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Personality traits and leadership behaviour of secondary school principals
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Type
Thesis
Author
Lim, Soon Tze
Supervisor
Eng, Soo Peck
Soh, Kay Cheng
Abstract
This study attempts to ascertain in the Singapore context, the relationship between principal effectiveness on the one hand and personality traits and leadership behaviour patterns on the other. The measure of principal effectiveness is derived from school inspectors' ranking of the principals.
The sample was drawn from the population of 80 English medium secondary school principals and consists of 40 principals, 20 from the top and 20 from the bottom of the list of ranked principals. The top 20 and bottom 20 are labelled "most effective" and "least effective" respectively.
Cattell and Eber's Sixteen Personality Factor Questionnaire was administered to the principals to measure 16 major dimensions of their personality. A researcher-developed questionnaire, the Principal's Leadership Behaviour Questionnaire, was used to measure the leadership behaviour of principals on six of these dimensions, namely, Administrative Leadership, Instructional Leadership, Thrust, Work Emphasis, Consideration and Adaptability. This questionnaire was completed by 380 teachers, made up of about 10% of the staff of the principals concerned, and by school inspectors, 12 in all, in charge of the principals.
In terms of personality profiles as measured by the Sixteen Personality Factor Questionnaire, findings do not show that the two groups of principals, characterised as most effective and least effective, differ significantly. Of the personality factors under consideration, only one factor, Humble vs Assertive, distinguishes the most effective from the least effective group. The most effective principals tend to be more assertive.
In terms of leadership behaviour, however, significant differences emerge on all six dimensions. The more effective principals show more administrative and instructional leadership, possess more thrust, emphasise work and are more considerate and adaptable.
There is indication that in the relationship between personality traits and leadership behaviour, one personality factor, Humble vs Assertive, is significantly correlated to three of the leadership behaviour dimensions, Instructional Leadership, Thrust and Work emphasis. The fourth dimension, Adaptability, appears to be significantly correlated only when viewed by inspectors.
Further research into the linkage between personality factors, principals' leadership behaviour and principal effectiveness is necessary to draw conclusions that have policy implications for principal selection and training.
The sample was drawn from the population of 80 English medium secondary school principals and consists of 40 principals, 20 from the top and 20 from the bottom of the list of ranked principals. The top 20 and bottom 20 are labelled "most effective" and "least effective" respectively.
Cattell and Eber's Sixteen Personality Factor Questionnaire was administered to the principals to measure 16 major dimensions of their personality. A researcher-developed questionnaire, the Principal's Leadership Behaviour Questionnaire, was used to measure the leadership behaviour of principals on six of these dimensions, namely, Administrative Leadership, Instructional Leadership, Thrust, Work Emphasis, Consideration and Adaptability. This questionnaire was completed by 380 teachers, made up of about 10% of the staff of the principals concerned, and by school inspectors, 12 in all, in charge of the principals.
In terms of personality profiles as measured by the Sixteen Personality Factor Questionnaire, findings do not show that the two groups of principals, characterised as most effective and least effective, differ significantly. Of the personality factors under consideration, only one factor, Humble vs Assertive, distinguishes the most effective from the least effective group. The most effective principals tend to be more assertive.
In terms of leadership behaviour, however, significant differences emerge on all six dimensions. The more effective principals show more administrative and instructional leadership, possess more thrust, emphasise work and are more considerate and adaptable.
There is indication that in the relationship between personality traits and leadership behaviour, one personality factor, Humble vs Assertive, is significantly correlated to three of the leadership behaviour dimensions, Instructional Leadership, Thrust and Work emphasis. The fourth dimension, Adaptability, appears to be significantly correlated only when viewed by inspectors.
Further research into the linkage between personality factors, principals' leadership behaviour and principal effectiveness is necessary to draw conclusions that have policy implications for principal selection and training.
Date Issued
1984
Call Number
LB2822 Lim
Date Submitted
1984