLICATION FOR THE DEVELOPMENT OF EFFECTIVE ADMINISTRATION
OF PRIMARY SCHOOL: A CASE STUDY OF EGOR LOCAL GOVERNMENT AREA
ABSTRACT
The purpose of this survey
research is to explore the leadership patterns of public primary school
headmaster in Edo State as perceived by headmasters. The subjects of this study
include 20 public primary school headmasters and 100 public primary school teachers.
The questionnaires has two parallel forms, one for the headmasters to rate
themselves and other in which teachers can rate the headmasters. According to
section (1) and section (2) the headmasters rated themselves the highest on the
human resources frame in addition to this the majority of the headmasters
consider themselves as being effective leaders and managers. As to teacher
rating of the headmasters were rated the highest on the human resources frame
in section 1 and section 2. moreover the majority of the teachers think that
the headmasters that they work with are effective managers and
leaders.
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND OF THE STUDY
For many
years now, researchers in the area of educational leadership have attempted to
identify links between educational leadership and school effectiveness
research. This phenomenon is mainly due to the perception that educational
leaders, especially school headmasters, affect school effectiveness (Levin $
Lezotte 1990; Reynolds $ Cuttance. 1992; Cheng 1994; Pashiardis, 2004). However
two main issues have arisen; firstly what position or roles do leader have in a
school organization? Secondly under what condition does school leadership
affect student’s achievement and to what existent?
In relation to the first issue, it is interesting that the vast majority of
researchers have been involved mainly in studies of principals leaders
patterns. However recent research has also been concerned with the leadership
of person who have other roles in a school organization such as teachers
(Harris$ Muijs, 2003, Pashiardis, 2004). As a consequence, it is necessary to
investigate the parameters of many individuals leadership pattern in order to
give a more complete overview of school leadership.
The second issue is more complex due to contradictory finding concerning
effects of leadership on student’s achievement some studies found no influence
where as others identified some effect (Heck 1992; Johnson 1993)
The meta analysis conducted by hallanger $ Heck (1996; 1998) and Witxiers,
Bosker $ kruger (2003) emphasized at least two important element that
differentiate the result among many studies firstly the different educational
systems and cultures among the various countries lead to different result (also
in pashisrdis, thedy, papanaoum,$ Johansson, 2003). Secondly the absence of
intermediate variables between principal or headmaster leadership and students
achievement tens to find no link between them (also in Teddlie $ Renolds 2000).
STATEMENT
OF THE PROBLEMS
Based on the above, this study aims to examine the
headmaster contribution to school effectiveness among primary schools in Edo
state. This work has adopted specific theories with regards to these three
variable more specifically, it is based on the (Hoy $ Miskel 2001). Second
these concept are presented at many level in schools for example, leaders can
be identified at school level (e.g. headmaster) or at classroom level (e.g.
teachers) (Cheng, 1994) moreover, there are many culture in a school such as
organizational culture, teacher culture, students, culture, classroom, culture
(Mechr $ Midgley 1996). Finally multi level models indicate many level of
effectiveness such as the student’s level, the classroom level and the school
level (Ereemers 1994)
The first concept that we examined in this study was school leadership. The
examination of this concept involves many difficulties because of the large
number of its definitions (Hoy $ Miskel 2001) one theory that views the
multidimensional nature of leadership and especially effective leadership, is
the Bolman $ Deals theory of leadership, frames (1991;1997). This theoretical
frame work is based on the assumption that four leadership dimensions play
important roles in effective leadership;
1.
The structural frame which emphasizes goals,
planning and coordination;
2.
The human resources frame, which is sensitive to
the human needs of others.
3.
The political frame which recognized the ways that
people seek to advance their own interest and
4.
The symbolic frame which focuses in the rituals,
myths and ceremonies that give meaning to organizational cultures.
The
evidence of several recent studies supports the main assumptions of the theory.
At the same time research identified new elements that complete the model for
example Bolman and Deal (1991; 1992) found that the leader’s ability to use
many frames is highly correlated with their effectiveness.
A second concept that concerns this study is organizational culture. Again the
large numbers of definitions contribute to the difficulty of studying this
concept as well based mainly on schein definition contributes to the difficulty
of studying this concept as well. Based mainly on Schein definition (1992), Hoy
$ Miskel (2001) defined culture as “the shared orientation that hold the unit
together and give it a distinctive identify”. However, substantial disagreement
arises about what is shared (norms, values, philosophies, perspectives,
beliefs, expectation, attitude, Myths or ceremonies.). Another problem is
determining the intensity of shares orientations of organization all members.
While studies of educational leadership have focused on leaders in
administrative position, recent studies are focusing on teachers as leaders
(Bellon $ Beaudry 1992; Boles $ Troen, 1992; Wasley 1991). The recent
educational reform movements, such as restructuring and site based management
have promoted increased teacher participation and leadership in the decision
making processes of various aspects of school administration. Studies about
teacher’s roles in those reform efforts are beginning to emerge.
Information about leader who have guided or provoked their organization to
change is also beginning to emerge. These leaders began with having a vision
developed a shared vision with their co-workers and valued the organization
personnel. Leaders who changed their organization were proactive and took
risks. They recognized shifts in the interests or needs of their clientele,
anticipated to the need to change and challenged the status quo. Educational
leaders of change have these characteristics. How these characteristics are manifested
by educational leaders is presented in the characteristics section of this
paper. Since limited data exist on educational leaders the information on the
characteristics of these leaders is drawn primarily from the literature on
effective schools. However for effective school management. Teacher leadership
roles are involving teachers as mentor’s team leaders, curriculum developers
and staff development providers and intend to “improve the quality of public
education while allowing teachers greater leadership in the development of
those improvements (Wasley 1991). These roles involve teachers in decision
making processes and facilitate teachers becoming leaders of change. Nickse
(1997) studied teachers as change agents and advocated teachers in leadership
roles in change efforts for four reasons.
1.
Teachers have a vested interest. “they care about
what they do and how they do it and feel a sense of responsibility for their
efforts”
2.
Teachers have a sense of history they are “aware of
the norms of their colleagues”
3.
Teachers know the community “have information
concerning the values and attitude of the community” and
4.
Teachers can implement change they “are where the
action is. In the position to initiate planned change on the basis of need.
Yet
despite these reasons and attempt to promote teachers as leaders of change and
to extend teacher leadership roles, teachers do not view themselves as leaders
(Bellon $ Beaudry 1992; Wasley 1991).
Nevertheless the data on leaders of educational change and the emerging
information on teacher leadership indicate that the characteristic of these
individuals mirror those of leaders who have changed other organization.
Leaders of educational change have vision, faster a shared vision and value
human resources. They are proactive and take risks. In addition they strongly
believe that the purpose of schools is to meet the academic needs of students
and are effective communicators and listeners. Leaders of educational change
have vision, faster a shared vision, and value human resources. They are
proactive and take risks.
1.2
PURPOSE OF THE STUDY
The
purpose of this study is to unveil the leadership pattern of public prime
school headmasters based on the Rota they pay for effective school management.
The specific research questions of the study are as follows;
1.
What kinds of leadership pattern are adopted by the
headmasters of public elementary school?
2.
Do leadership pattern differ in relation to the
headmasters experience in the field?
3.
Do leadership patterns differ in relation to the
teachers experience in the field?
4.
Do leadership patterns differ in relation to the
teachers work experience with their current headmasters?
5.
Do headmasters consider themselves as effective
managers and leaders?
6.
Do teachers consider their headmaster as effective
managers and leaders?
7.
Is there a significant difference between the
leadership patterns of female and male headmasters?
8.
To examine the reason responsible for lack of
effective administration in primary school in Esan West local government area
of Edo state.
1.3
SIGNIFICANT OF THE STUDY
The
importance of this study lies in its exploratory nature as it attempts to
unveil the leadership pattern employed in public primary schools in Edo state.
This study is innovative in the sense that it will be first study to promote
the leadership patter for effective management. This research wil provide
additional evidence to educational authorities in choosing or training their
leaders.
Furthermore
it is believed to induce self awareness and reflection in headmaster concerning
their headmastership practice; it will provide at least a basis for further
studies related to leadership pattern of the Edo state primary school
headmasters. However it will also be relevant to ministry of education, school
administrators and teachers including all stakeholders in education.
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