Successful Instructional Leadership Styles In Education
Journal of Instructional Research Volume 6 (2017)46SUCCESSFUL INSTRUCTIONAL LEADERSHIP STYLESIN EDUCATIONGina Smith, Grand Canyon UniversityMaria Minor, Kaplan UniversityHenry Brashen, Clear and Effective CommunicationsKristie Remaly, Walden UniversityABSTRACTThe purpose of this research study was to explore the dominant leadership styles of online collegeinstructors. Online instructors voluntarily participated in a survey to indicate which of four leadershipstyles they use in their classes: transformational, situational, democratic, or authoritarian. The surveysindicated that the transformational leadership style was the most common style used by the onlineinstructors. The majority of instructors felt that their leadership style in the classroom was effective basedon feedback and evaluations, although only half of the instructors indicated that the university or collegethey teach at offers leadership training.Keyword: leadership style, transformational leadership, situational leadership, postsecondaryeducation, online instructionINTRODUCTIONThere are many leadership styles representedLQ KLJKHU HGXFDWLRQ 6SHFL¿FDOO\ WKHUH DUH D variety of leadership styles used by online collegeinstructors. This study is an exploration of thedominant leadership styles observed in onlinecollege instructors.PURPOSEThe purpose of this research study is todetermine if there is a dominant leadership stylethat online college instructors tend to developwhen teaching management and leadership coursesat the bachelor, graduate, and doctorate levels. ThisUHVHDUFK ZLOO FRQWULEXWH WR WKH ¿HOG RI SRVWVHFRQGDU\ educational studies by identifying if there is adominant leadership style online instructors tendto develop in order to be effective instructors, orif there are various leadership styles that promoteeffective instruction. The data collected from thisresearch study will contribute to better leadershiptraining of instructors at the bachelor, graduate,and doctorate levels.GRAND CANYON UNIVERSITYMETHODOLOGYA qualitative survey was used in this study.Researchers utilized social media to gather data.The survey was sent to 100 respondents thatteach at online institutions via LinkedIn, e-mail,Facebook, and Twitter. Twenty-two instructorscompleted the survey for a 22% rate of response.The survey design consisted of ten questions andcontained three questions that sought demographicinformation such as gender, age, and length ofonline teaching. Seven multiple choice questions,with an option to comment in an “other” category,asked respondents for data on their leadershipstyle in the online classroom within each degreecategory, if they felt their style was effective, and ifthe online institution offered classroom leadershiptraining.The study sought to address the followingresearch questions: Is there a dominant leadership style thatonline teaching instructors tend to develop? Is there a dominant leadership style that
47 online teaching instructors tend to use if theyteach multiple degree levels?Do institutions support instructors byoffering leadership training?PARTICIPANTSThe participants for this study included onlinecollege instructors. Both males and females witha range of online instructional experience wereincluded in the survey. The ages of participantsUDQJHG IURP \HDUV ROG WR \HDUV RU ROGHU LITERATURE REVIEWThere are hundreds of leadership styles toresearch. For the purpose of this study, fourstyles were chosen that were on opposite endsof the leadership spectrum: 1) transformationalOHDGHUVKLS GHPRFUDWLF OHDGHUVKLS VLWXDWLRQDO leadership, and 4) authoritarian leadership. Sincethere are other leadership styles to consider, thesurvey also included an open-ended question ifrespondents preferred to write in another leadershipstyle that was not listed on the surveyOnline InstructionHarasim (2000) discussed a paradigm shift thatoccurred in the 21st century due to the invention ofthe World Wide Web, which increased opportunitiesIRU RQOLQH LQVWUXFWLRQ :KLOH WKH ¿UVW IXOO\ RQOLQH class was introduced in 1981, most advancedcourse offerings and programs were introduced inthe early 1990s (Harasim, 2000).Online instruction includes electronicallysupported platforms whereby instructors andstudents collaborate. Students learn throughelectronic media, discussion forums, and relatedapplications.There are two types of instruction in an onlinelearning format:1) Synchronous Instruction: Instructionalactivities where both instructor and students areengaging in activities at the same time.2) Asynchronous Instruction: Instructionalactivities where the instructor and/or some or allstudents engage in activities that are not necessarilyoccurring simultaneously. (Cal Poly, 2016, para 4):KLOH WKHUH DUH GH¿QHG IRUPDWV RI LQVWUXFWLRQ LQ RQOLQH OHDUQLQJ WKHUH LV D VLJQL¿FDQW JDS LQ WKH literature to determine what type leadership stylesare most effective in an online learning format.Transformational Leadership%XUQV GH¿QHG WUDQVIRUPDWLRQDO leadership as a process where leaders and followersengage in a mutual process of empoweringone another through values, self-awareness,charismatic actions, and motivation. The goal in atransformational leadership style is to implementliteral and lasting changes in individuals andorganizations in the following categories: mind,heart, vision, insights, understanding, purpose,beliefs, principles, and values (Covey, 2004).Transformational leadership is designed to bringabout changes that are synergizing and everlasting(Covey, 2004). Transformational leadership alsoincludes a shared value system that is based on apurpose and is shared as an agreement amongstthe individuals on the team (Cawelti, 1990).Additionally, in transformational leadership everyindividual is “ valued for his or her intrinsicworth” (Pai & Adler, 2001, p. 61).Burns became known amongst scholars withtransformational leadership (Covey, 2007). Hebranded three actions between leaders and followersin a transformational leadership style: 1) increasefollowers’ awareness of values, 2) increase focus onthe organization as a whole and the overall vision,DQG LPSURYH WKH DELOLW\ WR UHFRJQL]H KLJKHU RUGHU needs as they relate to purpose (Covey, 2007).Bernard Bass, a supporter of Burns’ work, addedthat transformational leaders offer characteristicsthat others trust and admire (Covey, 2007).Transformational leaders offer a clear visionDQG SULRULWL]H FOHDUO\ GH¿QHG YDOXHV IRU WKHLU individual followers and in the environment as awhole (Cawelti, 1990). Burns (1978) rationalizedthe need for values because “values can be thesource of vital change” (p. 41). By applying sharedvalues, a transformational leader can continuallyimprove culture’s vision and purpose (Burns, 1978).In addition, trust is a key factor in transformationalleadership because the vision must be accepted bythe followers (Evans, 2005).As we consider possible connections betweentransformational leadership and instructors, wemay consider how transformational leadershipcharacteristics can be applied to collaborativeeducational cultures. Sergiovanni (2004) noted thatcultural connections include promises between oneanother so that mutual actions and commitmentsare seen as covenants between the individualsGRAND CANYON UNIVERSITY
Journal of Instructional Research Volume 6 (2017)within the culture (p. 20). Therefore, instructors,VSHFL¿FDOO\ RQOLQH LQVWUXFWRUV PD\ EH DEOH WR FUHDWH an empowering culture that includes componentsof intrinsic needs, shared vision, values, andcovenants, which is considered a transformationalleadership style.There is minimal literature on the connectionbetween transformational leadership style andeffective instruction; however, one study included a¿QGLQJ UHODWHG WR VWXGHQW VDWLVIDFWLRQ DQG LQVWUXFWRU VW\OH &DVSL DQG 5RFFDV IRXQG WKDW VWXGHQWV LQ D XQLYHUVLW\ VHWWLQJ ZHUH PRUH VDWLV¿HG ZLWK WKHLU courses when the instructor was a transformationalOHDGHU 6LPLODUO\ DUYH\ 5R\DO DQG 6WRXW noted that there was a direct correlation betweentransformational leadership and higher instructorperformance ratings.Situational LeadershipThe life-cycle behavioral model, developed byHersey and Blanchard in 1969, later became morewidely known as situational leadership (1996).Hersey and Blanchard’s (1996) theory began withthe idea of parenting styles and how they changedbased on the developmental level of children. Theyapplied this idea to leadership styles and howthey changed based on the developmental levelsof employees. Hersey, Blanchard, and Natemeyer(1979) discussed the importance of a leader’s abilityto determine the maturity level of a follower and toadjust leadership styles accordingly.A leader’s style is dependent upon thedevelopmental level (competence and commitment)RI DQ LQGLYLGXDO DQG WKH GLI¿FXOW\ RI WKH WDVN EHLQJ carried out. Based on the developmental levelRI WKH LQGLYLGXDO DQG WKH GLI¿FXOW\ RI WKH WDVN D leader would use one of the following leadershipDSSURDFKHV FRDFKLQJ GLUHFWLQJ GHOHJDWLQJ and 4) supporting (Blanchard, 2008). “Adapt yourstyle to their developmental level” (Blanchard,2008, p. 19).%ODQFKDUG LJDUPL DQG LJDUPL VWDWHG that there are three skills necessary to become asituational leader. A situational leader developsFOHDU JRDOV XVLQJ WKH 60 57 VSHFL¿F PRWLYDWLQJ attainable, relevant, and trackable) format. Asituational leader diagnoses the developmentallevels of employees and matches his/her leadershipstyle to the needs of the individual. Blanchard(2008) provided the following descriptors ofGRAND CANYON UNIVERSITY48the leadership styles and developmental levelsof employees: 1) Coaching: high-directive/highsupportive leader behavior, 2) Directing: highGLUHFWLYH ORZ VXSSRUWLYH OHDGHU EHKDYLRU Delegating: low-supportive/low-directive leaderbehavior, and 4) Supporting: high-supportive/lowdirective behavior (p. 19).Some connections can be made betweensituational leaders in an instructional setting.In a K–12 setting, Hawkinson (2016) found thatsituational leadership is applicable to team teachingbecause the teachers can use a combination ofthe four leadership styles of a situational leader.Typically; however, one would not experience teamteaching in an online setting. A study by Butaney(2015) found that student learning is enhanced whenmarketing instructors used situational leadershipbased on Hersey and Blanchard’s theory.Democratic LeadershipA democratic style of leadership includesthe participation of all individuals in decisionPDNLQJ SURFHVVHV /HZLQ /LSSLW :KLWH OWKRXJK WKH OHDGHU W\SLFDOO\ KDV WKH ¿QDO GHFLVLRQ in this style of leadership, the followers are a partRI WKH SURFHVV /HZLQ HW DO 'HPRFUDWLF leadership is perceived as the opposite of autocratic,or authoritarian, leadership (Smith, 2016).In a study conducted by Okoroji, Anyanwu, andUkpere (2014), a democratic leadership style wasfound to be the most effective style because studentperformance is improved by the “encouragementof class participation in decision making” (p.191). The authors also noted that a democraticleadership style strengthens relationships betweenstudents and teachers. In our research efforts, noVSHFL¿F OLWHUDWXUH ZDV ORFDWHG LQ WKH DSSOLFDWLRQ of a democratic leadership style in online collegeinstruction.Authoritarian Leadership XWKRULWDULDQ OHDGHUVKLS LV GH¿QHG E\ /HZLQ HW DO DV D VW\OH ZKHUHE\ WKH OHDGHU PDLQWDLQV maximum control over the environment. Anauthoritative leader, or a leader with an autocraticstyle, maintains control through strict rules,guidelines, and negative consequences (Smith,2016). An authoritarian leader does not consultothers in the decision-making process (Smith,2016).
49Authoritarian instructors maintain a tightclassroom setting and are characterized by highexpectations and strict rules (Baumrind, 1971). Onlycertain behaviors are acceptable. An authoritarianinstructor is also recognized by punitive actions, acold character, and restrictive behaviors. Studentsdo not have any voice in the learning environment(Baumrind, 1971).,Q RXU UHVHDUFK HIIRUWV QR VSHFL¿F OLWHUDWXUH was located about the application of an authoritarianleadership style to online college instruction.RESULTS7KH ¿UVW TXHVWLRQ DGGUHVVHG JHQGHU 7KH UHVSRQGHQWV ZHUH IHPDOH DQG PDOH 7KH second question collected data on the age of therespondents. Age categories were used and 5% were ZHUH ZHUH DQG were 60 or older. The third question addressed total\HDUV WHDFKLQJ RQOLQH *URXSHG LQ ¿YH \HDU VSDQV KDG \HDUV WHDFKLQJ H[SHULHQFH \HDUV \HDUV \HDUV DQG had 21 plus years’ experience.Seven questions sought data to address theresearch questions. When asked which degree levelwas taught, 50% taught bachelor’s, 60% graduate,and 41% doctorate. All but one respondent taughtmultiple levels. The dominant leadership styleused by 72% of respondents was transformational.Situational leadership was selected by 22%, 17%selected democratic, and 17% selected authoritarian.Some of the comments about style included: I checked Authoritarian because, in thecontext of online classes, I as the instructorhave to set a clear direction for the students—probably even more than in a live classroom. I checked transformational, because my mainstyle is to prod them to think beyond theREYLRXV DQG WKHLU ¿UVW UHVSRQVHV Style changes based on assignment andneeds. I would describe my style as a Servant leader.When instructors were asked if they felttheir style was effective in the online classroom,an overwhelming 91% said yes, 5% said no, and4% said not sure. When questioned about howthey knew they were effective, eight commentswere made that the student evaluations notedpositive feedback about the instructor style. Othercomments included feedback from chairs andpeers and observing student growth and learning.The respondent that answered that he/she did notfeel they were effective said they needed to tryto counteract their authoritarian style with moreservant behavior.On being asked if their style differed whenWHDFKLQJ YDULRXV GHJUHH OHYHOV VDLG \HV DQG 52% said no. Only one respondent said they donot teach different degree levels. Transformationalleadership style was selected by 57% of therespondents as being the style needed in orderto be effective in the online classroom. This wasIROORZHG E\ VHOHFWLQJ 6LWXDWLRQDO OHDGHUVKLS 19% Democratic, and 10% Authoritarian. While10% did not select a style they commented: I believeleaders must embrace several different styles to beHIIHFWLYH DQG WKHQ EH ÀH[LEOH WR XVH ZKDW ZRUNV LQ any given situation, and I believe we need to be ableto adapt to our learning environment with multiplestyles according to student needs. ¿QDO TXHVWLRQ DVNHG ZDV LI WKH FROOHJH RU university the respondents taught for offeredOHDGHUVKLS WUDLQLQJ VDLG \HV VDLG QR and 19% didn’t know. One commented that someschools offer a lot of training, while others offervery little training.DISCUSSIONThis study was limited by a small sample size EXW WUHQGV ZHUH LGHQWL¿HG WKDW VXJJHVW IXUWKHU study is warranted. Most survey participants (90%)felt their leadership style in the online classroomZDV VXFFHVVIXO PDMRULW\ LGHQWL¿HG WKHLU leadership style as Transformational. Additionally,57.44% felt that Transformational leadership stylewas the most needed style in the online classroom.:KLOH LW LV GLI¿FXOW WR PDNH FRQFOXVLRQV EDVHG RQ the small sample size, it is important to recognizethat faculty leadership plays a major role in studentsuccess in the online classroom. While NewFaculty Orientation programs (all new faculty inon-ground, hybrid, and online courses take thistraining) include topics such as learning styles,Bloom’s taxonomy, technology instruction, and thecultural of the university, leadership training doesnot appear to be a major component of these sessions.Fifty percent of the respondents in this study didacknowledge that their college provided leadershiptraining, but there was no information on whetherthat was included in the New Faculty OrientationGRAND CANYON UNIVERSITY
Journal of Instructional Research Volume 6 (2017)for new instructors or just offered through otherYHQXHV DW WKHLU FROOHJH )XUWKHU VDLG WKHLU college provided no leadership training and 18.18%did not know if leadership training was provided.Online students often are taking online classes forWKH ¿UVW WLPH DUH XQIDPLOLDU ZLWK WKH WHFKQRORJ\ may have been out of the classroom for years, maybe working full time, and may have families. Thesechallenges can create stress and require strongfaculty leadership.Students learn through interaction and therePD\ EH GLIIHULQJ DQG FRQÀLFWLQJ YLHZSRLQWV LQ the classroom (Pachler & Daly, 2011). Effectivecollaboration is an integral part of leadership andnecessary for student success. It takes facultyleadership skills to promote collaboration inthe classroom activities and projects that relatedirectly to the course content. Collaboration, as aprimary method of instruction, helps to encourageinteraction among learners and is a necessarytrend in the online classroom. (Hillen & Landis,2014; Lister, 2014). Focusing on building facultyleadership skills with an emphasis on increasingstudent collaboration may lead to increased studentperformance. Therefore, if leadership trainingwere included in New Faculty Orientation, it isreasonable to suggest that faculty would be betterprepared to promote engagement and collaborationand the results may affect the overall retention rate.LIMITATIONSThere were several limitations to this study:7KH VPDOO VDPSOH VL]H PDNHV LW GLI¿FXOW WR generalize to a larger population.In addition to the small sample size in thisstudy, participants represented both graduateand undergraduate leadership and managementFODVVHV WKXV PDNLQJ LW PRUH GLI¿FXOW WR JHQHUDOL]H ¿QGLQJV IRU XQGHUJUDGXDWH DQG JUDGXDWH OHYHOV The assumption that survey participantsunderstood the leadership styles in whichthey were evaluating their effectiveness maynot hold true. This was a self-report and participants mayQRW KDYH DFFXUDWHO\ LGHQWL¿HG WKHLU OHDGHUVKLS style in the classroom. Participants may actually use more than oneleadership style. Only a small number of leadership styleswere included in this study even though theGRAND CANYON UNIVERSITY50participants could identify “other” as anadditional option.CONCLUSIONOnline instruction in higher education has grownVLJQL¿FDQWO\ LQ WKH ODVW GHFDGH ,I ZH FDQ LGHQWLI\ WKH leadership styles that work best in the classroom,faculty can be trained to utilize them. One size doesQRW QHFHVVDULO\ ¿W DOO DQG LI D OHDGHUVKLS VW\OH LV QRW working, it would be advantageous for faculty tohave more leadership styles in their toolkit. Basedon this study, we recommend: Utilize a case-study approach by identifyingand interviewing ten successful facultyin online higher education based on selfassessment, student reviews, supervisorfeedback, retention rate, and graduation rateto identify which leadership style/styles worksmost effectively in the online classroom.Ten participants should be primarilyundergraduate faculty and ten participantsprimarily graduate (Master’s) faculty.7KHUH PD\ EH VRPH VLJQL¿FDQW GLIIHUHQFHV between graduate and undergraduate facultysuggesting that there may be different stylesthat are most effective at a certain level.Doctoral faculty should be studied separatelyas their students’ needs may be different fromthe needs of undergraduate and graduate(Master’s) students. There should be clearGH¿QLWLRQV DQG H[DPSOHV RI WKH OHDGHUVKLS styles addressed. Survey a random sample of higher educationonline universities identifying what contentis covered in their New Faculty Orientationand whether leadership is covered in anyVLJQL¿FDQW GHSWK %DVHG RQ WKH
Keyword: leadership style, transformational leadership, situational leadership, postsecondary education, online instruction INTRODUCTION There are many leadership styles represented LQ KLJKHU HGXFDWLRQ 6SHFL¿FDOO\ WKHUH DUH D variety of leadership styles used by online college instructors. This study is an exploration of the
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particularly leadership. This requires manager to understand the effectiveness and impact of different leadership styles towards employees' performances. ass and Avolio (1994) introduced the Full Range Leadership model (FRL). The model illustrates the most effective leadership styles are transformational and transactional leadership styles.
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Leadership, Servant Leadership, Situational Leadership, Authoritarian Leadership, and Moral Leadership. Although each of these styles had some very positive characteristics, it was found that Spiritual Leadership allowed for various leadership approaches to be applied as needed and these approaches were designed
different leadership styles. These leadership styles vary from creating empathy towards change, thereby reducing resistance, on one end of the spectrum to forcing change, fuelling resistance, on the other end. This paper explores the influence of different leadership styles
Feb 07, 2019 · 4.Describe the impact of culture on leadership styles. 5.Identify five leadership styles and their effectiveness in different situations related to CLC. 6.Reflect on the importance of using varied leadership styles to advance and sustain
Leadership Styles They Adopt (Mokgolo, Mokgolo, & Modiba, 2012). There Are Several Theories And Styles Of Leadership Propounded By Different Authors From Time To Time. More Recently, the Dominant Topology of Leadership Styles Is Articulated By Bass (1980-1997) and His Associates, Avolio and Goodheim (1987).
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