(Luận án) PRINCIPALS’ LEADERSHIP STYLE AND INSTRUCTIONAL VARIABLES AFFECTING THE PERFORMANCE OF HIGH SCHOOLS AT HAI PHONG CITY, VIETNAM

This study sought to determine the principals’ leadership styles and instructional variables affecting the performance of high schools and with an end view of developing a strategic action plan at Hai Phong City, Vietnam, for school year 20122013. The descriptive method of research was employed to 896 respondents drawn from 14 high schools in the city. The instrument used for the types of leadership styles was adapted from the questionnaire of Clark (2002), and instructional variables from that of Mentilla (2011). It was found out that the leadership styles of the respondent principals are authoritative with 3.34 AWM (sometimes carried out); democratic (3.81, oftentimes carried out); and delegative (3.52, oftentimes carried out). The instructional variables that may affect high schools’ performance are selfregulated learners with 2.93 AWM (

PRINCIPALS’L E A D E R S H I P S T Y L E A N D INSTRUCTIONALV

ARIABLES AFFECTINGTHEPERFORMANCEOF HIGHSCHOOLSATHAIPHONGCITY,VIETNAM

ADissertationPresentedtotheFaculty oftheGraduateSchoolSouthernLuzonStateUniversity,Lucban,Quezon, Philippi

nesinCollaborationwithThaiNguyenUniversity,SocialistRepublicofVietNam

InPartialFulfillmentoftheRequirementsfortheDegreeDoctorofPhilosophyinEducationalManagement

By

NGUYENK I M P H A (Henry)

November2013

APPROVALSHEET

TheDissertationofNGUYENK I M P H A (Henry)

entitledPRINCIPALS’LEADERSHIPSTYLEANDINSTRUCTIONAL

VARIABLESAFFECTINGTHEPERFORMANCEOF HIGHSCHOOLS

ATHAIP H O N G CITY,VIETNAM

SubmittedinPartialFulfillmentoftheRequir

ementsfortheDegreeDoctorofPhilosophyinEducationalManagement

IntheGraduateSchoolSouthernLuzonStateUniversity,RepublicofthePhilippine

sincollaborationwithThaiNguyenUniversity,SocialistRepublicofVietnam

hasbeenapprovedbytheCommittee

_

Member

Member_

Chairman

DR.TERESITAV.DEL A CRUZ DR.APOLONIAA.E S P I N O S A

Adviser Dean,G r a d u a t e School

Acceptedinpartialfulfillmentoftherequirementsforthe degree

DoctorofP h i l o s o p h y i n E d u c a t i o n a l M a n a g e m e n t

WALBERTOM A C A R A N A N , E d DVicePresident,AcademicAffairs

_

ACKNOWLEDGEMENTTheresearcherwishestoconveyhisgratitudetothefollowingpersonswhowholeheartedlydevotedandhelpedmakethispieceofworkareality:

DR.TERESITAV.DELACRUZ ,heradviserfortheguidance,supervision,suggestions and

precious time in enthusiastically reading and checkingthemanuscript,providingtheresearcherusefulmaterials;

DR CECILIA N GASCON,President of the Southern Luzon State University in

forherincomparablecontributionandsupporttothedevelopmentofDoctorofPhilosophyinEducationalManagementprograminThaiNguyenUniversity;

DR NGUYEN VAN BINH,Director of the International Training Center,

ThaiNguyenUniversityofSocialistRepublicofVietnam,forhisenormouspursuittoprovideVietnamesepeopleanopportunitytogrowthrougheducation;

MEMBERS OFTHE ORALEXAMINATION COMMITTEE, for their

Thisresearchiswhole-heartedly dedicatedtomy family andtoallmyrelatives,

my colleagues and friends, and to all classmates, all headmasters andteachersofhighschoolsofHaiPhongforgivingtheresearcherthenon-stop

guidanceandsourcesofeverything

NKP TABLEOFCONTENTS

Page

TITLE PAGE… i

APPROVALSHEET ii

ACKNOWLEDGMENT iii

DEDICATION… iv

TABLEOFCONTENTS v

LISTOFTABLES… vii

FIGURE… viii

ABSTRACT… ix

CHAPTER1 INTRODUCTION……… 1

BackgroundoftheStudy……… ……… 3

Objectives oftheStudy….….……….……… 5

Hypothesis……… 6

SignificanceoftheStudy……… ………… ……… 6

ScopeandLimitation……… … ………… 7

DefinitionsofTerms……….…….… …… 8

CHAPTER2 REVIEWOFRELATEDLITERATUREANDSTUDIES.…… …… 11

LeadershipStyles…….……… 11

AuthoritativeorAutocraticStyle…….……… 14

DemocraticorParticipativeStyle…….……… 15

DelegativeorLaissezFaireStyle…….……… 18

InstructionalVariables…….……… 21

Self-regulatedlearners… … … … … … 21

TeacherCharateristics…….……… 23

TechnologyandLearning…….……… 25

ClassroomClimate…….……… 28

MotivationinDiversity…….……… 29

SchoolPerformance…….……… 32

TheoreticalFramework…….……… 34

ResearchParadigm……….……… 35

CHAPTER3 RESEARCHMETHODOLOGY……… 37

ResearchDesign.……….……… 37

PopulationandSampling……… … 37

ResearchInstrumentation……….……… 38

DataGatheringProcedures……… 39

StatisticalTreatment……….……… 39

CHAPTER4 RESULTS ANDDISCUSSION……….… 42

LeadershipStylesofPrincipals……….… 42

Instructional VariablesthatInfluenceHighSchools’Performance 48 LeadershipStyleandInstructionalVariables……… 57

PerformanceofHighSchoolsinHaiPhongCity,VietNam 62 InstructionalVariablesandHighSchools’Performance 63 ProposedStrategicActionPlan 66 CHAPTER5 SUMMARY,CONCLUSIONSANDRECOMMENDATIONS… 72 Summary……….……… 72

Findings……… 73

Conclusions……….…….… 75

Recommendations……… ……… 77

BIBLIOGRAPHY….…….……… 78APPENDICES……… ……

AC o m m u n i c a t i o n … … … …

81

BI n s t r u m e n t ……… ………… 82

LISTOFTABLESTable

FIGURE

1 ResearchParadigm 35

ABSTRACTTitleofResearch :PRINCIPALS’L E A D E R S H I P S T Y L E S

ANDI N S T R U C T I O N A L VARIABLESAFFECTINGT H E P E R F O R M A N C E OFH I G H SCHOOLSATH A I P H O N G CI TY,V I E T N A M

Researcher :NGUYENK I M P H A (Henry)

DegreeConferred :Doctor of PhilosophyinEducational

94.8andis consistentlyleadingwhiletheleastisPhan DangLuuHighSchoolwith

1036.3.M o t i v a t i o n i n d i v e r s i t y can p r e d i c t s c h o o l p e r f o r m a n c e u p t o 1 % w h

i l e t h e

classroomclimatebyup to0.5% whichindicatesnegligible correlation.Hence,mostheadmasters practice shared decision-making, participative and permissive leadership.The democraticand the delegative leadership styles are mostly related to some areas of instructional variables.However, it is still recommended that a balance of theauthoritative, democratic andd e l e g a t i v e

l e a d e r s h i p s t y l e s m a y b e c o n s t a n t l y p r a c t i c e d bytheheadmasters,sinceeachholdsbenefitstotheorganizationsthey serve.Technology inlearning may be improved by the department to further boosttheperformanceofthehighschoolsinHaiPhongCity

ChapterIINTRODUCTION

Education is counted on as the important aspect of the human life Thewayshow one translates it after receiving into the daily life is dependent largelyupon theway the form of education gets passed on The topic of educationalleadership hasbeen taught for a number of years in the education management

addresslong-standingconcernofalleducators,studentsandtheentiresociety

Astherequirementtounderstandthestylewhichwouldworkbest,incombinationoralone,it isimperative to understand all types individually regarding what these types offerandtheirmethods

The purpose of utilizing different types of leadership styles in educationismainlytoimprovethequalityofteaching,thatoflearning,andtocreateauniqueandeffectivecombination of both As the competitiveness in the world ofeducationincreases,implementationoftheseleadershipstylesbecomesmoreandmoreimportant.Theroleofeveryindividualstartingfromprincipal, totheteachers,to thestudents is importantand the ultimate goal remains the enhancement and upkeep ofteaching-learningrelationship.Thejobofeveryindividualineducationalleadership,is to create the necessaryconditions for teachers to develop and execute their ownteaching styles and methods, in a manner that issimple and most effective forstudents Also, the development of other aspects ofeducational framework, such asassociation with external groups that facilitate

ofinfrastructureandothersallcomeupunderthepurviewofeducationalleadership

greatnumberofeducatorseitherhavecriticizedorsupportedsom e oftheeducationmanagementl e a d e r s h i p st yl es, however,

which style works and suits best is subjected to a matter of opinion Theeducationalleadershipstylesarebasicallybuiltontheunderstandingwhichcontainscharacteristicslikesocialinteractionand/orphysicalenergyplayapartinthemethodthe education is imparted.The theory of effective leadership is all about addingtheperformanceofalltheeducationleaders,basicallytheeducators,inordertoimprovetheachievementofthestudents.Hence,theeffectiveleadershipisvery

muchimportantforboththestudentsandtheteacherstoenhancetheperformanceathighestlevel

As mentioned by Buckner (2006), the type of leadership style is one of

determinetheperformanceofschoolbesidesotherssuchasschooltraditions and policies This is because a

thetraditionalleadershipstyleoftheschoolmightresultinmanagementcrisis.Nonecandeny the fact thatthere is no single way to inspire and lead in the education field.Every educator and the schools as well, view

differentways,asinsomesituations,actionsandfeaturesseem

muchmorefavorablethantheothers at different times and levels In the broad ways, there are differet typesofleadership styles that may be applied in educationl management To mentionfew,most popularly used in the field of education is Lewin’s leadership styles astoauthoritative, democratic,and delegative.Others that are usedinv e r s a t i l e c o m b i n a t i o n orindividuallyaretransformational,facilitativeandhierarchical

Meanwhile,performanceofschoolsmaynotonlybeattributedtotheschoolheads’leadership styles but may also be looked into another factor liketheinstructionalvariables.Therearestudiescitingthatinstructionalvariableslikeclassroomclimate,teachercharacteristics,classstructuredself-regulatedlearners,and

educational technology could be factors in uplifting the school performance asawhole(Pierce,2006;Acikgoz,2005;Liao,2009).

Considering leadership styles and instructional variables as a whole,schoolperformancecanbeviewedinaclearerandmorepreciseperspective.Qualityschoolperformancerequirescompetentandwell-skilledteachers

andadministratorsinreconstructingandimplementingschoolplans,policiesandrulestostrengthenlearning.Basedfrom theabovepremise,thisstudywasconceived

Backgroundo f t h e Study

High schools functions are far different from the primary schools sincetheformer are of relatively high independence Hence, the possible role ofmanagement

isextremelyimportantforprincipals.Schoolheadsasleadersiftheyfulfillthenecessarystrength and run the rail track will definitely reach the target in all aspectofmanagementprofessionalgroups

However, the quality of teaching staff of a school being still inadequateintermsofnumberofteachers,structuralmismatches,professionalcapacityofteachersnottimelyrespondingtotheincreasingdemandsoftheinnovationeducationtoday.Before

theseshortcomings,thedevelopmentoftheteachingstaffoftheschoolhavebecomeurgenttasksthatneedsolutionstofixrightawaytoimprovethequalityof teaching and learning to meet training needs ofhuman resources for quality localcountry

ActiveprofessionalgroupsinHaiPhongHighSchoolhavestillmanyproblemsthat needed to be overcome For the objective reasons emerge stillhumanmechanisms and programs, the content is not compatible with each other

On the otherhand,the supply conditions forthe human needs andactivities have toomanycontradictionsespecially themanagementteamformanyyearshasnotbeen

thedirectleadershipofbaseunitintheschoolmanagementtraining;shoulddirectprocesspracticalobservation

On the otherhand, classroom climateisvery important for highschoolstudents to develop their behavior to people who live around Twenty-firstcentury is acentury for technology, there are a lot of software to manage to workbetter so eachperson has to take the chance to use technology If not, then one isout of date.Moreover, students in high school are improving their behavior, so theymust beencouraged to study better Discussing the reality of student learning highschool,besides the delight of students, passion for learning, there is also a smallpart of pupilsfeel school bored, caused by loss of interest in learning Lazy pupilsincrease whichaffect learning outcomes of students in particular and in the quality

of high schooleducation in general, especially that high school agers are preparingfor biggestturning point in college, and the loss of interest in learning to make themlosemotivation The lazy pupils say that many of them upon seeing the booksfeelheadaches,dizziness,snappedjustwanttopushthemasideforfree

The management of the center and the role of principals is huge Iftheprincipal does not renew, it is difficult to reform school Practice has proven thatthemost influential in the industry managementsystem to learn results of school'sstudents The style

of principal work affects operating environment of the school Inaddition to capability to designprograms and plans, principals must have thought ofsuggestive referendum and decide the goals to

managementsolutions,lackofscientificinstitutionsfromthedirectinnovationprograms,teachingand learningmethods,and theuseofinformationtechnologytomanageandimproveteachers.Thisp r o m p t e d t h e researchertoconductthestudyo n the

p r i n c i p a l s ’

1 Thereisnosignificantrelationshipbetweentheprincipals’leadershipstylesandtheinstructionalvariablesinhighschoolsatHaiPhongCity.

2 None of the instructional variables predict the performance of high schools at HaiPhongCity

p l a n m a y be considered by school heads in their school year planning for furtherimprovementoftheiracademicprograms

Teachers.They would be benefited in this study since they play animportantrole in the delivery of knowledge Knowing the different leadership styles

of theirimmediate heads would give them time to adjust to the different situations

in theschool They would be informed as well on various variables that may affectstudents’performance whereby they could plan and innovate interesting classroomactivities.Thedevelopedstrategicactionplanwillguidethemtoknowwhatwouldbetheirroletoraisetheschoolperformance

Students Since the heart of the teaching-learning process are thestudents,they would be benefited for they are the main concern of both the schoolheads

andtheteachers.Aschoolwithconduciveenvironment,flexibleschool headswiththe

FutureResearchers Thisstudywouldgivefuturereferencestothoseresearcherswho wish to have a similar study and likewise develop a strategicplan.Thus,knowledgeonthe leadershipstylesandimportantinstructionalvariablescouldservefortheir futurereadingresources

ScopeandLimitation s

This study was conducted in Hai Phong City focusing only in the typesofleadershipstylesandtheinstructionalvariablesthatmayaffecttheschoolperformance.There were 14 high schools involved in this study with a total of896respondentscomprisingofheadmastersandteachers

The types of leadership styles used in this study were based fromLewin’sauthoritative, democratic and delegative styles On the other hand,instructionalvariables identified in this study were self-regulated learners, teachercharacteristic,technology and learning, motivation in diversity, and classroomclimate.A strategicactionplanwasdevelopedbasedfromtheresultsofthestudy

Togatherthedata,theresearcherusedthevalidatedquestionnaireofM e n t i l l a (2011)indeterminingtheinstructionalvariablesthatmayaffecttheschoolperformance It wascomposed of 50 statements that describe each variable.Theinstrumenttomeasuretheleadershipstylesofrespondentswasbasedfromleadershipstylessurvey instrument used by Clark (2010) It was composed of 30 statementsmodifiedtosuittoVietnamHighSchools e t t i n g

ThetimeframeofthisstudywasfromOctober2012toAugust2013

DefinitonofT e r m s

For clarity and better understanding of this study, the following termsaredefinedbothconceptuallyandoperationally:

Authoritative Style is a type of leadership where the leader makesdecisionswithoutconsultingothers(Lewin,1939).Thesamedefinitionwasusedinthisstudy

Classroom climateis the combination of variables within a classroomthatworktogethertopromotelearningincomfortableenvironment(www.ehow.com/info_definition-classroom-climate.html).In the study, it refers to aplace wherestudents are secured to learn to develop their self-efficacy, competence,self-determinationandtaskcomprehension

Delegative (or laissez-fair) is another leadership style used in this studyinwhichleadersofferlittleornoguidancetogroupmembersandleavedecision-

makinguptothegroupmembers(Lewin,1939)

Democractive (or Participative) Stylerefers to a type of leadership usedinthis study by which leadersoffer guidance to group members, but theyalsop a r t i c i p a t e inthegroupandallowinputfromothergroupmembers(Lewin,1939)

Instructional variablesare one of the main variables in this studywhichcomprise the self-regulatedlearners,classroom climate, motivation indiversity,teachercharacteristics,andtechnologyandlearning

Leadership styles are likewise a main variable in the study referring tothemanner and approach of providing direction, implementing plans, andmotivatingpeople(Lewin,1939;Clark,2010)

Motivation in diversity in this study, it refers to the encouragement forthestudentstoparticipateintheclassroomactivities,andinteractwiththeirpeersdespitetheirindividualdifferences

Principal refers to the school headmaster who administers and supervisesthewholeacademicprogramsinhighschools.

Performance of studentsrefers to the average grades of the students inalltheir subjetsina schoolsemester

Self-regulated learning (SRL)emphasizes the autonomy and control bytheindividualwhomonitors,directs,andregulatesactionstowardgoalsoftheinformationacquisition, expanding expertise, and self-improvement (Paris & Paris2001) In thisstudy, it refers to students who can learn by themselves andworkwithoutclosedsupervisionbytheteacher

Strategic ActionPlanrefers to sequence of steps that must be taken,

oractivitiesthat must be performed well for thestrategyto succeed Anactionplanhasthreemajorelements,viz:1)specifictasks:whatwillbedone;2)timehorizon:whenwill it bedone; 3)resource allocation: what specificfundsare available for specificactivities(http://www.businessdictionary.com/definition/action-plan.html).It istheoutputdevelopedbased ontheresultsofthestudy

Teacher characteristicsform part of instructional variables whichrefer totheteacher’spersonalandprofessionalqualities.Personalqualitiesdealwiththeirattitudesand behavioral attributes while professional qualities deal with how theydelivertheirteaching

Technology and learningrefers to how technology is used by the teacherinteaching-learning process, and how students interact with this mode ofteachingdelivery

ChapterI IREVIEWO F L I T E R A T U R E A N D S T U D I E S

Thischapterpresentsrelevantreadingsandrelatedliteraturewhichbearsignificanc

e and similarities to this study This also includes theconceptual/theoreticalframework and paradigm that could help the readers fullyunderstand the context ofthestudy

LeadershipStyles

Managers andleadersi n a n y o r g a n i z a t i o n a r e e x p e c t e d t o

a c t i o n s oftheiremployeesthroughtheseveralchannels.Someoftheseincludecommunicatingwith staff members,stimulatingsubordinatestoworkhardandensuring that allthe resources within the company are allocated well Numerousresearchers felt aneed to come up with theories that govern successful

According to him, leadership style may be defned as the way leadersandemployees interact with one another One cannot claim that a manager’sleadershipstyle changes from time to time The leader's ability to lead is contingent

uponvarious situational factors, including the leader's preferred style, capabilitiesandbehaviorsoffollowersandvarioussituationalfactors.

He further stated that contingency theories are a class of behavioral theorythatcontend that there is no one best way of leading and that is effective insomesituationswhichmaynotbesuccessfulinothers.Aneffectofthisisthatleaderswhoare veryeffective at one place and time may become unsuccessful eitherwhentransplantedtoanothersituationorwhenthefactorsaroundthemchange.Thishelpstoexplainhowsomeleaderswhoseemforawhiletohavethe'Midastouch'suddenlyappeartogoofftheboilandmakeveryunsuccessfuldecisions.

According to Gardner (n.d.), inOn Leadership, "Leadership is the process

ofpersuasion or example by which an individual (or leadership team) induces a grouptopursueobjectivesheldbytheleaderor sharedbytheleadera nd hi sorherfollowe r

s "If we accept that definition, then leadership style is the way in which that process iscarriedout(http://ctb.ku.edu/en/main_1122.aspx.)

Leaders' styles encompass how they relate to others within and outsidetheorganization,howtheyviewthemselvesandtheirpo si t i o n, and-

toaverylargeextent

-whetherornottheyaresuccessfulasleaders.Ataskneedstobeaccomplished,howdoes a particularleader set out to get it done Much of the material in this sectionlooks at individual leaders, but leadership can

be invested in team,o r i n s e v e r a l t e a m s , or in different people at differenttimes Many - perhaps most - organizations haveseveral levels of leadership, andthus many leaders Regardless of the actual form

ofleadership,however,leadershipstyleisanissue.Whetheryou'retheleaderofalargeorganizat

ion or a member of a small group that practices collective leadership, theway that leadership plays out will have

a great deal to do with the effectiveness andinfluence of your work.The style of an

boththenatureofthatorganizationanditsrelationshipswiththecommunity.Ifaleaderissuspiciousandjealousofhispower,othersintheorganizationarelikelytobehave

similarly,indealingwithbothcolleaguesandthecommunity.Ifaleaderiscollaborativeand open, she is likely to encourage the similar attitudes amongstaffmembers,andworkcollaborativelywithothergroups(http://ctb.ku.edu/en/

be advancedwas theContingency Theory of Leadership Effectivenessdeveloped by Fred E.

Fiedler(Bedeian&Glueck, 2000) This theory explains that group performance is aresult

ofinteractionoftwofactors.Thesefactorsareknownastheleadershipstyles.Contingencytheories state that no leadership style is suited for all situations.Itssuccessdependsonsituationalfactors,includingtheleadershipstyleandtheabilitiesandbehaviorofthefollowers

According to Murray (2013), leadership is less about one’s needs, andmoreabouttheneedsofpeopleand

theleader’sorganization.Theleadershipstylesarenotsomething to be tried on like so many suits, to see which fits.Rather, they should beadapted to the particular demands of the situation, the particular requirements of thepeople involvedand the particular challenges facing the organization He furtherstated that indeveloping one’s leadership style, the idea of Drucker (2007) may beconsidered

based from his creation of “modern study of management.”

Druckerdividedmanager’sjobintofivebasictasks:1)setsobjectives,2)organizes,3)moti

vatesa n d c o m m u n i c a t e s , 4 ) m e a s u r e s , a n d 5 ) d e v e l o p s p e o p l e A l ll e a d e

r s h i p

stylescanbecomepartoftheleader'srepertoire.Inmany,orperhapsmostorganizations,more than one of these conceptions may define leadership.Eachimpliesparticularwaysof leading, andleaders may use a number ofdifferentmethods.

Leadership is the process of motivating a group of people to acttowardsaccomplishingacommontask.Therearenumberofrecognizedversions,orstyles,ofleadership,someofwhichhavebeenshowntobemoreeffectivethanothers.In1939,agroupofresearchersledby theGerman-AmericanpsychologistKurtLewinidentified three major

leadership styles:authoritarian;participative or democratic;anddelegative or laissez

faire Good leaders may well adopt some element of all ofthestylesofleadership.

Authoritativeo r A ut oc r a t i c S t y l e

Lewin (1939) as one of the main proponent of the leadership styledescribesautocratic leaders whoseek to have the most authority in decision-makingandprovidetherestofthegroupwithclearexpectationsregardingwhatneedstobedoneand how

it should be done They try to make as many decisions as possibleandconsultationisminimal.Thisleadershipstyleiseffectiveonshort-

termprojectsorinenvironments where employees are poorly motivated or need to perform low-skilledtasks

This leadership style offers some benefits to managers who use it Itreducestheir stress levels as they know they have full control and it also improvestheworkingspeedo f po or l y motivatede m p l o y e e s , w h o k n o w t h e y areb e i n g w a

t c h e d b y a leader One of the main disadvantages of this style is that by making all thedecisions, the leader doesn'tgive the other members of the group the opportunitytostarttheirleadershipdevelopment.Bytakingallresponsibility,theleaderworksatfull

capacity, which can lead to health problems and poor working relationshipswithcolleagues.

Autocratic leadership allows quick decision-making, and eliminatesargumentsover how and why things get done At the same time, however, it mayreduce thelikelihood of getting a range of different ideas from different people, andcan treatpeople badly, or as if they don't matter If, as is often true, the leader isconcerned withhis own power and status, he will be looking over his shoulder, and

squelchanyoppositiontohimorhisideasanddecisions.Theyareleaderswhoinsistondoingitallthemselves.Theyhaveallthepower,

makeallthedecisions,anddon'toftentellanyoneelseaboutwhatthey'redoing.Ifyouworkforanautocraticleader,yourjobisusually to do what you are told An autocratic leader

byforce,intimidation,threats,rewardandpunishment,orposition.Althoughhemay/maynothaveaclearvision,andmay/maynotbesteeringtheorganizationintheright direction, he is notconcerned with whether anyone else agrees with what heisdoingornot(http://ctb.ku.edu/en/tablecontents/sub_section_main_1122.aspx)

DemocraticorP a r t i c i p a t i v e S t y l e

A democratic leader understands that there is no organization withoutitspeople He looks at his and others' positions in terms of responsibilities ratherthanstatus,andoftenconsultsindecision-

making.Whilehesolicits,values,andtakesintoaccount others' opinions, however, he sees the ultimate responsibilityfor decision-making as his own He accepts that authority also means buck stops withhim.Although he sees organization as a cooperative venture, he knows that heultimatelyhas to face the consequences of

his decisionsalone(http://ctb.ku.edu/en/tablecontents/main_1122.aspx)

AstoLewin(1939),itisgenerallyseentobethemosteffective.Thedemocraticleaders offer guidance to group members and participate in thegroup.Democraticleadershippromotessharingofresponsibilityand

continualconsultation.This leader delegates tasks to each member of the group and gives full controloverthem.Thedemocraticleadersencourageotherstogetinvolvedinleadershipdevelopment

He further described leadership style has many benefits Employees thataregiven responsibility tend to become more enthusiastic about their work andareinvolved more in the accomplishment of their task Consulting the othermembers ofthe group and giving and receiving feedback results in better decision-makingandcreativethinkingbutconsultingoveradecisioncanbetime-

consumingandcancauseopportunitiestobemissed

Democratic leadership invites the participation of staff members andothers,not only in decision-making, but in shaping the organization's vision.Itallowseveryone to express opinions about how things should be done, andwheretheorganization should go By bringing in everyone's ideas, it enriches theorganization'spossibilities.Butitstillleavesthefinaldecisionsaboutwhattodowiththoseideas

Furher, democratic leadership doesn't necessarily do although it can isestablish staff ownership of the organization and its goals Although everyonemay beasked for ideas or opinions, not all of those are used or incorporated in theworkingsof the organization If there is no real discussion of ideas, with a resulting generalagreement, a sense ofownership is unlikely Thus, democratic leadership mayhavesomeofthedrawbacksofautocraticleadership-alackofbuy-in-

-

withoutadvantagesofquickandcleardecision-makingthatcomeswiththeeliminationofconsultation

Thedemocraticandcollaborativestylesarebothbetterpossibilitiesfortransformationalleadership.Bothallowforinputfromeveryone,andbothencourageparticipation in the realization oflong-term goals It can be difficult for highlymotivated, charismatic leader to operate in thecollaborative mode, but it can also betremendously satisfying There is an argumentto be madethat,b e c a u s e o f h i g h d e g r e e of ownership of the vision in acollaboratively-run organization, collaborative stylecould be most successful fortransformational leadership As noted, ChrislipandLarson(n.d.)actuallyseecollaborativeandtransformationalleadershipasessentiallythesame(http://ctb.ku.edu/en/tablecontents/sub_section_main_1122.aspx)

Delegativeo r La i sse z F a i r e Style

Lewin(1939) described delegative leadership style as one that gives little ornoguidancetogroupmembers,butallowsthemtomakethedecisions.Thisstylecanbeeffective insituations where group members are highly qualified or when the leadertrusts them However, it can lead topoorly defined roles within the group and a lackofmotivation

Bass and Bass (2008) explained delegative leaders who offer little ornoguidance to group members and leave decision-making up to the group

members.Whilet h i s s t y l e c a n b e e f f e c t i v e i n s i t u a t i o n s w h e r e g r o u p

m e m b e r s a r e h i g h l y

qualified in an area of expertise, it often leads to poorly defined roles and lackofmotivation.They further stated thatdelegative leadership style is also known asthelaissez-fair style of leadership It is not among the most effective types ofleadershipstyles Delegative leadership is somewhat hands off approach in which theleaderplacesgreatresponsibilityonlowerlevelmanagersandemployees.Thus,laissezfaire(orlais·serfaire),whichisFrench for the noninterference in the affairs ofothers.Employees who have the skills to analyze situations, and the confidencetoimplement decision may thrive to this type of leadership style Many followers,areuncomfortable with having leadership responsibility delegated in this manner.Thisleadershipstyle often leads to poorly definedr o l e s a n d l a c k o f

m o t i v a t i o n T h i s i s o n e of thestylesofleadershipthathasvalueinspecificsituationsandalsohastobeusedwisely A leader who uses this leadership style to shift blame or avoidresponsibility ismis-usingtheirleadership

Clark (2010) cited that delegative leadership style is used by managerswhowant or need to allow employees to make the final decision However, themanager"is still responsible for the decisions that are made" A good manager willrealize thatthere are times when he or she can not or should not spend the time

dotheresearchneededinordertomakeadecision,particularlywhenthereareknowledgeable and perfectly capable employees who could be given that task.Thisstyleshowsemployeesthatthemanagertruststhem,

whichwillimprovemorale.Theeffective manager will use the delegative leadership style when the situation is right,but willnot use this style excessively Over use of the delegative style can make itappear that the manager is lazy, andcan cause high stress levels in the employeeswhoaremakingallthedecisions.Delegativeleadership,ontheotherhand,isausefulway

for a leader to prioritize tasks and show their followers that they trust their abilitiestoleadinitiatives(http://www.nwlink.com/don_clark/html).

Sasheeka Karunanayake (2012) investigated the leadership styles ofschoolprincipalsinselectedschoolsintheSriJayewardenepuraEducationalZone(SJEZ)inSriLanka A descriptive survey design was employed to a sample of 12 principalsand225teacherswasrandomlyselectedfrom94schoolsand datawascollectedfromthesamplethroughaquestionnaireandinterview.Simpledescriptivestatisticaltechniques were used to analyze the data Findings showed that most principals’practiseddemocratic leadership style in most instances Principals tend to showautocraticleadership in the process of school administration However, teachersexpectprincipals to act as democratic leaders with regard to school activitiesandteachermotivation.Meanwhile,Mentilla(2011)correlatedleadershipstylesofprinciplas to the instructional variables The leadership styles had been described astoauthoritative,delegativeanddemocraticwhileinstructionalvariablesidentifiedweretheself-regulatedlearners,teachercharacteristics,classroomclimte,technologyanadlearning and motivation indiversity The study used the descriptive correlationaldesign and surey questionnaire to gather the data.The findings revealed that theprinciplas practice all the three types of theleadership styles such as authoritative,democratic, and delegative The use of

andexistingconditions.Instructionalvariablesthatinfluencedtheperformanceofschoolsareclassroomclimate,teachercharacteristics,technologyandlearning,andmotivationindiversity

The study of Karori et al (2013) investigated the effects of theheadteachers’leadershipstyleson thestudents’ performancein KenyaCertificateofPrimaryEducationinpublicprimaryschoolsinKikuyud i s t r i c t Thestudyadoptedex-post

facto survey research design All teachers and headteachers in all the publicprimaryschools in Kikuyu district were targeted Twenty seven (27) headteachers and 154teachers were randomlysampled from 27 primary schools Responses were obtainedusing questionnaires Findingsrevealed there was a significant relationship betweenheadteachers’ leadership styles and students’academic performance There was norelationship between the headteachers’

maritalstatusandtheirleadershipstyles.Theteachersperceivedtheirheadteachersasautocratic.Recommendationswerethatheadteachersshouldenhancetheirleadershipskills and use the mostappropriate leadership style for a conducive teaching andlearningenvironment

Oyetunji(2006) focusedherresearch on theimprovementofclimateinBotswanasecondaryschoolsthroughtheheadteacher’sappropriateuseofleadershipstyles in different situations with a view to answer the different leadership styles areemployed by school headteachers; the different

theleadershipstylesofschoolheadteachersresponsiblefortheclimatethatexistsintheirschools.Thefindingsrevealedthatthetypeofclimatethatexistsinschoolsisrelatedto headteachers’ leadership style Itemerged that organisational climates vary inschools and that the participating leadership stylepromotes an open organisationalclimate Implications for school performance andfor the nation’s vision (Vision 2016)weregiven

InstructionalV a r i a b l e s

Pearson (2010) as cited by Mentilla (2011) opinedthattheinstructionalvariables are tantamount to developing interest in learning Thus,paramount to anyeducational milieu revolves instructional variables which affect

onoperation.Theinstructionalvariablesarenotlimitedtoatleastfewfactorsbutare

more or less could be delineated into distinct interrelated aspects In this study,thefollowinginstructionalvariableswerereviewedthathasbearingforthedevelopmentoftheresearchframework.Theyaretheself-

regulatedlearners,teachercharacteristics,classroomclimate,technologyandlearning,andmotivationindiversity

Self-regulatedl e a r n e r s

Self-regulationisanintegratedlearningprocess,consistingofthedevelopmentofsetofconstructivebehaviorsthataffectone'slearning.Theseprocesses are planned and adapted tosupport the pursuit of personal goals in changinglearning environments.The self-regulatedl e a r n i n g i s a f a i r l y n e w c o n s t r u c t i n r e s e a r c h onstudent performance and achievement in classroom settings A common set of self-

haveandothersdonot.Rather,“itinvolvestheselectiveuseofspecificprocessesthatmustbepersonally adapted to each learning task.”It’s about setting goals,selectingstrategiestoattainthosegoals,monitoringprogress, restructuringifthegoalsarenot

being met, using time efficiently, self-evaluating the methods selected, andadaptingfuture methods based on what was learned this time through Finally, there is arelationship between self-regulation and “perceived efficacy and intrinsicinterest.”Learnershavetobelievetheycanlearn,whateverthetaskbeforethem,andtheyneedtobemotivated.“Withsuchdiverseskillsaschess,sports,andmusic,thequantityofan individual’sstudying and practicing is a strong predictor of his or her level ofexpertise.” One notable finding fromresearch: the actual process of self-regulatingcan be a source of motivation, evenfor those tasks that may not be motivatingthemselves.

Self-regulation refers to the use of processes that activate and sustainthoughts,behaviors,andaffectstoattaingoals(Schunk&Zimmerman,2007).Inotherwords,itrefe

rs to taking charge of our own learning by coordinating the thinking skills Self-regulation has three (3)components, to wit: 1) self-observation– deliberateattentiontospecificaspectsofone'sownbehaviors;2)self-judgment–

comparingone'scurrentprogress toward a goal with the standard; and c) self-reaction – making evaluativeresponsestojudgmentsofone'sownperformance

That is, learners regulate their own learning by observing what they are abletodo, then comparing this to what they have observed to a standard of some kindandmaking judgments about the quality of this performance, and finally making

Thecharacteristicsofagoodte a c her are:

A good teacher is a consumer of knowledge He knows the subject

materialandis alwayssearching forthenew methods andideas touse.Heshareshisknowledgewithhisstudentsandcolleagues.Agoodteacherisalsolookingforideastodevelop himselfprofessionallyandpersonally

A good teacher is prepared She prepares her lessons and materials in

advance.Shefollowsaregularrouting,isorganizedandhasactivitiesreadilyavailable.Sheisalsoprepared for lessons that do not go as planned She has backup plans and iswillingtochangeherplansifneeded

Agoodteacherlistens.She listenstoherstudents engageintheconversationswith one

another and encourages her students to engage in conversation with her aswell She is tunedin when a student ishaving difficulty understanding subjectmaterial or when a student is havingpersonal issues She knows when to step in andwhentobackoff

A good teacher motivates He motivates his students to learn and to take

onprojects independently He has an enthusiasm that is contagious to his studentsandcolleagues

A good teacher is fair She gives all her students a chance to succeed in

herclassroom even when the conditions at home are not favorable for the student.Sheallowsstudentstodotheirbestandrecognizesthosethattry

Agoodteacherhasasenseofhumor.Heknowswhentolaughathimselfandwhen to laugh

with class Humor within the classroom can ease any frustration thattheteacherand/orstudentmaybeexperiencingatthatmoment

A good teacher has a passion for teaching Teaching is her number

onepriority She talks, writes, and breathes teaching She wants to make adifference

inthelivesofherstudentsevenifitisjustoneandgivesherbestinherclassroom.Anyone can

be a teacher, but only few can become good teachers Thedevelopment of a goodteacher is a slow, ongoing process It requires dedication anddisciplinetotheprofession.ClassroomClimate

Classroom climate sometimes is referred to as learning environment, aswellas by terms such as atmosphere, ambience, ecology, and millieu The impactofclassroom climate on students and staff can be beneficial for or a barrier tolearning.According to Conway (2012), classroom climate is the combination ofvariableswithinaclassroomthatworktogethertopromotelearningincomfortableenvironme

nt There are many variables that influence classroom's climate, whichiswhyaclassroomisunique.Thereareelements,however,thatarerequiredtoestablishasuccessfullearningenvironmentlike:

Learning locale.A classroom's function is first and foremost to

cultivatelearning.Studentsshouldsenseaclassroom'sacademicatmospherefromthemomenttheyenter it.Partofdefinitionofclassroomclimate,therefore,centersonatmospherethat promoteslearning Every item in the classroom needs to emphasize learning insome fashion.Desks should be

complementsteacher'sinstructions t y l e T e a c h e r s s h o u l d h a n g p o s t e r s o

r s t u d e n t w o r k t h a t p e r t a i n s t o

teacher's content area Objectives and assignments should be listed on the board inavisiblelocation.

Respectful Room.For students to learn properly, a classroom climate has

toincluderespect.Studentsallentertheclassroomwithapast,andtheycanoftenbringtheirproblems into the class with them However, a class climate can not functionproperly if students are bickering ordisrespecting one another The teacher can helpdefine his classroom climate by emphasizing the

veryfirstdayofclassanddealingwithoutburstsaccordingly.Respectisnotlimitedtothestudents;teachers have to respect the students as much as they want their students torespectthem

SafeSpace.Respectisonlyoneoftheclassroomclimatevariablesthatpromotes

learning It does not guarantee that classroom is a safe space, which isequallyimportant for a classroom atmosphere A safe space means that students arefree toexpress themselves without the fear of being teased, harassed or bullied.Teacherscreate a safe space by using a zero-tolerance policy for any hatefulordiscriminatory behavior Teacherscanalsomodelthe behaviortheywishtheirstudentstoemulatetohelp definetheirclassclimate

TeacherTact.Ateacher'sbehaviorhasgreatimpact

onhisclassroomclimate.Teachersoftenspendtimeonhowtheywanttheirclassroomstolookortheirstudentsto behave that they neglect to focus on attuning themselves to their classroom climate.Teachers are acentral variable in defining a classroom climate because they setthetonefortheirstudentstofollow

personalities Every classroom climate is different because it relies so heavilyonvariableswithinit.Studentsmakeupthemostpopulousofthesevariablesand, whenthey feelthey are in a safe and respectful environment, they will express themselvesfreely.Students' personalities areintegral in a unique and successful classroomclimate.

Amborseet al.(2010) defined classroom climate as “the intellectual,

social,emotional,andphysicalenvironmentsinwhichstudentslearn.Climateisdeterminedby aconstellation of interacting factors that include faculty-student interaction, thetone instructors set, the instances of

courseinwhichitisexperienced,butmayalsonegativelyinfluencestudent'ssuccessataninstitution(Hirschy&Braxton,2004)

Ekpo et al (2009) examined the “classroom climate and its relationshipwithstudents’ academic achievement in Social Studies.” Ex post facto design wasadopted.The population of the study comprised 14,297 JSS III students and thesample was1,200 JSS III students selected through stratified random techniquefrom the threeEducational Zones in the State Secondary Education Board, CrossRiver State Theinstrument used was structured six-point Likert scalequestionnaire, the reliabilityestimate of which ranged from 0.7 to 0.8 and