Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context.
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| Title: | Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context. |
|---|---|
| Authors: | Van Jaarsveld, Leentjie1,2 Leentjie.vanjaarsveld@nwu.ac.za, Mentz, P. J. (Kobus)1,2 Kobus.Mentz@nwu.ac.za, Ellis, Suria1,2 suria.ellis@nwu.ac.za |
| Source: | International Journal of Educational Management. 2019, Vol. 33 Issue 4, p604-613. 10p. |
| Subject Terms: | *School contests, *Job satisfaction, Multifactor Leadership Questionnaire, Social context, Work environment |
| Abstract: | Purpose An emphasis on school performance is not just a national issue, but must be examined within the global context. Successful leadership is ensured by school leaders' compliance to a set of basic practices within particular school contexts. The impact of leadership styles on performance, the work environment and job satisfaction is emphasized, while the appropriate leadership style could make teachers more effective in terms of job productivity. The adoption of different leadership styles by school leaders shows positive results with regard to school effectiveness. The purpose of this paper is to describe school leadership styles and the influence the styles have on school performance.Design/methodology/approach A quantitative approach with a post-positive paradigm was followed. A systematic random sample of 72 secondary schools in KwaZulu-Natal, South Africa, was selected. The Cronbach's α coefficient, statistical significance (p-values) and effect size (d-values) were calculated, and a factor analysis was conducted.Findings The results show a difference between teachers and principals regarding the transformational leadership style. The principals in the high-performing schools were perceived as less passive-avoidant in practice than those in the low-performing schools. A principal manages and leads a school effectively by applying an appropriate leadership style.Research limitations/implications For future research, it will be advisable to make use of a mixed-method design. Although the Multifactor Leadership Questionnaire addressed numerous aspects of leadership and leadership styles, the "voice" of the respondents lacked. Furthermore, more leadership styles could be investigated in different contexts.Practical implications A chosen principal leadership style is not necessarily the best style for this purpose. School principals and teachers interpret leadership styles differently. Communication is therefore important.Social implications The principal leadership style is not always necessarily the teachers' and learners' choice. It is important that schools keep up with a constantly changing world.Originality/value If school principals and teachers agree upon a specific leadership style, there may be better collaboration which enhances better academic performance as well as effectiveness regarding schools. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Educational Management is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 135926753 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Van+Jaarsveld%2C+Leentjie%22">Van Jaarsveld, Leentjie</searchLink><relatesTo>1,2</relatesTo><i> Leentjie.vanjaarsveld@nwu.ac.za</i><br /><searchLink fieldCode="AR" term="%22Mentz%2C+P%2E+J%2E+%28Kobus%29%22">Mentz, P. J. (Kobus)</searchLink><relatesTo>1,2</relatesTo><i> Kobus.Mentz@nwu.ac.za</i><br /><searchLink fieldCode="AR" term="%22Ellis%2C+Suria%22">Ellis, Suria</searchLink><relatesTo>1,2</relatesTo><i> suria.ellis@nwu.ac.za</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Educational+Management%22">International Journal of Educational Management</searchLink>. 2019, Vol. 33 Issue 4, p604-613. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School+contests%22">School contests</searchLink><br />*<searchLink fieldCode="DE" term="%22Job+satisfaction%22">Job satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Multifactor+Leadership+Questionnaire%22">Multifactor Leadership Questionnaire</searchLink><br /><searchLink fieldCode="DE" term="%22Social+context%22">Social context</searchLink><br /><searchLink fieldCode="DE" term="%22Work+environment%22">Work environment</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose An emphasis on school performance is not just a national issue, but must be examined within the global context. Successful leadership is ensured by school leaders' compliance to a set of basic practices within particular school contexts. The impact of leadership styles on performance, the work environment and job satisfaction is emphasized, while the appropriate leadership style could make teachers more effective in terms of job productivity. The adoption of different leadership styles by school leaders shows positive results with regard to school effectiveness. The purpose of this paper is to describe school leadership styles and the influence the styles have on school performance.Design/methodology/approach A quantitative approach with a post-positive paradigm was followed. A systematic random sample of 72 secondary schools in KwaZulu-Natal, South Africa, was selected. The Cronbach's α coefficient, statistical significance (p-values) and effect size (d-values) were calculated, and a factor analysis was conducted.Findings The results show a difference between teachers and principals regarding the transformational leadership style. The principals in the high-performing schools were perceived as less passive-avoidant in practice than those in the low-performing schools. A principal manages and leads a school effectively by applying an appropriate leadership style.Research limitations/implications For future research, it will be advisable to make use of a mixed-method design. Although the Multifactor Leadership Questionnaire addressed numerous aspects of leadership and leadership styles, the "voice" of the respondents lacked. Furthermore, more leadership styles could be investigated in different contexts.Practical implications A chosen principal leadership style is not necessarily the best style for this purpose. School principals and teachers interpret leadership styles differently. Communication is therefore important.Social implications The principal leadership style is not always necessarily the teachers' and learners' choice. It is important that schools keep up with a constantly changing world.Originality/value If school principals and teachers agree upon a specific leadership style, there may be better collaboration which enhances better academic performance as well as effectiveness regarding schools. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Educational Management is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1108/IJEM-02-2018-0041 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 604 Subjects: – SubjectFull: School contests Type: general – SubjectFull: Job satisfaction Type: general – SubjectFull: Multifactor Leadership Questionnaire Type: general – SubjectFull: Social context Type: general – SubjectFull: Work environment Type: general Titles: – TitleFull: Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Van Jaarsveld, Leentjie – PersonEntity: Name: NameFull: Mentz, P. J. (Kobus) – PersonEntity: Name: NameFull: Ellis, Suria IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 0951354X Numbering: – Type: volume Value: 33 – Type: issue Value: 4 Titles: – TitleFull: International Journal of Educational Management Type: main |
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