Competitive Educational Research Journal (CERJ)

ISSN (Print): 2709-9784, ISSN (Online): 2709-9792

Volume 3 Issue 1
https://cerjournal.com

A Study of Leadership Styles and Teachers’ Performance

Amber Farooq,
University of Education Lahore
Syeda Asma Dilshad,
University of Education Lahore
Surriya Qadir
University of Education Lahore

*Email of the corresponding author: [email protected]

ABSTRACT

Leadership style is a vital component of an organization's capacity to prosper because of its

effects on employee performance. The study explored the impact of leadership styles and
teachers’ performance wrt demographic characteristics of experience and qualification. Two
hundred teachers participated in the study. The instrument leadership styles survey was used.
The results found a significant impact of democratic leadership style on teachers’ performance
with respect to qualification and experience at the school level. The results also found a
significant impact of autocratic leadership style on teachers’ performance with respect to
qualification and experience at the school level. However, it was concluded that the laissez-faire
leadership style had a non-significant impact on teachers’ performance with respect to
qualifications and experience at the school level. It was suggested that leadership training is
needed to improve the performance of teachers at the school level.
Keywords: leadership styles, teachers’ performance, qualification, and experience.
INTRODUCTION
Leadership style is a vital component of an organization's capacity to prosper because of
its effects on employee performance. Leadership is more important than it has ever been
for management in today's constantly changing social, economic, and technical
environment (Aunga & Masare, 2017). While management is concerned with
accumulating resources, coming up with plans, and organizing and supervising operations
to achieve agreed-upon goals, leadership fulfills the management job of influencing.
According to Reed (2005), effective leadership increases management's effectiveness and
competency, which in turn boosts long-term performance and resource management. An
excellent leadership style aids in efficient performance in educational institutions, claims
Maicibi (2005). The leadership style of many businesses has run into several issues
because of its impact on organizational performance, departments, and teams, as well as
work climate and atmosphere.
The global discussion on leadership styles has focused on the issue of school leadership
and performance. Most of the blame for children's low academic performance has been
placed on school administrators. Researchers from several disciplines have been
researching whether school administrators' leadership philosophies have a positive or
negative effect on pupils' academic progress (John & Mkulu, 2020). Leadership is seen as

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a big challenge in schools. A lot of people can become leaders if they are given the right
training because school leadership is thought to be incredibly significant. In their 2009
study on the need for professional development, Pashiardis and Brauckmann found that
leadership is essential to raising student achievement. As the demands of the position
have expanded, it is increasingly accepted that school leaders should continue their
professional development to advance their practices. According to a study on secondary
schools and leadership styles, according to Rautiola's (2009) research, the efficiency of
the classroom and the school are highly valued in American schools.
According to Aunga and Masare's (2017) study on the impact of leadership philosophies
on teachers' performance in Tanzania's Arusha District, democratic leadership grows in
schools, which boosts instructors' output and boosts students' academic performance.
According to the experts, teacher performance rises together with democratic leadership,
indicating that democratic leadership benefits teacher performance. Students' academic
performance consequently gets better. The decision-making, delegation, and
communication processes that secondary school principals use to improve the work
performance of teachers are significantly impacted by their leadership styles, according to
Abwalla (2014). While considering the opinions and advice of the teachers might help
students perform better, it is crucial that they are taught. Previous authors asserted that,
depending on how well school administrators implement the democratic leadership style
while taking a variety of factors into account, student academic progress may or may not
be enhanced. When a program is implemented well, it motivates teachers, students, and
other stakeholders and develops a sense of belonging to the school organisation, which
encourages more participation in the teaching and learning process and enhances student
academic performance.
According to Clark & Clark (2002), different people require different leadership
philosophies. For instance, a new hire needs more guidance than an experienced worker.
Instead of a high degree of motivation, a low level requires different leadership strategies
and monitoring. A leader needs to be fully informed of the names, backgrounds, and
skills of his or her subordinates.
Most school administrators in the US use a participative leadership approach that
involves parents, teachers, and principals in decisions about organisational structure,
curriculum, and teaching methods. According to Ozuruokeet al. (2011), created several
aims and objectives to support educational advancement. School administrators were
essential in accomplishing these goals to ensure the successful execution of visions and
missions. Among their other duties, head teachers in secondary schools must ensure that
the instructors carried out their performance expectations and established objectives.
However, it appears that many of these principals have not investigated the role that their
management approaches play in the academic performance of their students in the state.
Considering this, Huber (2010) performed research on the strategies used by boards of
directors to raise student achievement. Due to a lack of leadership skills, most school
administrators are seen as being inept (Basheer et al.,2019). Huber claims that there is
widespread agreement on a global scale that school managers must be able to improve
instruction, learning, and student growth and achievement.
A 2013 study on the relationship between principal leadership style and school
performance conducted in Dubai found that teachers' performance is significantly

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impacted by the leadership style of the principle. Additionally, a study conducted in
Kenya on the primary effects of leadership styles on employee performance (Koech &
Namusonge, 2012) discovered that these effects exist. It was recommended that managers
give up their laissez-faire leadership style by becoming more involved in supervising
their staff members; public managers should also create and implement efficient reward
and recognition programs. In her study of teacher effectiveness at Catholic-founded
schools in the Luwero District, Nampa (2007) concluded that effective teaching requires
direction and guidance. By providing guidance and direction, you can make sure that
everything moves forward correctly and that any mistakes are fixed. Direct observation
of how work is carried out or a study of departmental reports can be used to achieve this.
As a result, for an institution to perform better, a leader must continuously assess how
work is going and make any necessary corrections. A positive correlation between
transformational leadership characteristics and teachers' performance was shown by
Kashagate's (2013) study, Influence of leadership style on teachers' job satisfaction. The
results showed that, although to a smaller amount than transformational leadership
elements, transactional leadership affects the outcome variable. Despite the researchers'
efforts to investigate the connection between leadership styles and teacher effectiveness,
none of them were able to prove that there is a connection. To ascertain whether
leadership style affects teachers' performance, the aim of this study is to explore how
leadership styles affect teachers' performance in primary schools.
School administrators need to take leadership development courses so they can guide
their organizations toward achieving predetermined goals. Most educational activities in
Tanzania are run democratically, with teachers and school administrators working
together on issues like discipline and exam result analyses. When choices are made and
sent to school boards for evaluation and appropriate action, teachers typically gather in
staff meetings (Hameed et al.,2018). The prevalence of a specific leadership style may
have favourable or negative effects on students' academic performance. according to
MOEVT (2010). Training school principals and their staff members in school
administration has improved the way that schools are run. Although the capacity-building
project was significant, the ministry emphasized that only a small number of school
principals had access to it. Most school administrators and teachers lack leadership
qualities, which leads to subpar management abilities and control of educational
programs and activities, particularly in secondary schools. Inevitably, poor performance
results. Additionally, it was noted that ineffective school leadership was directly
responsible for the widespread failure of students in secondary schools, and that teachers'
low morale and performance are signs of the shared failure of school administrators
(Jengo, 2016).
Eshiwani (2000) asserts that strong and efficient leadership is a common characteristic of
schools that consistently perform wonderfully. He also emphasizes how crucial
leadership is to a school's success. A school's leader should foster a culture of high
expectations for both staff and students as well as promote dedicated and collegial
leadership. A crucial part of this is played by the principal. Without a doubt, according to
Hargreaves (2000), teachers favor principals who are forthright, communicative,
engaged, collegial, casual, supportive, demanding, and realistic in their expectations, as
well as those who have a distinct vision for the school (Basheer et al.,2015). According to
Hargreaves, teachers prefer a principal who collaborates with them as opposed to
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working on their behalf. He points out that without leadership, organizations would
simply be a group of people. In the context of the school, management of teachers refers
to the tactful guidance and control of instructors to achieve the desired goals of the
school.
Every member of a group is allowed to participate in the decision-making process under
this kind of collegial leadership (Ukaidi, 2016). A democratic leadership style, according
to Mullins (2005), is one in which a leader is more integrated within the group and where
the group itself serves as the center of authority. The group members partake in the duties
of leadership. In matters of decision-making, policy creation, and policy execution,
members have a greater voice. All these definitions agree that democratic leadership is a
form of group leadership. This study will rely on Obama, Eunice, and Orodho's assertion
that democratic leadership style is the leadership style in which the leader involves one or
more subordinates in the decision-making process in the organisation while maintaining
the final say over these decisions due to differences in the definitions (2015). The leader
in this case weighs the opinions of the followers before making the final choice. The
involvement of all stakeholders in making decisions is an example of this style in the
context of the educational environment. This management approach works well in a team
where every member is competent and able to do duties on their own. However, they do
not show a relationship between leadership style and students' academic success. Instead,
they explain the relationship between democratic leadership style and subordinates'
performance (Mahmood, et al., 2016). This study closes that gap by showing how d comes
to its conclusion. Additionally, under a democratic style of leadership, the head of the
school motivates instructors by rewarding them with money or by cheering them on
whenever they seem to be performing their jobs effectively. Sultan (2017) found that
democratic leadership style predominated in many schools, with principals and academic
coordinators always involving subordinates, head assistants, and other stakeholders in the
decision-making process. Sultan's study focused on the leadership styles of principals and
academic coordinators in Pakistani schools. This democratic leadership style was used in
the school to support learning processes, albeit how it was applied changed depending on
the circumstance.
Because both students and teachers are expected to succeed under school leadership,
leadership styles are positively correlated with school effectiveness (Florence, 2012).
Because they explain how leadership behaviour and styles change, leadership theories are
crucial. Most leadership research has moved away from theories focused on traits or
personalities and toward theories based on situations, which contend that the
circumstances under which leadership is performed are dictated by the leader's qualities
and skills (Avolio, et al., 2009). The situational leadership idea was put forth by Fielder
(1978). This idea holds that there is no one leadership style that can be used in all
situations. An organization's success is influenced by a mix of situational variables,
follower traits, and leadership styles (Amanchukwu et. al., 2015). According to the
contingency hypothesis, a leader's ability to effectively lead depends on how well their
traits and management style mesh with the demands of the environment (Lamb, 2013).
Leadership philosophies depend on a variety of factors. The idea emphasizes how crucial
leadership styles are in every organisation. When appropriate or necessary, a school
administrator should embrace a variety of leadership stances. The study looks at how the
two leadership philosophies, laissez-faire and democratic, affect pupils' academic
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success. School administrators that follow a laissez-faire leadership style allow teachers
to focus on what they think is most important without giving them directives or
reminders. Teachers are mature, knowledgeable, and capable of taking charge of their
own lives, according to the school administration. Principals and subordinates are free to
do anything they want under the laissez-faire system (Igwe et al, 2017). These scholars
assert that the laissez-faire leadership style involves a reluctant leader. In other words,
because researchers consider a laissez-faire leadership style to be lacking in leadership,
the leader has minimal influence over subordinates. In this study, laissez-faire leadership
is defined as letting subordinates do as they choose while the leader monitors the
accomplishment of organisational goals.
According to Nguyeni and Glover's (2017) study on laissez-faire leadership practises in
Vietnam's public sector, these practises have a negative effect on the psychological safety
climate of organisations and encourage bullying at work. Furthermore, they found that
laissez-faire leadership is positively correlated with employees' psychological well-being,
which was adversely correlated with bullying at work. Bullying results from a lack of an
efficient mechanism for monitoring norms limiting teachers' behaviour as well as the
traits of bullies and victims. De Wet (2010) asserts that teachers are the targets of
bullying at schools. The laissez-faire leadership style is thought to be a damaging
leadership style because of the stress it brings to the workplace, especially when it
exposes employees to bullying. In their study, Ekmekci and Tosunoglu (2016) looked at
organisations and executives with a laissez-faire attitude. They found a strong connection
between the leader's history of laissez-faire leadership and the level of diminished trust
inside the organisation and among subordinates. One of the destructive and ineffective
leadership philosophies that was once thought to destroy trust in managers and
organisations alike was laissez-faire. Employees who perceive their managers as
incapable or inept to meet their needs and who appear to lose faith in their organisation
because of the laissez-faire leadership style experience psychological bleach, which
causes a slow loss of trust in the organisation. Judeh (2016) asserts that employees who
trust their company have faith in management's intentions and are supportive of all its
decisions and actions. In this situation, one of the managers' duties is to promote a culture
of trust within the company (Hafeez et al.,2018). This will improve teachers' attitudes
toward their jobs, which will improve students' academic achievement. Boke et al. (2017)
investigated how principal leadership philosophies affected secondary school
performance in Kenya. It was found that many schools used a laissez-faire leadership
approach. The mean standard score was rather low in schools where the administrators
led in a lax manner. They suggested that one factor in the study's poor academic
performance may be the leadership style used by school principals.
Authoritarian Leadership
According to Wu and Shiu, authoritarian leadership is achieved by punishment, threat,
demands, directions, and regulations (2009). While the functions of authoritarian
followers involve slavish submission to the leader's orders, the responsibilities of
authoritarian leadership include unilateral control, work assignment, and problem-
solving. Authoritarian leadership is appropriate in settings where there is a constant
influx of new employees, there is a shortage of time or resources for making decisions,
and extensive collaboration with other groups is necessary. Subordinates of powerful

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bosses behave aggressively or callously. Productivity is marginally higher under an
authoritarian leader than under a democratic one. However, when the laissez-faire boss is
in charge, it is at its lowest (Lunenburg & Ornstein, 2012).
Style of Laissez-Faire Leadership
Laissez-faire leadership is also referred to as the hands-off style. It is a setting at work
when management offers little to no guidance and encourages workers to be as
independent as possible. This communication style between superiors and subordinates
appears informal and straightforward. Laissez-faire leaders have less control over their
subordinates and offer them the freedom to carry out their duties without being directly
supervised (Wu & Shiu, 2009). The laissez-faire leadership style, according to Mbiti
(2007), is a style in which the leader does not direct the group but rather leaves them to
their own devices. Such a leader gives their followers complete freedom.
Style of Democratic Leadership
The democratic leadership style, also referred to as interactive or participatory leadership,
is characterised by cooperation and collaboration. This leadership style highlights
situations where a leader seeks the opinion of the subordinate before deciding. In this
type of leadership, decisions are made after the leader has asked subordinates for
feedback on a potential course of action or after gathering group input. The approach
decentralises control and authority (Okumbe, 1998). According to Cole (2005), a
principal should exercise democratic leadership that combines self-assurance, kindness,
firmness, and tact rather than only giving orders.
Research Objectives
The objectives were:
1. To find the impact of democratic leadership style on teachers’ performance with
respect to qualification and experience.
2. To find the impact of autocratic leadership style on teachers’ performance with
respect to qualification and experience.
3. To find the impact of laissez-faire leadership style on teachers’ performance with
respect to qualification and experience.
Hypotheses of the Study
Hypothesis: 1.
There is no significant impact of democratic leadership style on teachers’ performance
with respect to qualification.
Hypothesis: 2.
There is no significant impact of democratic leadership style on teachers’ performance
with respect to experience.
Hypothesis: 3.
There is no significant impact of autocratic leadership style on teachers’ performance
with respect to qualification.
Hypothesis: 4.

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There is no significant impact of autocratic leadership style on teachers’ performance
with respect to experience.
Hypothesis: 5.
There is no significant impact of a laissez-faire leadership style on teachers’ performance
with respect to qualifications.
Hypothesis: 6.
There is no significant impact of laissez-faire leadership style on teachers’ performance
with respect to experience.
Research Design
The study was descriptive with a survey technique to find the impact of head teachers’
leadership styles on their performance.
Population and Sample
The population was all public sector school heads in district Khoshab. The sample
consisted of 30 head teachers and 200 teachers working under their supervision.
Instrument
The self-developed instrument was used by the researchers. The teachers identified the
headteachers’ leadership styles. The results of teachers were collected from Board’s
results. The headteachers’ leadership styles as perceived by the teachers were calculated
by the instrument, leadership styles survey. It was pilot tested and validated by the
experts. The reliability was .820 which was good for research.
Analysis
The analysis was made using SPSS. The test was applied using ANOVA and descriptive
statistics. Three styles were identified as autocratic, democratic, and laissez-faire styles.
Hypothesis: 1.
There is no significant impact of democratic leadership style on teachers’ performance
with respect to qualification.
Table 1
Impact of Democratic Leadership Style on Teachers’ Performance wrt Qualification
Democratic Leadership
Sum of Mean
Squares df Square F Sig.
Between Groups .200 1 .210 1.630 .020*
Within Groups 5.760 3 .159
Total 5.960 4
*P<0.05

ANOVA was performed to investigate the significant impact of democratic leadership

style on teachers’ performance with respect to qualification. There were four types of

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qualifications for teachers, BA Bed, MA Bed, MPhil, and MSc Bed. The results found a
significant impact of democratic leadership style on teachers’ performance with respect
to qualification at the school level. So, it was concluded that the democratic leadership
style had a significant impact on teachers’ performance with respect to qualifications at
school level. The null hypothesis that there is no significant impact of democratic
leadership style on teachers’ performance with respect to qualification at the school level
was rejected.
Hypothesis: 2.
There is no significant impact of democratic leadership style on teachers’ performance
with respect to experience.
Table 2
Impact of Democratic Leadership Style on Teachers’ Performance wrt Experience
Democratic Leadership
Sum of Mean
Squares df Square F Sig.
Between Groups .527 1 .507 2.680 .011*
Within Groups 7.439 4 .076
Total 7.966 5
*P<0.05

ANOVA was performed to investigate the significant impact of democratic leadership

style on teachers’ performance with respect to experience. There were four levels of
experience for teachers, up to five years, 6-10 years, 11-15 years, and 16-20 years. The
results found a significant impact of democratic leadership style on teachers’
performance with respect to experience at the school level. So, it was concluded that the
democratic leadership style had a significant impact on teachers’ performance with
respect to experience at school level. The null hypothesis that there is no significant
impact of democratic leadership style on teachers’ performance with respect to
experience at the school level was rejected.
Hypothesis: 3
There is no significant impact of autocratic leadership style on teachers’ performance
with respect to qualification.

Table 3:
Impact of Autocratic Leadership Style on Teachers’ Performance wrt Qualification
Autocratic Leadership

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 Sum of Mean
Squares df Square F Sig.
Between Groups .123 1 .150 1.128 .031*
Within Groups 5.710 3 .256
Total 5.833 4
*P<0.05
ANOVA was performed to investigate the significant impact of autocratic leadership
style on teachers’ performance with respect to qualification. There were four types of
qualifications for teachers, BA Bed, MA Bed, MPhil, and MSc Bed. The results found a
significant impact of autocratic leadership style on teachers’ performance with respect to
qualification at the school level. So, it was concluded that the autocratic leadership style
had a significant impact on teachers’ performance with respect to qualifications at school
level. The null hypothesis that there is no significant impact of autocratic leadership style
on teachers’ performance with respect to qualification at the school level was rejected.
Hypothesis: 4.
There is no significant impact of autocratic leadership style on teachers’ performance
with respect to experience.
Table 4
Impact of Autocratic Leadership Style on Teachers’ Performance wrt Experience

Autocratic Leadership
Sum of Mean
Squares df Square F Sig.
Between Groups .324 1 .467 2.178 .016*

Within Groups 4.164 4 .546

Total 4.488 5
*P<0.05
ANOVA was performed to investigate the significant impact of autocratic leadership
style on teachers’ performance with respect to experience. There were four levels of
experience for teachers, up to five years, 6-10 years, 11-15 years, and 16-20 years. The
results found a significant impact of autocratic leadership style on teachers’ performance
with respect to experience at the school level. So, it was concluded that the autocratic
leadership style had a significant impact on teachers’ performance with respect to
experience at the school level. The null hypothesis that there is no significant impact of
autocratic leadership style on teachers’ performance with respect to experience at the
school level was rejected.
Hypothesis: 5.
There is no significant impact of a laissez-faire leadership style on teachers’ performance
with respect to qualifications.

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Table 5
Impact of Laissez-faire Leadership Style on Teachers’ Performance wrt Qualification
Laissez-faire Leadership
Sum of Mean
Squares df Square F Sig.
Between Groups .245 1 .234 1.216 .127

Within Groups 3.125 3 .217

Total 3.360 4

ANOVA was performed to investigate the significant impact of the laissez-faire

leadership style on teachers’ performance with respect to qualification. There were four
types of qualifications for teachers, BA Bed, MA Bed, MPhil, and MSc Bed. The results
found a non-significant impact of laissez-faire leadership style on teachers’ performance
with respect to qualification at the school level. So, it was concluded that the laissez-faire
leadership style had a non-significant impact on teachers’ performance with respect to
qualifications at the school level. The null hypothesis that there is no significant impact
of laissez-faire leadership style on teachers’ performance with respect to qualification at
the school level was accepted.
Hypothesis: 6.
There is no significant impact of laissez-faire leadership style on teachers’ performance
with respect to experience.
Table 6
Impact of Laissez-faire Leadership Style on Teachers’ Performance wrt Experience
Laissez-faire Leadership
Sum of Mean
Squares df Square F Sig.
Between Groups .125 1 .432 2.101 .438

Within Groups 5.136 4 .367

Total 5.261 5

ANOVA was performed to investigate the significant impact of laissez-faire leadership

style on teachers’ performance with respect to experience. There were four levels of
experience for teachers, up to five years, 6-10 years, 11-15 years, and 16-20 years. The
results found a non-significant impact of laissez-faire leadership style on teachers’
performance with respect to experience at the school level. So, it was concluded that the

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laissez-faire leadership style had a non-significant impact on teachers’ performance with
respect to experience at the school level. The null hypothesis that there is no significant
impact of laissez-faire leadership style on teachers’ performance with respect to
experience at the school level was accepted.
Results and Discussion
The results found a significant impact of democratic leadership style on teachers’
performance with respect to qualification at the school level. So, it was concluded that the
democratic leadership style had a significant impact on teachers’ performance with
respect to qualifications at school level. The results found a significant impact of
democratic leadership style on teachers’ performance with respect to experience at the
school level. So, it was concluded that the democratic leadership style had a significant
impact on teachers’ performance with respect to experience at school level. The results
found a significant impact of autocratic leadership style on teachers’ performance with
respect to qualification at the school level. So, it was concluded that the autocratic
leadership style had a significant impact on teachers’ performance with respect to
qualifications at school level. The results found a significant impact of autocratic
leadership style on teachers’ performance with respect to experience at the school level.
So, it was concluded that the autocratic leadership style had a significant impact on
teachers’ performance with respect to experience at the school level. There were four
types of qualifications for teachers, BA Bed, MA Bed, MPhil, and MSc Bed. The results
found a non-significant impact of laissez-faire leadership style on teachers’ performance
with respect to qualification at the school level. So, it was concluded that the laissez-faire
leadership style had a non-significant impact on teachers’ performance with respect to
qualifications at the school level. ANOVA was performed to investigate the significant
impact of laissez-faire leadership style on teachers’ performance with respect to
experience. There were four levels of experience for teachers, up to five years, 6-10
years, 11-15 years, and 16-20 years. The results found a non-significant impact of laissez-
faire leadership style on teachers’ performance with respect to experience at the school
level.
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