Leadership Strategies and Practices for Montessori

Education: Analysing the Impact on Student

Outcomes
Contents
Introduction...........................................................................................................................................3
Research Aims...................................................................................................................................8
Research Questions...........................................................................................................................8
Significance / Rationale of the Study.................................................................................................9
Literature Review................................................................................................................................11
Leadership and Leadership Styles....................................................................................................12
History of Leadership.......................................................................................................................13
Leadership Theories............................................................................................................................14
Trait Theory.....................................................................................................................................15
Situational Theory...........................................................................................................................15
Behavioural Theory..........................................................................................................................16
Transformational Theory.................................................................................................................17
Authentic Theory.............................................................................................................................17
Servant Theory................................................................................................................................18
Leader-Member Exchange (LMX) Theory........................................................................................18
Transactional Theory.......................................................................................................................19
Path-Goal Theory.............................................................................................................................20
Educational Leadership Strategies...................................................................................................21
Montessori School Leadership.........................................................................................................21
Transformational Leadership in Montessori Schools.......................................................................22
Servant Leadership in Montessori Schools......................................................................................24
Democratic Leadership in Montessori Schools................................................................................25
Gaps in Literature............................................................................................................................26
Reference List......................................................................................................................................28
Introduction

Education plays an essential role in shaping the future of individuals and society. Over the

years, various approaches to teaching have emerged, with the Montessori approach gaining

popularity worldwide (Hiles, 2018). The Montessori system is a child-centred style of

education that emphasises independence, self-directed learning, and hands-on exploration

(Marshall, 2017). Yonezu (2018) says that its effectiveness relies heavily on the quality of

leadership and implementation. Effective leadership strategies and practices are crucial for

implementing Montessori education successfully and achieving positive student outcomes.

The research strives to explore the efficient governing initiatives and actions from employing

Montessori academics in conventional and independent learning environments and

examine how the policies and strategies that influence student’s performance.

Dr Montessori was an influential leader who promoted the idea that grownups should

follow the example of the child since they are the ones who are developing people’s souls.

Dr Maria Montessori developed Montessori education in the early 1900s, which has since

been adopted by schools worldwide (Yonezu, 2018). Montessori’s way of teaching involves

three essential parts: the student, the teacher, and the environment they learn in, and these

three work together in a flexible way. The primary role of the educator involves guiding the

child through what Montessori termed the ‘prepared environment’ (Marshall, 2017). The

environment in a Montessori classroom is specially designed to help children learn and grow

in all areas - thinking, feeling, relating to others, and moving their bodies. Children are

encouraged to explore, share their ideas, and learn independently. Thinking about the

Montessori educational philosophy’s most important components, the

instructional elements, and how the teacher and the context’s layout support the learner’s
autonomous interaction with the components can help explain how it works. Regarding the

instructional tools, Montessori created various adaptable items to teach kids intellectual

needs like math, reading, science, geography, history, and sensorial principles like size,

shade, shape, and sensation (Marshall, 2017). Regarding the involvement of the child, the

children learn by actively interacting with the resources throughout a 3 hour “working

period,” where the teacher helps the children select their tasks. Teacher involvement can be

done separately or in teams. The child is allowed to select what work they want to focus on,

the location in the classroom, partners, and how long they work on any specific task, all

within the parameters of the classroom’s rules. Children are not forced into rivalry, and

there is no mechanism for external motivation or penalties. The learning resources and the

context of the curriculum are the two factors that distinguish Montessori classrooms from

regular classes.

The Montessori approach is unique because it emphasises hands-on exploration, self-

directed learning, and independence. In Montessori education, children are viewed as active

participants in their learning process rather than passive recipients of knowledge

(Shivakumara et al., 2016). The Montessori method promotes creativity, independence,

critical thinking skills, and a love for learning. The system recognises children’s learning

styles, interests, and abilities and aims to provide a supportive learning environment that

caters to these differences. This system bases on the philosophy that children learn and gain

more from their experiences compared to direct teaching. The teacher, child, and

environment are central to Montessori’s educational system. The teacher’s role involves

guiding the learner through the prepared environment. This surrounding comprises a

learning technique and a learning platform modelled to promote the pupils’ cognitive,

sentiments interpersonal and physical evolution through autonomous tuition, opinion, and
engagement expedition (Shivakumara et al., 2016). This educational system’s major

objective is to ensure a child’s optimal development, making it different from most

educational systems. The Montessori approach requires teachers to prepare the

environment and the learning materials in a way that promotes children’s self-directed

engagement with all the educational items (Marshall, 2017). The system was built on the

philosophies of the importance of a child’s self-directed motivation and the impact of the

need for growth on behaviour.

While the Montessori approach has been praised for promoting positive student outcomes,

it requires effective leadership and implementation to achieve its full potential. In traditional

educational settings, implementing the Montessori approach can be challenging, given the

existing structure and practices of conventional education (Scott & Myers, 2021). Leaders

must adopt effective strategies and techniques to integrate the Montessori approach into

traditional educational settings. Similarly, in standalone educational settings, leaders must

develop effective strategies and practices to implement the Montessori system successfully.

Although there is a sizable and varied body of academic work on leadership, a study

identified a handful of studies that addressed leadership in the Montessori setting (Bennetts

& Bone, 2020). No articles could be seen as making meaningful connections between

leadership and Montessori concepts and procedures. Maria Montessori is still categorised as

a pedagogue, not a leadership theorist, and much of her ingenuity has been incorporated

into contemporary practices without acknowledging its source (Bennetts & Bone, 2020).

Deductions from Dr. Montessori’s initial materials have been made to let her viewpoint on

leadership shine through the study. The allusions to governance made by Dr. Montessori

seem sporadic, oblique, or veiled. She did not want to produce anything, especially on
leadership; the phrase was less widely used then. The writings of Dr. Montessori frequently

cite pioneers in the cultural and natural sciences. For instance, she cited Comenius, a Czech

theologian, and educator, in From Early Childhood to The teenage years, numerous

prehistoric Greek thinkers in “To Educate the Human Potential” and Darwin and De Vries in

“The Absorbent Mind,” where she wrote about embryonic development. Several

commemorative books, such as Foschi 2008, Kramer 1988, Standing 1957/1998, and

Trabalzini 2011, have provided a history of her leadership (Bennetts & Bone, 2020). Despite

advocating for gender equality, Dr. Montessori reportedly made the most of her demeanour

to support children’s causes.

The enduring influence of Dr. Montessori was influenced by a diverse cognitive background,

including Italian advisors in her formative years in the fields of science, medicine, and

anthropology; French specialists Jean Marc Gaspard Itard and Édouard Séguin, who

originally encouraged her didactic purpose; esoteric studies in humanity, prehistoric Greek

theology, and German cosmopolitanism; and her encounters in India from 1939 to 1946,

where she was subjected to Eastern customs(Bennetts & Bone, 2020). Her stance

contradicts current governance theories by putting children at the heart of all human

activity. Her collection of work explores fundamental metaphysical truths, contexts,

environments, and large societal concerns like human growth and tranquility. Dr.

Montessori believed that learning should be comprehensive and ongoing—not only to pass

down knowledge but also to advocate for life in all of its manifestations. This assistance is

managed in the school by an instructional commander, a directress in her day (M.

Montessori, 1912/1964), who exercises governance by listening to the children.

Montessori’s education system has been implemented across 154 countries worldwide.

Debs et al. (2022) note that the US, China, Germany, Tanzania, Canada, and Thailand have
the highest number of Montessori schools. Further, India, the US, and the Netherlands have

the highest number of public or government-funded Montessori schools. In the countries

mentioned above, implementation of this system is based on six central pillars: freedom of

choice, having Montessori-trained teachers, inculcating mixed-age groupings, adopting

Montessori materials, supporting the Montessori philosophy, and having an uninterrupted

work block (Debs et al., 2022). Besides, in most countries, classrooms are co-teaching, have

shortened work cycles, and have low pupil-instructor ranking. Overall, the implementation

of this education system is consistent across various countries.

Effective leadership strategies and practices are crucial for implementing the Montessori

approach successfully. Leaders must deeply understand the Montessori philosophy and

policy, provide ongoing professional development, establish a strong vision and mission,

foster a culture of collaboration and respect, and provide support and resources for

teachers (Bennetts & Bone, 2020). Effective practices for implementing Montessori

education include creating a prepared environment, emphasising student choice,

encouraging self-directed learning, providing individualised instruction, and building

community.

The effectiveness of the Montessori approach is heavily reliant on the quality of leadership

and implementation. Therefore, the research strives to explore the efficient governing

initiatives and actions from employing Montessori academics in conventional and

independent learning environments and analyse how the policies and stratagems influence

pupils’ performance.

This paper will provide a comprehensive overview of the Montessori approach and its

philosophy, discuss the challenges of implementing the Montessori Method in traditional

educational settings, explore effective leadership strategies and practices for implementing
the Montessori system, and examine the impact of these strategies and techniques on

student outcomes.

Research Aims

To investigate effective leadership strategies and practices for implementing Montessori

education in traditional and standalone educational settings and their impact on student

outcomes.

1. Relevant literature on Montessori education, leadership, and effective practices for

implementing the Montessori approach.

2. To explore the challenges of implementing the Montessori approach in traditional

educational settings and examine effective strategies for integrating the Montessori

method into conventional education.

3. To assess the successful governance policies for employing examine Montessori

education in standalone academic frameworks and explore their influence on pupils’

outcomes.

4. To analyse the impact of effective leadership strategies and practices on student

outcomes in Montessori educational settings.

5. To provide recommendations for leaders and educators on practical strategies and

practices for implementing Montessori education in traditional and standalone

educational settings to promote positive student outcomes.

Research Questions

According to Montessori, learning supports children’s full cognitive, mental, sentimental,

and interpersonal growth. Most educational structures in practice currently strongly

emphasise academic achievement in topics like literacy and math, which is considerably

distinct from Montessori education (Ololade, 2021.) Therefore, it is essential to note that

the outcomes strategies employed to determine efficiency may only sometimes reflect the

factors that Montessori thought were most significant for learning when analysing the

impact of leadership strategies and practices for Montessori education on student

outcomes. However, educators and parents favour the Montessori approach for various

reasons, some of which take more work to assess. Therefore, this research strives to answer

the questions:

I. What are the efficient stewardship policies for executing Montessori learning

approach in conventional and independent academic structures and do the policies

influence pupils’ results?

II. Analysis of the Effective Leadership Strategies and Practices for Implementing

Montessori Education in Both Traditional and Standalone Educational Settings and

How These Strategies and Practices Impact Student Outcomes and Educational

Leadership

Significance / Rationale of the Study

This study will provide valuable insights into the effective leadership strategies and practices

for implementing Montessori education in traditional and standalone educational settings.

The findings will help educators and policymakers understand the best practices for

implementing Montessori education and its impact on student outcomes. Further, the study

will contribute to the existing literature on Montessori education by providing a

comprehensive analysis of the effective leadership strategies and practices for implementing
Montessori education and their impact on student outcomes. The findings will fill a gap in

the literature on Montessori education, particularly in leadership strategies and practices.

The research’s results will also aid policymakers derive informed decisions about the

implementation of Montessori education. The study will provide evidence-based

recommendations that can be used to guide policy decisions on Montessori education. The

research will also provide practical guidance to educators on implementing Montessori

education in traditional and standalone educational settings. The recommendations will

help educators understand the best practices for implementing Montessori education and

how to support student learning outcomes effectively. Further, there is a growing demand

for evidence-based education research. This study will contribute to this demand by

providing evidence-based findings on the effective leadership strategies and practices for

implementing Montessori education and their impact on student outcomes.

While there is diverse and large leadership literature, limited studies focus on this concept

in the context of Montessori schools. Besides, only a few publications make substantial

connections between leadership and the practice and principles of this education system

(Bennetts & Bone, 2020). Even Montessori has subtle, fragmentary, and indirect references

to leadership in her works. Besides, connecting the impact of leadership strategies and

practices in Montessori Education on student outcomes remains a concept worthy of

exploring. While her goal was optimal child development in developing this education

system, she rarely focused on the leadership’s role in ensuring these critical measures were

attained. Besides the scarce peer-reviewed studies focusing on leadership and Montessori

education, they face major methodological limitations, necessitating a further review of this

relationship (Marshall, 2017). Although Montessori’s approach to education rarely made

leadership a central part, it is worth recognising that institutional leadership is a crucial part

of the success of any institution. Because this educational system has existed for over a

century with several success stories, it is worth comprehending leadership’s role in

establishing learning milestones and influencing the underbelly of organisational leadership

concepts.

Furthermore, even studies that have tried linking Montessori to leadership have yet to

establish the basic management approaches practiced in these institutions to establish the

factors that play into the success of this educational system. Therefore, there is a need for

in-depth research on leadership techniques and practices in the Montessori education

system. Gaining such insight would help other educational institutes with effective

leadership techniques for optimal child development and learning.

Literature Review

Several scholars have researched leadership on different dimensions. Besides, some have

focused on the impact of school leadership on students’ outcomes. However, a few

researchers have had an in-depth analysis on leadership and student performance in

Montessori schools. This chapter explores peer-reviewed sources from other scholars,

previous studies, journals and library notes discussing various leadership concepts. The

chapter will keenly provide citations to acknowledge works by other scholars. While all the

literature used in this review does not specifically focus on Montessori schools, the

information from such sources will help with critical information to form a basis for

understanding education in this education system. This chapter will evaluate the various

theories, concepts, and perspectives surrounding leadership. Besides, it will explore various

leadership approaches and their influence in student outcomes.

Leadership and Leadership Styles

Leadership is the ability to inspire, motivate and guide a group toward a common goal. It is a

crucial element in any organisation or group, as it sets the tone and direction for the team

(Iwata et al., 2017; Meraku, 2017). While leaders and managers may seem to have similar

responsibilities, they are very different. Managers prioritize control and rationality, while

leaders inevitably employ power to establish influence on people’s actions and thoughts

(Northouse, 2021). Leaders emphasize followership by motivating individuals to

comprehend and believe in a set vision. On the other hand, managers administer work and

ensure that people complete daily tasks as needed. A leader can take many forms, from an

appointed manager to an informal influencer within a group. The concept of leadership is

often associated with traits such as confidence, decisiveness, empathy, and vision (Toker,

2022). One of the most common leadership strategies is the autocratic style. This style is

characterised by a leader who holds all the decision-making power and directs the team’s

actions with little input from team members (Caillier, 2020). This strategy can be effective

when quick and decisive action is required, such as in emergencies or military scenarios

(Hogg, 2021). However, it can also lead to resentment from team members who feel they

are not valued or heard.

Another leadership strategy is the democratic style. This style is characterised by a leader

who seeks input and feedback from team members before making decisions (Allafchi, 2017).

Devi and Subiyantoro (2021) observe that this strategy can be effective when diverse

perspectives are required, and collaboration is necessary. However, it can also lead to slow

decision-making processes and difficulties enforcing decisions when consensus is not

reached (Kilicoglu, 2018). The transformational leadership style is another popular

approach. This style is characterised by a leader who inspires and motivates team members
to achieve their full potential (Anderson, 2017). This strategy can be effective when

creativity and innovation are required, and team members are highly skilled and self-

motivated (Nguyen et al., 2017). However, it can also require the leader’s significant

investment of time and energy to build strong relationships with team members and create

a shared vision.

A servant leadership style is an approach that emphasises the leader’s responsibility to

serve the needs of their team members. Gandolfi and Stone (2018) note that this style can

be effective when team members require support and guidance to achieve their goals.

However, it can also be challenging for leaders to balance their needs and responsibilities

with their team members (Gandolfi et al., 2017). Leadership is a complex and multifaceted

concept that can take many forms. Different leadership strategies are effective in different

situations, depending on the team’s composition, goals, and context. Influential leaders will

be able to adapt their approach to suit the needs of their team and build strong

relationships that inspire and motivate team members to achieve their full potential.

History of Leadership

Leadership is an old concept that has been studied extensively over the years, making it

amongst the world’s oldest vocations. This phenomenon is multidimensional and complex.

All societies have had myths and beliefs that offer reasonable leadership explanations that

are supported by biographies and portraits of leaders throughout history (Bennetts 2017).

Such sources provide essential information that form a basis for comprehending leadership

meaning and context. Besides, they allow researchers to evaluate the historical leadership

trajectory that allow humankind to link leadership timeline over the centuries. There have

been leaders throughout these years since human beings have always look for order against
life chaos. Historically, leaders have belonged to political, military, and religious categories.

One of the most prominent political leaders was the Babylonian ruler, Hammurabi, of 1790

B.C., who created codified laws that unified his empire by subjecting the people to same

rules (Adams, n.d.). Philosophical and more sophisticated leadership thinking emerged from

the sixth to fourth centuries B.C. in the east and the west. For instance, there was Sun Tzu,

one of the most prominent historical military leaders who wrote the Art of War,

commanded the Chinese forces as their general during the 500 B.C. through his Taoism

ideology (Adams, n.d.). Tzu’s teachings still apply in modern legal and business settings

(Bennetts 2017). On the other hand, various religious leaders have emerged throughout

history, having huge effect on their communities, and their results lasting for long.

New leadership directions emerged following the Middle Ages since much philosophical

viewpoint linked to Christianity rise. The idea of a leader as a Great Man encouraged

theoretical and scientific studies in leadership that began in the twentieth century (Bennetts

2017). Besides, from this notion, the research spread out in various direction with various

scholars seeking to comprehend how leaders could navigate the complexities of modern

environments. Adams (n.d.) supports this argument by noting that a new form of leaders

emerged following the industrial revolution. Economic leaders differed from their ancient

counterparts since they mostly relied on modern technology to build empires rather than

the use of swords and military conquests. The modern leadership became critical for

survival of various corporate, social, religious, and educational institutions, including the

Montessori educational system.

Leadership Theories
Examining leadership theories is critical to understand the leadership approaches used for

Montessori. Comprehending these concepts would also help appreciate the diversity of the

dimension leadership has assumed over the years and the directions contemporary

leadership takes. Besides, it would help comprehend the traits or characteristics that

differentiate leaders from non- leaders and the ones prominent to each leadership

approach. Researchers have proposed various leadership definitions and theories, and

analysing them would offer critical insight that would help understand leadership in

Montessori schools and its roles in students’ outcomes.

Trait Theory

The trait theory of leadership asserts that leaders possess certain inherent personality traits

that make them more effective than others. The theory suggests that traits such as

intelligence, confidence, assertiveness, and sociability are the key indicators of a good

leader (Benmira and Agboola, 2021). The trait theory of leadership focuses on the leader’s

personal characteristics rather than on their behavior or the situation in which they find

themselves. This theory has been criticised for oversimplifying the complex nature of

leadership and for its failure to recognise the role of situational factors in determining

leadership effectiveness (Benmira and Agboola, 2021). However, some proponents argue

that certain traits, such as emotional intelligence and adaptability, are important indicators

of effective leadership.

Situational Theory

The situational theory of leadership argues that effective leadership is determined by the

situation in which it is exercised. The theory suggests that different situations require

different types of leadership styles, and the most effective leaders are those who can adapt
their style to the situation. The theory proposes that there are two key factors that

determine the appropriateness of a leadership style in a given situation: the level of task

structure and the level of follower maturity (Benmira and Agboola, 2021). Task structure

refers to the degree to which the task is well-defined and unambiguous, while follower

maturity refers to the ability and willingness of the followers to take responsibility for their

own actions (Benmira and Agboola, 2021). This theory has been criticised for its failure to

provide a clear definition of what constitutes a good leader and for its overemphasis on the

role of the situation in determining leadership effectiveness (Benmira and Agboola, 2021).

However, the theory remains popular as a framework for understanding leadership

effectiveness and as a guide for developing leadership skills.

Behavioural Theory

The behavioral theory of leadership asserts that effective leadership is determined by a

leader’s behaviour, rather than their personality traits or the situation in which they find

themselves. The theory proposes that there are two key types of leadership behaviour: task-

oriented and people-oriented. Benmira and Agboola (2021) believe that task-oriented

leaders focus on achieving specific goals and objectives, while people-oriented leaders focus

on building relationships and meeting the needs of their followers. The theory suggests that

the most effective leaders are those who can balance both types of behaviour. Behavioural

theory has been criticised for its oversimplification of the complex nature of leadership and

for its failure to recognise the role of situational factors in determining leadership

effectiveness (Benmira and Agboola, 2021). However, the theory remains popular as a
framework for understanding leadership behaviour and as a guide for developing leadership

skills.

Transformational Theory

The transformational theory emphasises the leader’s ability to inspire and motivate their

followers to achieve their full potential. This theory proposes that effective leadership

involves creating a vision for the future, inspiring followers to pursue that vision, and

providing them with the support and resources they need to achieve it (Benmira and

Agboola, 2021). The theory was developed by James MacGregor Burns in 1978 and later

expanded by Bernard Bass in the 1980s (Benmira and Agboola, 2021). Transformational

leaders are characterised by their ability to inspire and motivate their followers, and to

create a sense of unity and purpose among them (Benmira and Agboola, 2021). They use

their charisma, vision, and ability to communicate effectively to inspire their followers to

achieve their full potential.

Authentic Theory

The authentic theory emphasises the importance of the leader being true to themselves and

their values. This theory suggests that effective leadership involves being honest,

transparent, and self-aware and that leaders who are authentic are more likely to inspire

trust and commitment from their followers (Benmira and Agboola, 2021). This theory was

developed by Bill George in 2003. According to the theory, leaders who are true to

themselves are more likely to be successful because they are able to build genuine

relationships with their followers (Benmira and Agboola, 2021). Authentic leaders are

characterised by their self-awareness, transparency, and ethical behaviour (Member

Services, 2019). They are able to inspire trust and commitment from their followers by being

honest about their strengths and weaknesses and by staying true to their values.

Servant Theory

Servant theory emphasises the importance of the leader serving the needs of their

followers. This theory proposes that effective leadership involves putting the needs of

others before one’s own needs and desires and that leaders who are servant leaders are

more likely to inspire loyalty and commitment from their followers. This theory was

developed by Robert Greenleaf in the 1970s. According to the servant theory, leaders who

put the needs of others first are more likely to be successful because they are able to build

strong relationships with their followers. Servant leaders are characterised by their humility,

empathy, and willingness to serve others (Benmira and Agboola, 2021). They are able to

inspire loyalty and commitment from their followers by putting their needs first and by

creating a sense of community and shared purpose.

Leader-Member Exchange (LMX) Theory

LMX theory emphasises the importance of the relationship between the leader and their

followers. This theory proposes that effective leadership involves creating a high-quality

exchange relationship between the leader and their followers and that leaders who are able

to create these high-quality relationships are more likely to be successful. This theory was

developed by George Graen and Mary Uhl-Bien in the 1990s (Benmira and Agboola, 2021).

According to LMX theory, leaders who are able to create high-quality exchange relationships

with their followers are more likely to be successful because they are able to create a sense

of trust and commitment among their followers (Benmira and Agboola, 2021). LMX leaders
are characterised by their ability to create individualised relationships with their followers,

based on mutual respect and trust (Benmira and Agboola, 2021). They are able to inspire

loyalty and commitment from their followers by creating a sense of community and shared

purpose.

Transactional Theory

The transactional theory of leadership is a leadership approach in which leaders focus on

the tasks that need to be completed and reward or punish employees based on their

performance. The leader sets clear goals and expectations for their subordinates and

provides them with a framework for achieving these goals (Benmira and Agboola, 2021).

The theory assumes that employees are motivated by extrinsic rewards, such as salary

increases or promotions, rather than intrinsic rewards, such as job satisfaction or personal

growth (Benmira and Agboola, 2021). According to this theory, there are two types of

transactions that occur between the leader and the employee. The first is a transactional

exchange in which the leader provides rewards for the employee’s performance (Benmira

and Agboola, 2021). The second is a corrective exchange, in which the leader punishes the

employee for poor performance. The leader’s role is to manage these exchanges effectively

to ensure that employees are motivated to perform at their best.

One of the advantages of the transactional theory is that it provides a clear framework for

leaders to manage their subordinates. The leader sets clear expectations and rewards

employees for meeting or exceeding those expectations (Benmira and Agboola, 2021). This

can be an effective approach for managing a large organisation where there are many

employees who need to be managed. However, the transactional theory has some

limitations. It assumes that employees are motivated solely by extrinsic rewards, which may
not be true for all employees (Benmira and Agboola, 2021). It also does not address the

issue of employee engagement and how to motivate employees to go beyond the minimum

requirements of their job (Member Services, 2019). In addition, the focus on punishment

can create a negative work environment and damage relationships between the leader and

employees.

Path-Goal Theory

Path-Goal Theory is a leadership approach that focuses on the leader’s role in helping

employees achieve their goals. The theory assumes that employees are motivated when

they see a clear path to achieving their goals and when the leader provides the necessary

support to help them achieve those goals (Benmira and Agboola, 2021). The leader’s role is

to identify the employee’s goals and provide the necessary guidance and resources to help

them achieve those goals.

Based on the theory, there are four leadership styles that a leader can use to help

employees achieve their goals. These include directive leadership, supportive leadership,

participative leadership, and achievement-oriented leadership (Benmira and Agboola,

2021). The leader must choose the appropriate style based on the employee’s needs and

the situation at hand (Lord et al., 2020). One of the advantages of the Path-Goal Theory is

that it focuses on the needs of the employee and provides a framework for leaders to

support their employees in achieving their goals. The theory recognises that employees are

motivated by different factors and that leaders must adjust their leadership styles

accordingly.

However, the Path-Goal Theory also has some limitations. It assumes that employees are

always motivated by achieving their goals, which may not be true for all employees. It also
does not address the issue of employee engagement and how to motivate employees to go

beyond the minimum requirements of their job. In addition, the theory does not provide a

clear framework for how to address the needs of employees who have conflicting goals or

whose goals may not align with the goals of the organisation.

Educational Leadership Strategies

Leading students, teachers, and school administrators requires a framework that defines

one’s leadership approach through effective decision-making, interactions with others, and

goal prioritization. Competent educational leaders can change a school’s performance

course or even transform educational systems. Coaching is one of the educational

leadership approaches where one takes on the monitoring role for those they lead. Besides,

there is instructional leadership that encourages student progress and improves teaching

performance simultaneously. The collaborative strategy involves all the educational

stakeholders in building an environment that creates collective efficacy that benefits

everyone. Most educational institutions prefer the transformational approach since it

prioritizes being a strong role model and a collaborative management approach to create a

common desire to improve and achieve the set objectives. Other strategies include

pacesetting, constructivist, democratic, transactional, and emotional leadership styles.

Montessori School Leadership

The quality of education influences a society’s human capital. According to Ololade (2021), a

school principal with result-oriented drive, requisite experience, and ability to create and

maintain an environment that supports cooperation and information sharing between all

the stakeholders is a crucial part of a school’s success. The Montessori educational system
recognises this fact by identifying the principal as a leader who has more knowledge on the

operation of the institution and that the teachers and other team members. Ololade (2021)

further notes that the transformational leadership approach is common in Montessori

schools. Damore and Rieckhof (2021) agree that a school leader’s role is complex due to the

various assignments and duties involved. They further note that Montessori schools have

leaders from diverse backgrounds, with some having formal training while others

developing skills informally on the job or through apprenticeship. Such skill variation

accounts for the difference in success levels in these schools. Therefore, this may imply that

good leadership results in exemplary learner performance.

As highlighted earlier, Montessori education is an educational approach developed by Dr

Maria Montessori in the early 20th century. Montessori schools are known for their child-

centred approach, emphasising freedom and respect for the child’s individuality and the

whole child’s development. Leadership in Montessori schools is unique, centred around the

child and the Montessori philosophy (Ololade, 2021). Montessori schools are typically led by

a head of school, responsible for the school’s overall direction and administration. A

leadership team, including academic directors and department heads, supports the head of

the school. The leadership style in Montessori schools is characterised by collaboration,

empowerment, and a focus on the child’s needs.

Transformational Leadership in Montessori Schools

Transformational leadership is one of the primary leadership styles in Montessori education.

Transformational leadership is a leadership style characterised by inspiring and motivating

followers to achieve extraordinary outcomes through a shared vision, collaboration, and

empowerment. In Montessori schools, transformational leadership is an essential leadership

style commonly used to create a positive school culture and achieve educational goals

(Ungerer, 2017). Transformational leaders in Montessori schools inspire and motivate their

staff by fostering a shared vision and encouraging creativity and innovation. They seek to

empower their staff to take ownership of their work and to develop their skills and abilities.

A study by Kouni et al. (2018) found that transformational leadership was positively

correlated with teacher job satisfaction in Montessori schools. The study also found that

transformational leadership was associated with higher teacher commitment and

motivation levels.

The efficacy of transformational leadership in Montessori schools has been widely studied.

Research has shown that transformational leadership positively correlates with job

satisfaction, organisational commitment, and teacher motivation (Halim et al., 2021).

Transformational leaders in Montessori schools effectively promote teacher engagement,

self-efficacy, and performance (Nurjanah et al., 2020). Transformational leadership is

applied in Montessori schools in various ways. Firstly, transformational leaders in

Montessori schools create a shared vision and purpose for the school (Kirven, 2021). They

articulate the school’s mission and goals and inspire their staff to work towards achieving

these goals. They also involve their team in decision-making and seek their input and

feedback on important issues.

Further, transformational leaders in Montessori schools empower their staff by providing

them with the resources and support they need to be successful (Benson, 2022). They

encourage their staff to take risks and to be creative in their teaching approaches. They also

provide professional development and growth opportunities and recognise and reward their

staff’s achievements.
In addition, transformational leaders in Montessori schools promote collaboration and

teamwork among their staff. They foster an environment where staff members feel

comfortable sharing their ideas and concerns and encourage open communication and

dialogue (Balch, 2020). They also promote a culture of respect and appreciation for the

contributions of all staff members. Transformational leaders in Montessori schools also

provide support and feedback to their staff. They recognise the importance of positive

feedback in motivating and engaging their staff and provide regular feedback to support

their growth and development. They also offer opportunities for staff members to reflect on

their practice and engage in self-directed learning.

Servant Leadership in Montessori Schools

Another leadership style commonly used in Montessori schools is servant leadership.

Servant leaders prioritise the needs of their staff and the children they serve rather than

their personal goals or ambitions. They seek to support their team and provide the

necessary resources to succeed. According to a study by Fuller and Templeton (2019),

servant leadership is essential to effective Montessori school leadership. The study found

that servant leaders in Montessori schools focus on building solid relationships with their

staff, encouraging collaboration and open communication.

The concept of servant leadership is closely aligned with the Montessori philosophy of

education, which emphasises the importance of respecting the individuality and autonomy

of each student. Montessori educators believe that children have an innate desire to learn

and that the role of the teacher is to support and guide their learning rather than impose

knowledge upon them (Lapierre et al., 2021). In Montessori schools, servant leaders

prioritise the needs of their students and staff and work to create a culture of collaboration
and mutual respect. They listen to the concerns and ideas of their team and students and

seek to understand their perspectives. They also work to empower their staff and students,

providing them with the tools and resources they need to succeed.

One fundamental tenet of servant leadership is the importance of leading by example.

Montessori educators who embrace servant leadership are committed to modelling the

behaviours and values they wish to instil in their students (Lapierre & Caldwell, 2021). They

work to create a learning environment that is respectful, compassionate, and supportive

and encourage their students to do the same.

Another essential aspect of servant leadership in Montessori schools is the focus on building

relationships. Servant leaders recognise the importance of developing solid relationships

with their students, staff, and parents and work to cultivate a sense of community within

the school (Kang, 2020). They prioritise open communication and collaboration and work to

create an environment where everyone feels valued and respected.

Research has shown that servant leadership is associated with positive school outcomes,

including higher teacher job satisfaction and organisational commitment. In Montessori

schools, servant leadership effectively promotes student engagement and academic

achievement (O’Brian, 2022). Consequently, this leadership style has numerous positive

outcomes for learners in these schools.

Democratic Leadership in Montessori Schools

A third leadership style used in Montessori schools is democratic leadership. Democratic

leaders in Montessori schools seek to involve their staff in decision-making and promote

collaboration and teamwork. They encourage their staff to share their ideas and to take

ownership of their work. Goldshmidt (2021) study found that democratic leadership was
positively associated with job satisfaction and organisational commitment among

Montessori school staff. The study also found that democratic leadership was associated

with higher job engagement and self-efficacy levels.

Montessori schools often embrace democratic leadership because it aligns well with the

Montessori philosophy of education, which emphasises the importance of collaboration and

mutual respect. In a Montessori school, students are encouraged to participate actively in

their learning. Teachers work to create an environment where students feel empowered to

express themselves and explore their interests (Bennetts, 2017). In a democratic leadership

environment, teachers in Montessori schools work to foster a culture of participation and

collaboration among their students. They encourage students to share their thoughts and

ideas and help them develop the skills necessary to engage in productive dialogue and

debate (Perkins, 2020). Teachers also work to create opportunities for students to take on

leadership roles within the classroom, such as leading discussions or planning activities.

Democratic leadership in Montessori schools also emphasises involving parents in the

education process. Parents are often seen as partners in their children’s education and are

encouraged to provide input and feedback on the school’s programs and policies. Teachers

work to build strong relationships with parents and provide regular opportunities for them

to participate in their child’s learning. Research has shown that democratic leadership is

associated with several positive outcomes in schools, including higher student engagement

and academic achievement levels. In Montessori schools specifically, democratic leadership

is effective in promoting student autonomy and self-regulation.

Gaps in Literature
While there is a growing body of research on leadership in education, some gaps exist in

understanding the most effective leadership strategies in Montessori schools. One

significant research gap is the lack of longitudinal studies. While there have been some

studies on leadership in Montessori schools, most of these have been cross-sectional.

Longitudinal studies that follow the same group of students and teachers over time provide

a more comprehensive understanding of how different leadership strategies impact student

outcomes.

Furthermore, there needs to be more research on the impact of leadership on non-

academic outcomes. Much research on educational leadership has focused on academic

outcomes, such as test scores and graduation rates. More research is needed on how

different leadership strategies impact non-academic outcomes, such as student well-being

and student well-being social-emotional development. Additionally, there needs to be more

research on the impact of different leadership strategies on diverse populations. Despite

some research having examined the effects of leadership on other student populations,

such as low-income or minority students, there is a need for more research on how different

leadership strategies impact specific students, such as those with learning differences or

those from diverse cultural backgrounds.

There is also a need for more consensus on the most effective leadership strategies. While

there is some evidence to support the effectiveness of specific leadership strategies, such as

transformational and servant leadership, there still needs to be more consensus on which

leadership strategies are most effective in Montessori schools. More research is required to

determine which leadership strategies most effectively promote student achievement and

well-being in Montessori schools. Finally, there is limited research on the impact of parent

and community involvement in leadership. While many Montessori schools emphasise the
importance of parent and community involvement in the education process, there is a need

for more research on how this involvement impacts student outcomes and how it can be

effectively integrated into leadership strategies. These gaps form the basis for further

investigation in this field and inform the current research.

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