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Leadership style of primary school principals and professional zone of acceptance of teachers
Author
Subramaniam Thiruvangadam
Supervisor
Chong, Keng Choy
Abstract
Principals in Singapore schools are being given greater autonomy to make decisions and they are held accountable for the success of the school. This study is aimed at exploring the leadership styles of the principals and the Professional Zone of Acceptance of teachers. Besides that, the study examines the relationship between teacher characteristics and the Professional Zone of Acceptance of teachers. The study also examines the relationship between principals' characteristics and the Professional Zone of Acceptance of teachers. The respondents were 30 principals and 902 teachers from 30 primary schools. The sample of 30 schools included both Government and Government-aided schools.
The Professional Zone of Acceptance of teachers was measured by a questionnaire which also captured the teachers' bio-data. The questionnaire (PZAI) was adapted for use in this local study. Another questionnaire, Leadership Behaviour Description Questionnaire (LBDQ) was used to identify the Leadership Behaviour of principals in two dimensions : Initiating Structure and Consideration. The scores in the two dimensions of Leadership Behaviour of principals as described by teachers were used to group principals in four leadership styles.
The findings showed that principals who are strong on both Initiating Structure and Consideration were described by teachers to have the widest Professional Zone of Acceptance. The principals who are weak on both dimensions had teachers with the narrowest Professional Zone of Acceptance. The analysis of data showed that there is a positive and statistically significant relationship between teachers' age and sex with the Professional Zone of Acceptance.
Principals' characteristics, professional qualification and gender together with experience are significant predictors of the Professional Zone of Acceptance of teachers.
This study provides useful information in the training of principals. It helps to create an awareness among principals that a leadership style characterised by high Consideration and high Initiating Structure (dynamic leadership) is related to a larger Professional Zone of Acceptance amongst teachers.
The Professional Zone of Acceptance of teachers was measured by a questionnaire which also captured the teachers' bio-data. The questionnaire (PZAI) was adapted for use in this local study. Another questionnaire, Leadership Behaviour Description Questionnaire (LBDQ) was used to identify the Leadership Behaviour of principals in two dimensions : Initiating Structure and Consideration. The scores in the two dimensions of Leadership Behaviour of principals as described by teachers were used to group principals in four leadership styles.
The findings showed that principals who are strong on both Initiating Structure and Consideration were described by teachers to have the widest Professional Zone of Acceptance. The principals who are weak on both dimensions had teachers with the narrowest Professional Zone of Acceptance. The analysis of data showed that there is a positive and statistically significant relationship between teachers' age and sex with the Professional Zone of Acceptance.
Principals' characteristics, professional qualification and gender together with experience are significant predictors of the Professional Zone of Acceptance of teachers.
This study provides useful information in the training of principals. It helps to create an awareness among principals that a leadership style characterised by high Consideration and high Initiating Structure (dynamic leadership) is related to a larger Professional Zone of Acceptance amongst teachers.
Date Issued
1994
Call Number
LB2806 Sub
Date Submitted
1994