Relations of Style of Leadership and Achievement Motivation for Teacher

Otilia Clipa, Marilena Artemizia Greciuc (Serban)

Abstract


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. 


Keywords


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

Full Text:

View PDF

References


Antonakis, J., Avolio, B., & Sivasubramaniam, N. (2003). Context and leadership: an examination of the nine-factor full-range leadership theory using the Multifactor Leadership Questionnaire. The Leadership Quarterly, 14(3), pp. 261-295.

Avolio, B. J., & Bass, B. M. (2010). MLQ (2010). Multifactor Leadership Questionnaire [adapted in Romania by Iliescu, D., Beldean, F. & Sintion, F.]. Cluj-Napoca: Sinapsis.

Avram, D. O., & Kuhne, S. (2008). Implementing responsible business behavior from a strategic management perspective: Developing a framework for Austrian SMEs. Journal of Business Ethics, 82(2), pp. 463–475.

Burns, J. M. C (1978). Leadership. New York: Harper & Row.

Bush, T. (2015). Leadership si management educational. Teorii si practici actuale. Iasi: Polirom.

Bush, T., & Glover, D. (2003). School leadership: Concepts and evidence. Berlin, Germany: Springer.

Chirica, S. (1996). Psihologie organizationala. Modele de diagnoza si interventie. Cluj-Napoca: Casa de Editura si Consultanta.

Clipa, O (2017). Teacher stress and Coping strategies. In O. Clipa (ed.), Proceedings Volume: 15th Edition of the International Conference on Sciences of Education, Studies and Current Trends in Science of Education, ICSED 2017, 9-10 June 2017, Suceava (Romania), Iasi: Lumen, (pp. 120-129). doi:10.18662/lumproc.icsed2017.14

Clipa, O., & Serban, M. (2018). Leadership, motivation and performance in teaching. Journal of Innovation in Psychology, Education and Didactics, 22(1), pp. 89-102. Retrieved from http://www.jiped.ub.ro/wp-content/uploads/2018/11/JIPED_22_1_2018_6.pdf

Costa, P. T., & McCrae, R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five Factor Model (NEO-FFI) Professional manual. Odesa, FL; Psychological Assesment Center.

Covey, S. R. (2001). Etica liderului eficient sau Conducerea bazata pe principii. Bucuresti: Editura Alfa.

Goleman, D. (2007). Inteligenta emotionala in leadership. Bucuresti: Curtea Veche.

Joita, E. (2000). Management educational. Profesorul-manager: roluri si metodologie. Iasi: Editura Polirom.

Marcus, B., & Schuler, H. (2004). Antecedents of counterproductive behavior at work: A general perspective. Journal of Applied Psychology, 89, 647–660.

Mata, L. (2014). Social Media tools in Initial Teacher Education. In J.-E. Pelet (Ed.), E-learning 2.0 technologies and web applications in higher education (pp. 129-154). Hershey, PA: IGI Global.

Oakland, T., Glutting, J., & Horton, C. (2007). LSI – Learning Styles Inventory – adapted by Iliescu, D. & Dinca, M. Cluj-Napoca: Odyseea.

Rilea, V. (2006). Leadership – teorii, modele si aplicatii. Iasi: Lumen.

Rilea, V. (2008). Efecte ale stilului de leadership asupra performantei in mediul organizational. Psihologia Resurselor Umane, 6(1), pp. 80-94.

Schuler, H., Thornton III, G. & Frintrup, A. (2004). Achievement Motivation Inventory (translated in Romanian by Liliana Miclaus, Dragos Iliescu). Cluj-Napoca: Sinapsis.

Stolovitch, H., & Keeps, E. (2017). Formarea prin trasformare. Dincolo de prelegeri. Bucuresti: Trei.

Swan, J. (2017). Desingning Research in Education. Concepts and Methodologies. London: Sage.

Tenney, M., & Gard, T. (2017). Mindfulness si leadership. Bucuresti: Trei.

Verboncu, I., & Zalman, M. (2005). Management si performante. Bucuresti: Universitara.




DOI: http://dx.doi.org/10.18662/rrem/72

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 The Authors & LUMEN Publishing House

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright © RREM | A LUMEN Peer Reviewed Open Access Journal

Covered in | Web of Sciences (WOS); EBSCO; Google Scholar; Index Copernicus; Ideas RePeC; Econpapers; Socionet; CEEOL; Ulrich ProQuest; Cabell, Journalseek; Scipio; Philpapers; SHERPA/RoMEO repositories; KVK; WorldCat; CrossRef; CrossCheck.