Investigating the relationship between leadership style and the performance of school principals (secondary schools in the west of Gilan province)

Number of pages: 141 File Format: word File Code: 30488
Year: 2014 University Degree: Master's degree Category: Management
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  • Summary of Investigating the relationship between leadership style and the performance of school principals (secondary schools in the west of Gilan province)

    Academic Thesis for Master's Degree

    Field: Public Administration Direction: Human Resources

    Abstract

    Management, leadership and the efficiency and performance of managers are among the success factors of organizations. The accepted style of managers has a direct impact on the efficiency, performance and effectiveness of organizations.

    There are many managers in society, but what is important is the existence of people who are ready to accept scientific roles in society and present their work with better performance and an effective style that is suitable for the specific situation and conditions of their organization.

    Of course, it must be acknowledged that there is a difference between management and leadership. One of the experts in management named Zalznik [1] believes that the differences in the way of perceptions are related to the goals of the concept of work, relationships between others, self-perception [2] and development.  Managers tend to adopt a non-personal or passive attitude and leaders tend to have a personal attitude towards goals. (Mullins, 1991, p. 119).

    The main purpose of this research is to discover the relationship between the leadership style and the performance of principals of secondary schools in the west of Gilan province.

    The implementation method in this research is based on a descriptive-analytical research plan. A descriptive study is conducted to determine and describe the characteristics of a situation. Therefore, the purpose of each descriptive study is to explain aspects of the phenomenon that the researcher is looking for and with an individual, organizational, industrial, etc. point of view.

    (Khaki, 2012, p. 123)

    Measurement tools in this research are two types of standard questionnaires, one for the type of leadership style and the second questionnaire measures performance indicators of managers.

    The validity of the questionnaires is estimated through Cronbach's alpha coefficient. Which is 81.1% for the leadership style questionnaire and 97.2% for the performance questionnaire.

    Descriptive and inferential statistics were also used to analyze the research data. At the descriptive level, statistical characteristics such as frequency, average percentage, and standard deviation were used, and at the inferential level, Pearson's correlation tests and mean comparison tables were used using Spss software. The current research was descriptive-correlational and applied in terms of purpose and has a main hypothesis and two sub-hypotheses as follows:

    Research hypotheses

    Main hypothesis:

    There is a relationship between the leadership style and performance of secondary school principals.

    Sub-hypotheses:

    1- between autocratic leadership style/ There is a significant relationship between non-democratic and the performance of secondary school principals in West Gilan. 2- There is a significant relationship between the participatory/non-participative leadership style and the performance of secondary school principals in West Gilan. The statistical population of all male principals working in secondary schools in the education and upbringing areas of West Gilan Province and non-probability sampling method is available. To collect data, field method and questionnaire tools were used to test the hypotheses, Pearson's correlation test and mean comparison tables were used. Key words: leadership styles, performance 1 Zaleznix 2 Self-Perleption Introduction Leadership [1] as a driving force in management, business, affairs The government, countless groups and organizations that shape our lives or work in them have been mentioned and the developed countries of the world have paid special attention to this category. Undoubtedly, for the growth and prosperity of countries, the need to pay more serious attention to the category of leadership is inevitable. Leadership is the ability to exert influence on the group and lead it to the desired goals. The source of this power or influence is formal, like relying on the management position, in an organization.  (Stephen P. Robbins, 2018, pp. 217-218)

    Leadership and creating motivation and commitment in employees is one of the important duties of managers and supervisors. Leadership is achieved when a person wants to influence another person in order to achieve the intended goals. Unlike some management tasks such as planning and organizing, leadership is a completely behavioral task that is associated with a lot of conflict in personal relationships. Humanities thinkers have discussed the concept of leadership from various dimensions. Some consider leadership to be the ability to encourage others to make enthusiastic efforts towards certain goals.

    George Terry [2] considers leadership to be the act of influencing people so that they strive for group goals out of desire and interest. And Elton Mayo's human relations movement, which is concerned with providing opportunities to facilitate the achievement of common goals as well as the personal growth and development of followers. 

    1-2) Statement of the problem

    According to many management and organization experts, leadership style is one of the most important elements of managers' success, which is established over time and based on experience, education, training, and its value and belief system (Hersey and Blanchard, 1993). This factor is the cause of the failure or success of the organization because, in addition to other internal factors of the organization's environment, it also affects and controls the external factors of the organization's environment.

    (Lassier and Achoa, 1993). Etzioni[4], by reviewing the work of Beales and Slater [5], identified two types of leadership in the organization and stated that organizational needs determine what type of leadership will be successful. (Tenenbaum and Smith, 1986).

    The problem that most typologies of leadership styles face is absolutism, most typologies tend towards a kind of labeling in the process of measurement and diagnosis, while placing managers in an absolute value style does not seem very logical and humane. Therefore, in recent years, extensive efforts have been made for spectrum typologies. In this view, after conceptualizing the variety of styles, each manager in each It can gain a certain amount of points from the styles. As a result, these types of stylistics will definitely need a more complex interpretation system than the simplistic ones of the past. Some of the leadership concepts can be referred to Weber's charismatic, traditional, and bureaucratic styles, Levin, Lippitt, and White's autocratic, democratic, and free styles, Fiedler's individualistic and task-oriented styles, Greenleaf's servile styles [6], Burns' transactional and transformational styles, Mazi's work environment leadership style [7], Wicker's formal leadership style [8] and McCobe's narcissistic leadership style [9] to further explain the issue.

    Henry Pir[10] believes in his treatise entitled ((Excellence in Leadership)) that there are three subjects that no faculty has been able to write about properly. These topics include love, intelligence, and leadership. Of these three topics, leadership is the most mysterious and unpredictable. (Bagheri, 2013) Most of the researches conducted in the fields of leadership style and its consequences have focused on task-oriented and relationship-oriented styles. One of the newest leadership theories is transformational and transformational leadership theories, which is relatively more comprehensive and this style has attracted the interest and attention of many management experts and experts. Hersey and Blanchard's model has introduced 4 leadership styles, which are:

    Directive leadership style (task-oriented) (Dilective Leadership): This style is strongly pro-work and pays less attention to the work. Yes, the employees know exactly what the organization expects from them, and in this regard, clear instructions are given by the leader.

    Suppertive leadership style: In this style, the leader pays close attention to both the work and the employee, and the relationship between the leader and the employee is friendly. Surrender option Leadership style: In this style, the leader does not interfere in the affairs and the authority is completely handed over to the subordinates because it is believed that the subordinates have sufficient competence to define the position and perform the tasks. This style is based on Theory Y.

  • Contents & References of Investigating the relationship between leadership style and the performance of school principals (secondary schools in the west of Gilan province)

    List:

    Table of Contents

    Title

    Abstract 1

    Chapter 1: Research overview. 3

    1-1) Introduction. 4

    1-2) statement of the problem. 5

    1-3) Necessity and importance of research. 9

    1-4) research objectives. 10

    1-5) The theoretical framework of the research. 10

    1-6) research hypotheses. 13

    1-7) Theoretical (conceptual) and operational definition of independent and dependent research variables: 13

    1-7-1) Independent variables. 13

    1-7-1-1) Theoretical and conceptual definition: 13

    1-7-1-2) Operational definition of independent variable (leadership styles): 15

    1-7-2) Dependent variable (performance) 15

    1-7-2-1) Theoretical and conceptual definition: 15

    1-7-2-2) operational definition of performance-dependent variable: 16

    1-8) scope of research: 17

    Chapter two: review of research literature. 18

    2-1) Organizational leadership: 19

    2-1-1) Theories of guidance and leadership: 20

    2-1-1-1) Theories of individual characteristics of leadership: 20

    2-1-1-2) Behavioral theories of leadership: 20

    2-1-1-3) Situational and contingency theory: 21

    2-1-1-4) path-goal theory: 21

    2-1-1-5) life course theory (Blanchard): 22

    2-1-1-6) motivation theories: motivation: 22

    2-1-1-7) content theory: 22

    2-1-1-8) process theories: 23

    2-2) Other definitions of leadership style: 24

    2-2-1) Comparison of servant leadership and transformational leadership 27

    2-2-2) Leadership models. 29

    2-2-3) leadership style: 31

    2-2-4) types of leadership style. 32

    2-2-5) Four leadership styles (Hersey and Blanchard model) 33

    2-2-6) Difference between leader and manager (boss) 33

    2-1-6-1) Differences and similarities: 34

    2-1-7) Situational leadership model: 36

    2-1-7-1) The main content of the theory: 36

    2-1-7-2) The limitation of situational leadership theory. 39

    2-2) The importance of leadership: 40

    2-3) Summary of leadership theories: 44

    2-3-1) Management network: 44

    2-3-2) Contingency theory: (Fiedler) 46

    2-4) Comparison of leadership from the point of view of Western scientists and Imam Ali (AS): 48

    2-4-1) Comparison of leadership from different perspectives: 49

    2-4-2) Leadership from the perspective of Imam Ali (AS): 49

    2-5) Second part: performance. 50

    2-5-1) Introduction: 50

    2-5-2) Definition of performance) 50

    2-5-3) Factors affecting performance: 52

    2-5-4) Performance management: 54

    2-5-5) Definition of performance management. 54

    2-5-6) Strategic link of organizational goals and performance with individual goals and performance. 56

    2-6) Definition of evaluation. 57

    2-7) performance evaluation. 57

    2-8) Reasons for using performance evaluation. 59

    2-9) Reasons for the opposition of most organizations to performance evaluation. 60

    2-10) performance evaluation criteria. 61

    2-11) Who evaluates?. 62

    2-12) Relationship between performance evaluation, job evaluation, salary and benefits 64

    2-13) Different methods of performance evaluation. 65

    2-14) The final goal of performance evaluation. 69

    2-15) Human resource management and employee performance. 70

    2-16) Employee performance and its evaluation: 71

    2-16-1) Maintaining the status of employees and their performance: 71

    2-16-2) Encouraging and performance of employees: 73

    2-16-3) Improving employee performance: 74

    2-17) Education and training staff and performance: 78

    2-18) Change in employee performance. 79

    2-19) Changing the poor performance of employees: 80

    2-19-1) Reasons for change: Some organizational changes are caused by the decisions of the top managers of the organization. 80

    2-19-2) Understanding the nature of change: 81

    2-19-3) Performance change obstacles: 82

    2-20) Performance management components: 83

    2-20-1) Performance management as a business system: 84

    2-20-2) Performance management as a culture and leadership style: 84

    2-20-3) Performance management as a part of the psychological contract: 85

    2-20-4) Performance management as personal feedback and learning process: 85

    2-21) Overview of performance management: 85

    2-22) Achieve model in performance: 87

    Chapter three: Research implementation method. 89

    3-1) Introduction. 90

    3-2) Research implementation method: 90

    3-3) Population and statistical sample. 91

    3-4) tools and methods. 91

    3-4) Information collection tools and methods. 93

    3-4-1) narrative. 94

    3-4-2) Reliability. 94

    3-5) Data and information analysis method. 96

    Chapter four: Data and information analysis. 97

    4-1) Introduction: 98

    4-2) Description of research variables. 98

    4-2-1 Residence status of respondents. 98

    4-2-2 Gender of respondents. 99

    4-2-3) Age group of respondents. 100

    4-2-4) Education level of respondents. 101

    4-2-5) Marital status of respondents. 102

    4-2-6) Work history of the respondents. 103

    Chapter five: conclusions and suggestions. 107

    5-1) Conclusion. 108

    5-1-1) Descriptive results. 108

    5-1-2) Inferential results: 109

    5-2) Research suggestions: 110

    5-3) Research limitations: 111

    Sources and sources. 112

    Appendices 118

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Investigating the relationship between leadership style and the performance of school principals (secondary schools in the west of Gilan province)