Greener Journal of Educational
Research Vol. 9(1),
pp. 27-35, 2019 ISSN: 2276-7789 Copyright
©2019, the copyright of this article is retained by the author(s) DOI
Link: http://doi.org/10.15580/GJER.2019.1.032719055 http://gjournals.org/GJER |
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Leadership
Behaviours and its Relation with Female Principals’ Management Experience: The
Case of Vihiga County and Kisumu Municipality, Kenya
Ms. Josephine
Busolo1, Dr. George Onyango2; Dr. Nelson Karugu2;
Prof. John Aluko Orodho3
Ms.
Josephine Busolo1 is a doctorate student in the Department of
Educational Management, Policy and Curriculum Studies, School of Education,
Kenyatta University, Kenya
Dr. George Onyango2 and Dr. Nelson Karugu2 are
senior lecturers in the Department of Educational Management, Policy and
Curriculum Studies, School of Education
ARTICLE INFO |
ABSTRACT |
Article No.: 032719055 Type: Research DOI: 10.15580/GJER.2019.1.032719055 |
The
study sought to determine the leadership behaviours in initiating structure
and consideration leadership dimensions reported by principals and observed
by teachers and its relationship with management experience of female
principals. A descriptive cross-sectional survey research using the
correlational design sub-type was adopted for the study in Vihiga County and
Kisumu Municipality in Kenya. A sample size of 124 teachers was used to
generate requisite information. The study utilized the Leadership Behavior
Description Questionnaire (LBDQ) and focus group discussion guideline as the
main research instruments. The data were analyzed with the assistance of
Statistical Package for Social Sciences (SPSS) to generated both descriptive
and inferential statistics. A t-test and one-way analysis of variance
(ANOVA) were utilized to determine the nature of relationship between
leadership behaviours and female principal’s management experience. The
results revealed that the scores of teachers gave to leadership behaviours.
It was concluded that the greater variability in the teacher observer
ratings of their principal’s leadership behaviours in terms of initiating
structure and consideration dimensions, the more realistic the perception of
their principals. The test of hypothesis at α =.05 level of confidence
led to rejection of the hypothesis that there was no statistically
significant difference between leadership behavior and principal’s
management experience leading to the adoption of the alternative hypothesis.
It was thus concluded that there was a statistically significant correlation
between the selected demographic variable of management experience and
principals’ leadership behaviours with regard to initiating structure and
consideration. As a result, it was recommended that the Ministry of
Education through the Kenya Education Management Institute (KEMI) should
intensify offering leadership courses to newly recruited female Headteachers
on current trends of institutional management. The Teachers Service Commission
should carefully review the demographic characteristics of teachers before
appointing them to management positions. |
Submitted: 27/03/2019 Accepted: 25/04/2019 Published: 02/05/2019 |
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*Corresponding Author Prof. John Orodho E-mail: orodhojohn@
gmail.com |
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Keywords: |
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1.
INTRODUCTION
Scholars
have argued that demographic variables and critical other factors that could be
used together with factors to explain the variances in the behaviours of
effective leaders. They are very
significant to virtually all kinds of organizations (Bell & Rvanniekerk,2015).
The current workforce in management positions seen in many countries is
increasingly getting younger, well educated and gender skewed at the
disadvantage of females (Zacher, Rosing & Fraises, 2011).
Previous
studies conducted on leadership behaviours have obtained mixed results
(Mehdinezhad & Sardarzahi,2016).
Alaei (2010) compared the importance of leadership and managerial
behaviours from the perspective of leaders and principals of schools of
Zahedan. The results showed that teachers and principals vale leadership and
managerial behaviours generally. However, among the components of leadership,
principals believed that initiating structure and modeling are more important
and related to demographic variables. Both teachers and principals stated that
managerial behaviours outweigh demographic variables, although principals
considered more value for managerial leadership behaviours than men.
Mehdinezhad & Sardarshahar (2016) concludes that there is no significant
difference between private and public schools in terms of effectiveness of leadership
behaviours and also that there is no significant relationship between
demographic variables such as academic qualifications of principals and
efficiency of their leadership behaviours.
In both developed
and developing countries, educationists and researchers have attempted to
analyze the persistence of a gender discrepancy in education and particularly
at higher education administrative levels through varied lenses and approaches (Acker,
2011; Ladson-Billings, 2009; Kanini, Mutungwa & Orodho,2017). Some
researchers have examined this issue by using structural perspectives (Johnsrud
& Heck, 1998), socio-cultural perspectives (Lee, 2001; Ramanan et al.,
2006), or even multiple perspectives (Oplatka, 2006; Lam, 2009; Nguyen, 2013).
Scholars
such as Eagly and Wood (2011), Madsen (2008) and other prominent writers such
as Oplatka (2006) who focus on women’s experiences in higher education have
presented more balanced narratives and insights on the gender inequality in
administrative positions. As a result, researchers in various levels of
education agree generally that women who aspire to top management positions
navigate paths full of ‘twists and turns’ (Gray,2011; Iverson,2011). The
socio—economic status, particularly the demographic variables of
women is likely to be one of the chief indicators of women Headteachers
effective leadership behavior in employment.
Gender-based
workplace segregation occurs when women's work can be clearly distinguished
from men's occupations and when concentrations of men and women appear at
different levels in workplace hierarchies. This latter form of job
participation difference is often called vertical segregation (Nguyen,2013).
Occupation segregation by gender constitutes a major social problem for working
women. Full-time working women earn less than three-quarters of what full-time
workingmen earn, and at least 40% of this wage gap is due to women's
concentration in lesser paying jobs (Kanini, Mutungwa & Orodho,2017). Its against this backdrop that this study
attempted to examine the leadership behaviours and its relation with female
principals’ management experience: the case of
Vihiga county and Kisumu Municipality, Kenya
1.2.The
State of the Art Review
There are
many leadership theories, for example the Trait Theory; Fiedler's Contingency
Theory; Path-Goal Theory; Charismatic Leadership theory among others. Jago
(1982) proposed a framework that organizes leadership theories based on each
theory's focus and approach. Leadership behavioral theories; the theories on
which this research is based; focus on the observable behavior that makes a
leader effective. Their approach believes that there is a universal formula for
establishing the behavior of an effective leader. In other words, that there is
"one best way" to lead in all situations.
The most comprehensive and replicated of the behavioral theories
resulted from research that began at Ohio State University in the late 1940s.
These studies sought to identify independent dimensions of leader behaviour.
Beginning with over a thousand dimensions, they eventually narrowed the list
into two categories that substantially accounted for most of the leadership
behaviour described by subordinates. They called these two dimensions
initiating structure and consideration. These two dimensions are distinctly
separate.
Initiating structure refers to the extent to which a leader is likely
to define and structure his or her role and those of subordinates in the search
for goal attainment. It includes behavior that attempts to organize work, work
relationships and goals. The leader characterized as high in initiating
structure could be described in terms such as ‘assigns group members to
particular tasks,’ ‘expects workers to maintain definite standards of
performance,’ and ‘emphasizes the meeting of deadlines’.
Consideration is described as the extent to which the leader is likely
to have job relationships characterized by mutual trust, respect for
subordinates’ ideas, and regard for their feelings. This type of leader shows
concern for his followers’ comfort, well-being, status and satisfaction. A
leader high in consideration could be described as one who helps subordinates
with personal problems, is friendly and approachable and treats all
subordinates as equals. Extensive research, based on these definitions, found
that leaders high in initiating structure and consideration (a ‘high-high’
leader) tended to achieve high subordinate performance and satisfaction more
frequently than those who rated low on either initiating structure,
consideration, or both (Nguyen,2013).
The most
important finding of this group is the discovery of both task and human
dimension in assessing leadership. This two-dimensional approach helped in
bridging the gap between Scientific Management movement and the Human Relations
movement. Based on the premises of this theory the study of the leadership
behaviors of secondary school Headteachers can be achieved by teachers
documenting their inferences on the observable leadership behaviors of their Headteachers
using the guidance of the leadership behavior description questionnaire.
There are
many leadership theories, for example the Trait Theory; Fiedler's Contingency
Theory; Path-Goal Theory; Charismatic Leadership theory among others. Jago
(1982) proposed a framework that organizes leadership theories based on each
theory's focus and approach. Leadership behavioral theories; the theories on
which this research is based; focus on the observable behavior that makes a
leader effective. Their approach believes that there is a universal formula for
establishing the behavior of an effective leader. In other words, that there is
"one best way" to lead in all situations.
The most comprehensive and
replicated of the behavioral theories resulted from research that began at Ohio
State University in the late 1940s. These studies sought to identify
independent dimensions of leader behaviours. Beginning with over a thousand dimensions,
they eventually narrowed the list into two categories that substantially
accounted for most of the leadership behaviours described by subordinates. They
called these two dimensions initiating structure and consideration. These two
dimensions are distinctly separate.
Initiating structure refers to the extent to which a leader is likely
to define and structure his or her role and those of subordinates in the search
for goal attainment. It includes behavior that attempts to organize work, work
relationships and goals. The leader characterized as high in initiating
structure could be described in terms such as ‘assigns group members to
particular tasks,’ ‘expects workers to maintain definite standards of
performance,’ and ‘emphasizes the meeting of deadlines’.
Consideration is described as the extent to which the leader is likely
to have job relationships characterized by mutual trust, respect for
subordinates’ ideas, and regard for their feelings. This type of leader shows
concern for his followers’ comfort, well-being, status and satisfaction. A
leader high in consideration could be described as one who helps subordinates
with personal problems, is friendly and approachable and treats all
subordinates as equals. Extensive research, based on these definitions, found
that leaders high in initiating structure and consideration (a ‘high-high’
leader) tended to achieve high subordinate performance and satisfaction more
frequently than those who rated low on either initiating structure,
consideration, or both (Rue & Byars, 1993).
The most
important finding of this group is the discovery of both task and human
dimension in assessing leadership. This two-dimensional approach helped in
bridging the gap between Scientific Management movement and the Human Relations
movement. Based on the premises of this theory the study of the leadership
behaviors of secondary school headteachers can be achieved by teachers
documenting their inferences on the observable leadership behaviors of their
headteacher using the guidance of the leadership behavior description
questionnaire.
1.3 Statement of the
Problem
Several factors account for differences in attitudes, behaviours and
performance of effective leaders. The level of education, gender and age have
been identified as important determinants. The scholars argue that these
demographic variables influence people’s values, wants and needs, and make them
thin and behave differently (Michel,2000).
The Kenyan labour force, especially the teachers under the Teachers
Service Commission (TSC) is flooded with employees with high education. Researchers argue that managers are selected
mainly because of their high level of formal education and previous merits such
as years of job experience. This has created a challenge for organizations in
identifying and selecting effective leaders amongst people with seemingly good
qualities. These credential requirements are seldom important, and too often,
people with high education levels do not have the competencies to match with
the job (Guion & Highhouse,2004). Some scholars also argue that, without
educated, skilled and motivated public managers, effectiveness and efficiency
will never be attained (Guildhuys,2004). However, the scholars have argued that
leaders can be educated and learn by experience to become effective
managers. The personal qualities of
effective leaders include among others, intellectual capacity.
On the other hand, ineffective leadership destroys the human spirit that
is critical for ensuring organizational effectiveness. The human outcomes of
ineffective leadership include, amongst others, employee stress,
disenchantment, lack of creativity, cynicism, high staff turn over and poor
performance. The present study, therefore, explores relationship between female
headteachers demographic variables and their leadership behaviours.
Rather than concentrating on what leaders are, the behavioral approach focuses on
examining the observable behavior to rate the
leadership of a head of an organization. It is on
this premise that the study sought to determine secondary school
teacher’s perception of their female Headteachers leadership behavior in Vihiga
district and Kisumu city.
1.4.
Objectives, Research Questions and Hypotheses
The main
objective of the study was to determine the leadership behaviours and its
relation with female principals’ management experience: the case of Vihiga county and Kisumu municipality,
Kenya/
The
related research questions were:
1.
What is the teacher’s perception of the
leadership behaviours of their school principals?
2.
What is the principals perceptions of their
own leadership behaviours?
3.
Is there any significant difference between
leadership behaviours reported by principals themselves and those observed by
teachers?
The
hypotheses were that:
HO: There is no statistically significant
difference between leadership behaviours reported by principals themselves and
those observed by teachers.
HA: There is a statistically
significant difference between leadership behaviours reported by principals
themselves and those observed by teachers.
2.0. RESEARCH METHODOLOGY
2.1. Research design
This study is a descriptive-correlation research design. The choice of this design
was based on the fact that it is a type of design that allows the gathering of
data at a particular point in time with the intention of describing the nature
of the existing conditions, identifying the standards against which existing
conditions can be compared (Orodho, 2017). It was carried out in one rural area
represented by Vihiga County and an urban area represented by Kisumu
Municipality, Kisumu County.
2.2. Study Locale
The study
was carried out in one rural area represented by Vihiga County and an urban
area represented by Kisumu Municipality. Vihiga County forms one of the six
Counties of Western province. It borders Kakamega County to the north, Nandi
County to the east and Kisumu County to the south. The district is 33Km wide
from east to west and 19Km from north to south and occupies a total area of 541
sq. Km. It has six Sub-Counties (Vihiga County Development Plan 1997-2000). By
1995 the district had six male only secondary schools, 13 females only schools
and 55-mixed sex secondary schools.
Kisumu
Municipality is in Winam Sub -County of Kisumu County, one of the four
administrative divisions of Kisumu County. The others are Maseno, Kombewa and
Kadibo. The Municipality has an area of 395.6 sq. Km with a population of
350,365. It is the largest urban area in western Kenya. It also has the largest
number of schools 28 in total as compared to other divisions in the district
(Kisumu District Development Plan, 2002-2008) eleven of which are administered
by women.
2.3. Study Population and Sampling
The study population consisted of 19 public secondary schools in Vihiga
County whose school administrators were women. In these schools there were a
total of 156 male and 120 female teachers. Kisumu Municipality had 11 schools
that had women as their headteachers, and these institutions had a total
population of 108 male teachers and 115 female teachers. From the institutions
stratified sampling was used to select a sample of the teachers using sex as
the criteria. With an average of 8 male and 6 female teachers per school in
Vihiga County and 9 male and 10 female teachers per school in Kisumu
Municipality, the study utilized 5 male and 5 female teachers in each school to
ensure a uniform sample in all institutions.
Therefore, with a total of 10 teachers participating in each school and 16
schools to be studied then a total of 160 teachers and 16 female headteachers
yielding a sample size of 176 participants, which allowed for equal
representation and generalizability of results (Cohen,2012; Orodho, Nzabalirwa,
Odundo, Waweru & Ndayambaje,2016).
2.4. Data Collection Instruments
According to the nature of
the research topic, Leader Behavior Description Questionnaire (LBDQ) developed by Kozes and Posner (2001) was used in two forms of self
-reporting by principals and leadership behaviours observed by teachers. The
instrument was adopted and domesticated slightly to fit in the local context of
Kenya. The LBDQ outlines two dimensions of leadership; consideration and
initiation structure, which have remained very much a constant in leadership
studies. The questionnaire consists of 30 items in a five-point Likert Scale
from very low=1 to very high =5.
Rather than concentrating on what
leaders are, as the trait approach urged, the behavioral approach focused at
what leaders do because contrary to traits, behaviors
could be observed. Utilizing this headteacher the LBDQ carries 30
statements each describing a specific form of leadership behavior. The first
fifteen statements seek information on the extent to which a leader exhibits
initiating structure dimension leadership behaviors, while the next fifteen
inquire about the extent to which a leader demonstrates consideration dimension
leadership behaviors. A participant is able to describe a leader’s behavior in
either of the dimensions by indicating the frequency with which the leader
engaged in that form of leadership behavior by checking the statements against
five-point Likert- scale.
2.4. Pretesting of Instruments
The instrument was given to 5 teachers 3 principals form schools not
included in the study. The validity of the instrument, to establish the extent
the instrument is measuring what it is supposed to measure (Orodho,2017;
Orodho, Bizimana, Ampofo, Nadyamabje,2015) was confirmed by a number of
academic staff in the relevant Department of Educational Management, Policy and
Curriculum Studies, School of Education, Kenyatta University. In addition,
reliability, which measures the consistency of the instrument in eliciting
similar responses (Orodho, Nzabalirwa, Odundo, Waweru & Ndayambaje,2016)
was determined using Cronbach’s alpha coefficient. The coefficient obtained
.968 for the questionnaire form on leadership behaviours observed by teachers
and .705 for the questionnaire form on self-reporting by principals. These
figures were considered high enough to declare the instruments reliable as
suggested by Orodho (2017).
2.5. Data Collection and
Analysis
Upon obtaining the mandatory Research permit from the Ministry of
Education Science and Technology, the investigator proceeded to County
headquarters in Vihiga and Kisumu Counties and further obtained a letter of
authorization from the County Education Officer in Kisumu. Phase one of data
collection commenced with the distribution of the questionnaires by the
investigator to the schools that had been sampled. The participants included
female secondary school headteachers and teachers in their respective schools.
First there was a visit to each of the schools to request permission to carry
out the study from the schools’ headteacher. During that time arrangements on
the most suitable days, time and procedure to be followed in conducting the
study in each school was established. Questionnaires were distributed and
collected on the same day in some schools while others requested for more time
and a later date. Participants were
assured that all the information they provided would be treated as highly
confidential. Phase two then set off by the investigator proceeding to the
Vihiga County Education office where a letter of authorization to carry out the
investigation in schools within the area was obtained. The whole process was
conducted as previously explained.
2.6. Data Analysis
Data analysis was categorized into two stages: first the determination
of responses to the leader behaviours description and testing of the hypotheses.
The quantitative data collected through questionnaires were analyzed with the
assistance of Statistical Package for Social Sciences (SPSS) Computer package
for windows version 21. The SPSS Computer package generated means, standard
deviations and other inferential tests such as t-test and analysis of variance
(ANOVA) depending on the nature of data (Orodho, Khatete & Muiraneza,2016) .
3.0 FINDINGS AND DISCUSSION
3.1. Findings of the Study
The demographic variables
of interest in this study were gender, education, teaching experience and age
of participants. The teachers were requested to indicate their age and results
displayed in Table 1.
Table 1: Age of
Teachers and Headteachers sampled in Vihiga and Kisumu Counties
Age
in Years |
Teachers |
Headteachers |
||
f |
% |
f |
% |
|
Below 25 |
9 |
7.3 |
- |
- |
25-30 |
33 |
26.6 |
- |
- |
31-35 |
40 |
32.3 |
1 |
6.25 |
36-40 |
27 |
21.8 |
5 |
31,25 |
40 Years and above |
15 |
12.1 |
10 |
62.5 |
Total |
124 |
99.9 |
16 |
100 |
The demographic data of this study indicated
that majority of the teachers in this region ranged between the ages of 31-35
constituting 32.3% of the all the respondents. Cumulatively, this shows that
over 66% of the teachers implying that
this region attracts young teachers. With regards to Headteachers, it was noted
that majority, constituting 62.5% were of the 40 years and above bracket. This
shows a contrasting scenario in which the relatively older Headteachers are in
chare of the youthful teachers.
Table 2: Teaching
experience of Teachers and Headteachers
Years’ Experience |
Teachers |
Headteachers |
||
f |
% |
f |
% |
|
1-5 |
37 |
29.8 |
8 |
50.0 |
6-10 |
42 |
33.9 |
5 |
31.2 |
11-15 |
34 |
27.4 |
3 |
18.8 |
16-20 |
7 |
5.6 |
- |
- |
Over 20 years |
4 |
3.2 |
- |
|
Total |
124 |
100.0 |
16 |
100 |
The data contained in Table 2 indicates that
the modal class is 6-10 years confirming that majority of teachers in the
sample were having a teaching experience of between 6-10 years. The sample
captured quite experienced teachers as 91 percent had an experience of at least
15 years.
From the data collected 50% of the headteachers had
administrative experience of between 1 to 5 years. No headteacher had
administrative experience of between 11-15 years therefore showing a 5years gap
within the female headteachers population.
There were two major categories of very junior and very senior female
headteachers who had administrative experience of over 16 years.
Teachers Perception
on Headteachers Initiating Structure and Consideration
The first question was on teacher’s
perception of the leadership behaviours or management styles. Teachers were
requested to indicate the extent to which they considered their headteachers
leadership behaviours with regards to initiating structure and consideration.
The results are depicted in Table 4.
Table 4: One sample t-test on teachers’
perception of leadership behavior of their principals(N=124)
Variable on leadership |
Mean |
Std D |
T-value |
t-test |
df |
Sig |
Models the way |
23.612 |
4.51 |
17.89 |
14.35 |
123 |
.001 |
Inspire a shared vision |
23.901 |
4.83 |
13.57 |
001 |
||
Challenge the process |
23.301 |
5.25 |
11.42 |
001 |
||
Enable others to act |
22.841 |
5.23 |
10.45 |
001 |
||
Encouragement and support |
24.00 |
5.03 |
13.32 |
001 |
The results of a one sample t-test in Table 4
shows that in total and in all components of female headteachers leadership behaviours,
the calculated mean is more than the assumed mean T-Value) and significant at p
< .001). In fact, the teachers surveyed in both Vihiga County and Kisumu
Municipality rated their principals highly in the leadership categories that
depicted both initiating structure and consideration. The standard deviations
ranged from 4.51 to 5.23. It is apparent that teachers in this study rated
their principals most favorably in the leadership area of encouragement and
support with a mean of 24.00 (SD= 5.03). The other are is inspiring a shared
vision, with a mean of 23.901 (SD=4.83). Overall, it appears that teachers in
his study view their principals’ leadership behaviours with respect to imitating
structure and consideration dimensions favorably.
The second question: What is the principals’
perception of their own leadership behaviours with regards to initiating
structure and consideration? Principals were requested to rate themselves
regarding the leadership behaviours of initiating structure and consideration
of five questions and results depicted in Table 5.
Table 5: One sample t-test on Principals’
perception of their own leadership behaviours(N=16)
Variable on leadership |
Mean |
Std D |
T-value |
t-test |
df |
Sig |
Models the way |
27.612 |
6.51 |
18.2 |
8.35 |
15 |
.001 |
Inspire a shared vision |
25.901 |
4.83 |
16.57 |
001 |
||
Challenge the process |
24.301 |
4.25 |
15.42 |
001 |
||
Enable others to act |
23.841 |
4.23 |
14.45 |
001 |
||
Encouragement and support |
26.00 |
5.03 |
19.32 |
001 |
According to data carried in Table 5, in
total and in all components summarizing initiating structure and consideration,
the calculated mean is more than the assumed mean (T-Value) and significant at
p < .001. In other words, the principals from Vihiga County and Kisumu
Municipality surveyed rated themselves relatively very high on each of the five
components that summarize initiating structure and consideration. The mean scores ranged from 23.841 to 27.612.
Based on the data displayed in Table 5, it can be concluded that Principals
view their overall leadership behaviours with regards to initiating structure
and consideration very favorably.
The third question:
Is there any significant difference between leadership behaviours reported by
principals themselves and those observed by teachers ( N= 140). One sample
t-test was performed to determine the relationship between the rating of the
two groups of respondents regarding the leadership behaviours of female
headteachers in their schools. The results are displayed in Table 6.
Table 6: One-Sample Test for Teachers and Principals
Evaluation of Leadership behaviours |
||||||
T |
|
|||||
t |
df |
Sig.
(2-tailed) |
Mean
Difference |
95%
Confidence Interval of the Difference |
||
Lower |
Upper |
|||||
Scores obtained |
70.317 |
139 |
.000 |
4.22143 |
4.1027 |
4.3401 |
Participant |
41.292 |
139 |
.000 |
1.11429 |
1.0609 |
1.1676 |
An examination of results of an independent
t-test in Table 6 show that there is a significant difference between the views
and evaluations of teachers and principals on both behavior components if
initiating structure and consideration. An analysis of variance (ANOVA) was
performed at α=.05 level of confidence and results displayed in Table 7.
Table 7: Analysis of
Variance (ANOVA) |
|||||
Scores
obtained |
|||||
|
Sum
of Squares |
df |
Mean
Square |
F |
Sig. |
Between Groups |
.168 |
1 |
.168 |
.331 |
.566 |
Within Groups |
69.968 |
138 |
.507 |
|
|
Total |
70.136 |
139 |
|
|
|
According to results carried in Table 7,
there is no significant relationship between teachers and Principals rating on
female principals’ leadership behaviours in terms of initiating structure and
consideration. Overall, it can be deduced that there isn’t any significant
difference because teachers and principals concur that female principals
generally are well versed and practice management leadership of initiating
structure and consideration.
3.2. Discussion of Findings
The analysis of data has established teachers rated their principals
high in both areas of initiating structure and consideration. This result is at
variance and hence inconsistent with the findings of Kursunoglu and Tariogen
(2009) who reported that teachers evaluated their principals as moderate. The
results, however, seem to be consistent with Kouzes and Posner (2003) for the
general population. From the perspectives of teachers, there is no significant
relationship between any of the components of leadership behaviours and
management experience of principals. In other words, leadership behaviours of
both experienced and inexperienced principals are relatively the same and
generally acceptable (Mehdinezhad &Sardarzahi,2016).
A study by Mehdinezhad &Sardarzahi (2016) established that there is
no significant difference between self-reported leadership behaviours by
principals and those observed by teachers on enable others act which is more of
initiating structure. In terms of other components, a significant difference
was found between self-reported leadership behaviours by the principals and
those observed by teachers (Mehdinezhad &Sardarzahi,2016). In fact, the
study by Mehdinezhad &Sardarzahi (2016) showed that leadership behaviours reported
by principals and observed by teachers are at favorable level and consistent
with findings of Kozes and Posner (2003) for the general population.
The study findings contrast with Johnson & Eby (2011) who found
that female managers were more interpersonally oriented in feminine contexts
but agree that they are more task oriented in male-dominated contexts. Kanini, Mutungwa and Orodho (2017) explain
the difference in the shift in leadership orientation towards change of
subordinate composition. The argument is that women who have a token status in
a predominantly male organization might be treated and perceived differently
because of their visibility, and change their leadership style accordingly. In
summary, organizational factors, especially sex-composition of a work
Environment, are likely to affect the behavioral styles of female managers. To
some extent they adapt to the organizational context, acting more congruent
with the female- or male-dominated setting.
When probed to explain the criteria for rating the female Headteachers,
on FGD had the following to say:
Research findings on female headteachers
leadership behavior showed in table 4 describe the frequently displayed
leadership characteristics. They include; emphasis on meeting deadlines; making
leader and subordinates roles explicit; always asking that subordinates follow
rules and procedures; maintaining high standards of performance; emphasizing
schedules and specific work assignments.
Some of the leadership characteristics
perceived by the teachers as frequently displayed by their headteachers on the
consideration dimension include; friendly and approachable; made group members
feel at ease when talking with them; refused to explain their actions. Further
still the teachers agreed that the headteachers rarely did personal favors for
group members or did little things that made it pleasant to be a member of the group
(Orodho, Waweru & Getange,2014).
This finding is in agreement with Allan
(2004) and Alaei (2010) in whose study’s findings were that female headteachers
rated higher on initiating structure leadership dimension but in disagreement
with Mehdinezad and Sardarzahi (2016) studies who found that female
headteachers scores were high both in initiating structure and on
consideration. Asunda (1983) study noted that teachers perceived the female
head teachers as autocratic. They contrast the femininity/masculinity
dimensions of existing sex stereotypes where feminists is associated with the
consideration dimension. women have traditionally been perceived to possess
characteristics such as emotionality, kindness and nurturance, termed
consideration behavior (Brubakar & Coble,2005; Kursunoglu & Tanrigoen,2009).
Thus, women are predicted to engage more in consideration leadership behaviors.
They raise the same concerns as found in Razai
-Vashti (2011) study which in examining
the attitudes that teachers have toward female principals found that female
principals lacked legitimate authority.
CONCLUSION
The study sought
to determine the leadership behaviours in initiating structure and
consideration leadership dimensions. It can be concluded that although the
scores teachers gave to leadership on both initiating structure and
consideration of principals were less than the scores principals gave to their
own leadership behaviours, the scores were at an acceptable and satisfactory
level. It is also concluded that there is a significant positive correlation
between the rating of teachers and principals on both leadership components
of initiating structure and
consideration. Finally, there is no statistically significant difference
between the perceptions of teachers and principals regarding the leadership
traits of initiating structure and consideration.
On the
basis of the foregoing findings and conclusions the following recommendations
were made;
1.
Given the current situation in the country,
TSC should employ teachers and school principals who conform with acceptable
leadership behaviours is vital.
2.
The female headteachers should be trained in
school leadership through in servicing to enable them achieve a balance of
various management components.
3.
Female teachers who aspire to be education
administrators should therefore be motivated to pursue higher training in
education management. They should also be encouraged to attend seminars and
workshops that offer training on school management.
4.
TSC should provide study leave, and study
loans for female teachers willing to pursue higher education. Female teachers
should also be motivated to make use of the degree programs being offered by
universities designed to accommodate the normal school programme to advance
their academic qualifications.
5.
Current headteachers should be sensitized on
the need to encourage female teachers to take up school duties that will
provide them with opportunities to gain expertise in school management.
6.
TSC should appoint more female headteachers
to manage schools with large student population as it has been demonstrated in
this study that they possess the capability to do so as their leadership
behavior was rated highest.
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Cite this Article: Busolo J,
Onyango G; Karugu N; Orodho JA (2019). Leadership Behaviours and its Relation
with Female Principals’ Management Experience: The Case of Vihiga County and
Kisumu Municipality, Kenya. Greener Journal of Educational Research, 9(1): 27-35,
http://doi.org/10.15580/GJER.2019.1.032719055. |