The Relationship Between Leadership Styles And Pupils’ School

Abstract

This study aimed to analyze the relationship between teachers' leadership styles and their pupils' school performances. A number of 280 teachers involved in the pre-university education and 370 students participated in this research. The data was collected by using the Blake-Mouton Managerial Grid. The results following the conducted study support the conclusion that the most efficient leadership style manifested by a teacher in the classroom, which has superior school results, is the democraticparticipative style. According to the data, it was found that other two styles are also productive, namely the authoritarian and the median styles in relation with the minimal/passive and the indulgent/populist styles. Leaving from these results, the teachers are encouraged to focus their interest and attention equally towards the two dimensions: tasks and people, and thus to consciously commit to the characteristics of a democratic/participative leading style. Some special interest is manifested also in the area of classroom management during the process of instruction.

Peculiarities of Perception of Teaching Style and Motivation of Students’ Learning

“…Th e results confi rm other research, according to which the democratic (authoritative) style of teachers is the most acceptable (Bota & Tulbure, 2017;Doll, 1947;Hanaa et al, 2018;Munir & Rehman, 2016;Th ijs & Verkuyten, 2009), and laissez-faire (passive, permissive) is regarded the most negatively (Bota & Tulbure, 2017;Dahar et al, 2010;Th ijs & Verkuyten, 2009).…”

“…Th e results indirectly confi rm the research according to which the democratic (authoritative) style of the teacher is the most eff ective for the educational activities of students (Bota & Tulbure, 2017;Dahar et al, 2010;Hanaa et al, 2018;Th ijs & Verkuyten, 2009). However, when analyzing the results of research showing that the authoritarian (autocratic) teaching style can be quite eff ective (Bota & Tulbure, 2017;Dahar et al, 2010;Th ijs & Verkuyten, 2009), in our opinion, some clarifi cation is required. According to our research, the preference for the authoritarian style may be related to the students' motivation of avoiding.…”

“…Of course, this motivation also aff ects academic performance and other results of students, but it is negative, does not promote interest in learning and acts only under the threat of failure, mistakes, or failing marks (Badmaeva, 2004). In pedagogical practice, teachers need to take these factors into account, because, despite the fact that thatan authoritarian teaching style has some eff ect on the educational success of students (Bota & Tulbure, 2017;Dahar et al, 2010), its use is undesirable in terms of students' motivation, as is the use of the laissez faire teaching style, and the styles of communication-intimidation and communication-fl irtation.…”

“…Th e analysis of the style of a teacher through the prism of leadership is associated in particular with the management of an educational group of students (Barni, Russo, & Danioni, 2018;Bota & Tulbure, 2017;Sadik, 2016). Diff erent authors classify teaching style in diff erent ways: authoritarian, authoritative, and permissive styles (Barni et al, 2018;Th ijs & Verkuyten, 2009); authoritarian, democratic, indulgent/populist, passive/minimal, median (Bota & Tulbure, 2017); аuthoritarian, democratic, laissez faire and indiff erent (Hanaa et al, 2018;Munir & Rehman, 2016); autocratic, democratic, laissez faire (Dahar, Faize, Niwaz, Hussain, & Zaman, 2010;Doll, 1947;Sadik, 2016); authoritarian, democratic (Sobkin & Kalashinikova, 2016). Analysis of these works allows us to note that, despite the diff erent classifi cations, the criteria for determining the leadership style of the teacher are oft en control of and attitude to (interest in) students.…”