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Introduction
Leadership style refers to the pattern of behavior a leader adopts to influence followers and achieve organizational goals. In educational institutions, leadership style significantly affects teacher motivation, student achievement and institutional effectiveness. The Situational Leadership Theory developed by Paul Hersey and Kenneth Blanchard emphasizes that effective leadership depends on the readiness level of followers. Accordingly, leaders must adapt their style based on the competence and commitment of their followers. The four major leadership styles identified by Hersey and Blanchard are Telling, Selling, Participating and Delegating.
Basis of Hersey and Blanchard’s Leadership Styles
The theory is based on two types of leader behavior:
- Task behavior – the extent to which a leader defines roles, provides instructions and supervises work.
- Relationship behavior – the extent to which a leader supports, listens and encourages followers.
The combination of these behaviors gives rise to four leadership styles.
1. Telling Style (Directing Style)
Meaning
The telling style is characterized by high task behavior and low relationship behavior. In this style, the leader gives clear instructions and closely supervises the followers. Decision-making authority remains with the leader.
Characteristics
- Leader defines roles and tasks
- Clear instructions and strict supervision
- One-way communication
- Little emphasis on participation
Suitable Situations
This style is suitable when followers have low competence and low commitment. In educational settings, it is effective for:
- New or inexperienced teachers
- Students who need strict guidance
- Emergency or crisis situations
Merits
- Ensures clarity of tasks
- Quick decision-making
- Useful for beginners
Limitations
- May reduce creativity
- Can create dependence
- Less motivation if used for long periods
2. Selling Style (Coaching Style)
Meaning
The selling style involves high task behavior and high relationship behavior. The leader still provides direction but also explains decisions, encourages feedback and motivates followers.
Characteristics
- Two-way communication
- Leader persuades and supports
- Emphasis on guidance and motivation
- Participation encouraged but decisions remain with leader
Suitable Situations
This style is appropriate when followers have low competence but high commitment. In education, it is useful when:
- Teachers are enthusiastic but inexperienced
- Students are willing but lack skills
Merits
- Builds confidence and motivation
- Improves understanding of tasks
- Encourages learning and growth
Limitations
- Time-consuming
- Over-dependence on leader possible
3. Participating Style (Supporting Style)
Meaning
The participating style is characterized by low task behavior and high relationship behavior. The leader shares decision-making responsibility and focuses on supporting followers.
Characteristics
- Shared decision-making
- Leader acts as facilitator
- High level of trust and cooperation
- Emphasis on motivation and morale
Suitable Situations
This style is suitable when followers have high competence but low commitment or confidence. In educational institutions, it is effective when:
- Teachers are skilled but lack motivation
- Students are capable but hesitant
Merits
- Enhances job satisfaction
- Encourages creativity and innovation
- Strengthens team spirit
Limitations
- Decision-making may be slow
- Not suitable in crisis situations
4. Delegating Style
Meaning
The delegating style involves low task behavior and low relationship behavior. The leader delegates responsibility and authority to followers, providing minimal guidance and support.
Characteristics
- High autonomy for followers
- Leader trusts followers’ abilities
- Minimal supervision
- Focus on outcomes rather than process
Suitable Situations
This style is appropriate when followers have high competence and high commitment. In education, it is useful when:
- Teachers are experienced and self-motivated
- Senior staff manage academic activities independently
Merits
- Encourages independence
- Develops leadership among followers
- Saves leader’s time
Limitations
- Risk of lack of coordination
- Not suitable for inexperienced staff
Comparison of Leadership Styles
| Style | Task Behavior | Relationship Behavior | Suitable Follower Level |
|---|---|---|---|
| Telling | High | Low | Low competence, low commitment |
| Selling | High | High | Low competence, high commitment |
| Participating | Low | High | High competence, low commitment |
| Delegating | Low | Low | High competence, high commitment |
Educational Significance of These Styles
- Helps principals adapt leadership to teacher needs
- Improves teacher motivation and performance
- Enhances student learning outcomes
- Encourages democratic and participative school culture
- Supports professional growth of teachers
Conclusion
The leadership styles proposed by Hersey and Blanchard emphasize flexibility and adaptability in leadership. The telling, selling, participating and delegating styles are not rigid but situational, depending on the competence and commitment of followers. In educational institutions, effective leaders adjust their leadership style according to the needs of teachers and students. By applying appropriate leadership styles, educational leaders can improve institutional effectiveness, foster positive relationships and achieve educational goals efficiently. Thus, situational leadership provides a practical and dynamic approach to educational leadership.
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