Relations of Style of Leadership and Achievement Motivation for Teacher

Otilia Clipa, Marilena Artemizia Greciuc (Serban)


The aim of this study is associating leadership style and motivation in order to achieve performance in teaching. Does a certain leadership style positively correlate with motivation, so that it can determine the teacher’s performance at his job? Representative parameters were used in order to quantify the degree of motivation the teacher exercises its duties with: perseverance, success certainty, commitment, flexibility, compensatory effort, self-control and self-discipline.

Cascio (1995b) underlined the fact that the existent organizational structures in the cultural diversity nowadays, are more and more in need of a transformational leadership, ” full range leadership” named like this because the practitioners within leadership field aimed at enlarging the range of styles referring to efficiency (Avolio&Bass). The present study correlated the transformational, transactional and laissez-faire styles, components of the full leadership, on a plot of 140 teachers from the rural and urban areas in Suceava County, aiming at finding out which style predominates. The results indicated that the transformational style is predominant with the mean ( M = 2.92 , SD = .39), followed by the transactional one ( M = 2,67, SD = .566) and the laissez-faire style (M = 1.43, SD = .544) . As a result of the analysis done there were confirmed positive correlations between the scales of the most efficient styles, the transformation and transactional one measuring the motivation of the performance, perseverance, commitment, success certainty, self-control and self-discipline, the compensatory effort and flexibility.

This research aims at determining how these variables associate in order to achieve performance. 


transformational leadership; transactional leadership; laissez-faire leadership; motivation; performance; leadership styles; learning styles

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