Studies of administrative performance may be classified into the following types:1. Character trait: studies that focus on individual properties of administrators as predictors of administrative performance. 2. Group factors: studies that focus on the interplay of factors present in the group situation as determinants of administrative behavior.3. Role expectation: studies concerned with internal attitudes and perceptions of both leaders and followers and with the relation of these attitudes to administrative success. 4. Organizational models: studies that concentrate on forces within the total organization to gain an understanding of the actions of administrators.
Character TraitsAfter scanning the literature for a summary of leadership behavioral traits, Gibb (1954), drawing chiefly from Stogdill (1948), listed the following: physical and constitutional factors (height, weight, physique, energy, health, and appearance); intelligence; self-confidence; sociability; will (initiative, persistence, ambition); and surgency (geniality, expressiveness, originality). He emphasized, as did Stogdill and most other studies, that different leadership characteristics are needed in varied situations.Stogdill drew up a listing of the major criteria that had been used up to 1948. Fifteen studies substantiated traits that leaders and administrators possessed in greater degree than average group members, in most cases: intelligence and scholarship, dependability in exercising responsibility, activity and social participation, and socioeconomic status. Ten studies added sociability, initiative, persistence, self-confidence, popularity, ability to adapt, and verbal facility. Stogdill then divided these characteristics into general categories: capacity, achievement, responsibility, participation, status, and situational factors.Borg, Burr, and Sylvester (1961) combined characteristics from thirtyfive different studies of educational administrators using four functional criteria: ratings of principals by superintendent; anonymous teachers' ratings; independent observers' ratings; and principals' self-ratings. Common variables, which differed slightly for each educational criterion, were personality, administrative ability, general knowledge, professional knowledge, cooperation, tact, stimulation of co-workers, social activity, good judgment, originality, communicativeness, forcefulness, physical character, and attitude toward teachers. Several studies have been made that used various research and questionnaire formats to choose the working criteria for their studies. At the