Faculty Members' Styles Of Leadership - Essay Example

Faculty Members' Styles Of Leadership Contents Contents 0 Introduction 2 The Setting 3 Literature Reviews 3 Introduction 3 A leader 4 Leadership styles 4 Brief History of Leadership 5 Education in Universities 7 State of theory 7 The Importance of the Research 8 The Aims of the Research 9 Research Questions: 9 Definition of Terms 10 Methodology of Research 10 Qualitative and Quantitative Methodology 10 Collection of Data 12 Questionnaire 13 Interview 14 Sampling Size 16 Validity and Reliability 17 Data analysis 19 Ethical considerations 20 Conclusion 21 References 22 Abstract Leadership in universities is crucial as demands for new skills and knowledge required for leaders that are capable of developing and implementing policies and programs that are responsive to these challenges. Moreover, leadership in universities is complex because of the several dimensions of leadership that have to be addressed in the university setting. In this regard, this research intends to look into the impact of styles of leadership to the development of faculty members. This research will answer the basic question "what is the impact of leadership styles on the development of faculty members?" For this research, a qualitative case study will be adopted. A questionnaire and interview will be conducted to gather the necessary data to answer the problem of the study. The will be held research at Ha’il University and it will involve the participation of three Department Heads and several faculty members. The research posits the position that leadership styles have an impact on the development of faculty members. Leadership styles and their impact on the effective development of faculty members at the College of Education at Ha'il University. Introduction Education plays an integral role in the growth and progress of science and technology in particular and of the society as a whole. Universities provide the fertile ground wherein the intellectual needs and talents of students are met and enhanced (Garrison and Archer 2000). In this context, effective leaders are crucial in developing and sustaining educational reforms geared towards maintaining and sustaining high standards of education (Fullan 2002). Scholars have identified various leadership styles and continue to refine concepts behind leadership to guide organisations in determining the appropriate leadership styles that will help organisations attain its goals. Huber (2004) states that school leaders are essential because they make a difference. Recognising the significance and crucial role of leadership in educational institution, this research will look into the various forms of leadership styles vis-a-vis its impact on the development of the faculty members. Specifically, this study intends to conduct a research on leadership styles and its impact on the development of faculty members at the College of Education at Ha'il University in Saudi Arabia to understand the connection between leadership styles and faculty development as the study centres on leadership and its impact on faculty development. The proposal will focus on the following areas. (1) The introduction wherein research questions, the significance of the research and its aims are laid down. (2) The literature review, which presents the discourses of scholars pertinent to the issue of educational leadership and faculty development. (3) The research methodology that will be adopted in the conduct of the research. A qualitative case study will be used in this study as it attempts to answer the concerns of the research. In addition, the procedure for data collection, sampling of this research with great detail, validity and reliability, data analysis, ethical considerations, and conclusion will be discussed. The Setting The research will be conducted on the College of Education at Ha’il University. The study will focus on the issue regarding the impact of styles of leadership in the College to the development of its faculty members. The research will involve the participation three (3) Department Heads of the College of Education at the Hail University. The time frame for the conduct of the research is one year (2012). Literature Reviews Introduction Since time immemorial, humans have constantly been engaging in social activities that out of necessity resulted in some individuals becoming leaders while others took the role of following the roles of the leaders. In as much as some theorist may suggest that every person is a leader of his or her own, but in this case, we would like to speak of a leader one who is at the top of any organizational pyramid after appointment, promotion, attrition or the like. In recent times, as the population continues to expand and there got an increase in interdependence in all human areas, leadership started taking the keen toll on management (Northhouse 2007, p.13). The existing demand for educational institutions for new skills and knowledge recognizes the pivotal role of university leaders that are capable of developing and implementing effective teaching and learning environment responsive to the demand (Smith 2003). As such, universities must be able to identify leadership styles that will help them meet the needs and demands of current and future stakeholders – students, faculties, parents, and the community. A leader In accordance to Northhouse (2007, p.3), leadership becomes defined as a process where a person influences a specific group of people to achieve a given common goal. Leadership remains to be a term that evolved through time and became lately more popular as interests in it continued (Northhouse 2007, p.5). Leadership began largely with the productivity law that states that the most productive individuals became awarded something or an honor. It then evolved to become a management law when people became supposed to manage other individuals in order to improve on productivity leading to it becoming leadership law. In any learning institution for instance, there are many different leaders that got different styles plus different levels of popularity. This kind of perception towards leadership is also adopted in the universities. University leaders such as the President, Deans, College Secretaries, and Department Heads are expected to provide not only sound and innovative management of University resources, but that they should be able create teaching and learning environment that enhances the growth and development of the students as well as the faculty members. Leadership styles Leadership is the process of "being perceived as a leader" (Lloyd and Maher 1993, p.11) It is "developing potential and building communities" (Noonan 2003, p 3). Kurt Lewis (1993, p.78) led some researchers in identify various different styles of leadership. From his research and much more on leadership styles, there are over 10 leadership styles that became identified in influencing developmental learning in universities (Goleman 2004, p.18). Brief History of Leadership Before, the idea of leadership had been identified with the great feats of great male personalities in history. The idea that a “person is born leader” signifies the notion that being a leader is something inherent in the person (Brinia 2012). As such, it looks at the contribution of ‘great men’ like Abraham Lincoln, Mahatma Gandhi, and other similar personalities for the analysis of what is leadership and what makes a great leader. However, early on, Spencer (1894) already criticises this position on the premise that environment, background and upbringing plays a crucial role in the development of a leader. In the process, other forms of leadership have been identified and discussed. Trait leadership asserts that leaders possess certain qualities that make a leader. Northouse (2007) claims that “intelligence, alertness, insight, responsibility, initiative, persistence, self-confidence and sociability” (p.16) are the attributes of a leader. This theory is also known as trait leadership theory. It holds the notion that leaders posses the natural, inherent physical and intellectual prowess that becomes determinative of their role as leader. In other words, nature has created them in such a way that their inherent abilities allow them to successfully lead other people (Alliger, Lord 1986; Lewis 1993; Locke & Kirkpatrick 1991). However, this approach to leadership has been highly contested on the premise that environment plays a crucial development of the individual and that there are many people who possess the identified leadership trait but are not leaders in their respective fields (Armstrong 2006; Northouse 2007). In this sense, the role of environment, situation, context, and background conditioning offers the position that the situation of the leader is pivotal in the development of leadership traits and skills. In effect, this holds that persons can be trained in becoming a good leader and that genetics is not that essential in determining the qualities of a leader. Other forms of leadership such as contingency leadership state that it is the organisational structure that create a leader (Brinia 2012). For example, if the university provides leadership training, then, it could be deduced that the university laid the framework for developing leaders. Another approach to leadership is via behavioural theory. This focuses on the two important behaviour of the leader. These are (1) commitment in the achievement of the goals and (2) the relationship that the leader establishes among the members of the organisation or university (Northhouse 2007). On the other hand, democratic leadership encourages the contribution of other members of the organisation in the decision-making. It advances active participation from other members of the organisation. However, the leader can determine the extent in which members may participate in the decision-making (Jing and Avery 2008). There is also transformational leadership, which works on the notion that leader inspires the members of the organisation by making them see and feel the significance of attaining the goals of the university. From there, the possibility of working to better one’s self is a result of the inspiration and guide seen and experience from the leader. However, the difficulty with this kind of leadership is that loyalties are developed to personalities and not to the Academe. These are just some of the leadership styles and theories that account for leadership. Understanding leadership is crucial in universities because the dimensions of leadership in universities are complex (King 2002). Leaders in the academe such as Presidents, College Deans, College Secretaries, and Department Heads have to involve in the following aspects or dimensions of leadership the academe. These are (1) instructional dimension which includes but is not limited to leading learning, developing leadership capacity, creating the necessary conditions for professional learning, using data for informed decision making and using resources efficiently (King 2002). (2) Management leadership, which entails the creation and development, of a teaching environment that is challenging, caring, and supportive. (3) Moral leadership which pertains to the ethical and moral values that are upheld by the leader (Leithwood and Duke 1998). As such, the complexity of leadership in universities demand not just for leadership traits but for skills and other necessary trainings that will allow university to steer the institution in maintaining and sustaining high standards of education Leadership in the academe is challenging. Personal, social, professional, and environmental factors are all critical elements in the decision-making. University leaders have to be competent not only in leading but also in teaching. Since, they are in constant scrutiny since their competencies have a direct impact on the competence and efficiency of both students and the faculty (Jackson 1999; Tucker et al 2005). The effectiveness of leadership, regardless of organisation, sits on the premise that the leader can lead the organization towards achieving goals. (Jing and Aviary 2008). In this regard, the effect of the leadership towards the members of the educational organization is essential because they inspire students, they motivate faculty members in seeking further development, and they establish teaching environment that enhances learning and growth (Lehman 2007; Noonan2003) Education in Universities State of theory Wolverton et al (2001) assert that administrators in universities manifest and demonstrate their leadership as they perform academic functions, scholarly roles, and other related functions. Moreover, Wolverton et al (2001) contends that Deans, College secretaries and Department Heads should be holistic in their approach to leadership. This means that focus should not dwell only on creating a teaching environment that nourishes scholarly endeavours, but that it should also be caring and supportive in such a way that human flourishing of the faculty is recognised and attained. Wolverton etal (2001) findings counter the notion that leadership in the Academe should centre only in developing intellectual talents. In this context, university leadership has to contend to various issues and stakeholders of the university in particular and of learning and education in general. Leaders in the university are not just concern with management issues, but they have to find the approach that help the faculty achieve not only better academic performance , but also attain the necessary skills that will help them in shaping the values, knowledge and behaviours of the students (Friedman and Kass 2001). The Importance of the Research The impact of leadership styles in the development of the employees as members of the organization is not clear. In effect, other extenuating factors may harness or derail the connection of leadership and effective development of members of the organization. These factors may include rewards system of the university, ranking, criteria for promotion and similar examples. In other words, the connection between the leadership styles and the effective development of employees is something that cannot be assumed as flowing from leadership styles. As such, there is a need in further understanding the link on how leadership styles impact or influence the development of effective members of the organization. Thus, giving rise for the necessity of this study. From this perspective, this study will delve on the impact of leadership styles in the effective development of faculty members of educational institutions. This research is because 1 - It seeks to understand the relationship between leadership styles and development of faculty members. 2 - It intends to lay down the framework that may help leaders at the College of Education at Ha'il University in thinking about the most appropriate leadership style that facilitate the l development and enhancement of faculty members. 3 - This study provides feedback to leaders to enhance their performance and improve their skills at the College of Education at Ha'il University so that they may have the necessary information as they decide for the appropriate leadership styles to be adopted in the College. The Aims of the Research This research will determine the kinds of leadership styles at the College of Education at Ha'il University. In addition, it will analyze the relationship between leadership styles and their impact on the development of faculty members through the relationship between leaders and faculty members. The study seeks to achieve the following objectives: 1 – Identify appropriate educational leadership styles for three department heads at the College of Education at Ha'il University. 2 - Detect the impact of the study’s variables from the view of faculty members on leadership styles for three department heads at the College of Education at Ha’il University. 3 - Find out the effective educational leadership styles of the three department heads at the College of Education at Ha'il University to activate the performance of faculty members from their own points of view. 4 - Identify the best leadership styles that can help maintain and sustain high standards of education Research Questions: This research will achieve its aims through the following questions: 1 - What kinds of leadership styles are used by three department heads at the College of Education at Ha'il University? 2 - What leadership styles are deemed most effective for faculty members? 3 - What is the relationship , if any, between leadership styles and the successful development of faculty members? Definition of Terms Effective – the individual’s conviction that he or she can orchestrate the necessary actions to perform a given task, while outcome expectancy is he individual’s estimate of the likely consequences of performing that task at the expected level of competence” (Bandura, 1986). Development -According to Ahmed (2006) Is a set of activities and processes that lead to growth and increase in various aspects. In this research, the researcher focuses on the development of academic skills. Methodology of Research The research is a qualitative case study that will focus on identifying the appropriate types of leadership styles for the College of Education at Ha’il University. At the same time, this study intends to determine the connection between leadership styles and it impact on the successful development of faculty members in the College of Education. For this research, a qualitative methodology is to be adopted. The researcher has chosen qualitative case study as the appropriate methodology for the research because this methodology will enable the researcher to be directly involved in the study of the phenomenon (Hatch 2002, Yin 1999). Likewise, it will give the researcher the chance to have a holistic view of the event as “it attempts to understand the whole picture of the social context of the under study” (Janesick 2004, p. 7) Qualitative and Quantitative Methodology Research design is the most crucial part of a research project because it is governed by the notion of fitness for purpose. The purpose of the research determines the methodology and design of research (Cohen 2007). There are two main kinds of research that are commonly used in education studies. The first one is qualitative while the second is quantitative, where we can collect data and then accurately represent them, "although mixtures are possible" (Gillham, 2000). A qualitative approach is appropriate for considering the "how" and "why" questions. These different types of approaches are used for different kinds of data. For example, the qualitative research is suitable for “soft data”; however, the quantitative is more suitable for “hard data”. In addition, the qualitative data can also be used for data in the form of speech, such as interviews (Have, 2004). Both qualitative research and quantitative research provide the means in which the answers to the questions of the researcher may be addressed. However, as stated at the beginning of the chapter, qualitative case study will be adopted in this study. This is because of the following reasons. (1) Qualitative case study allows the research to be directly involved in the phenomenon that is being observed (Hatch 2002; Yin 2009). In this research, the researcher will engage in the event being studied as the researcher will actively participate in the construction of the questionnaire, dissemination of the questionnaire , interview, analysis, coding, evaluation , summary and the personal reflection that is part in the collection of the data. In effect the researcher will be deeply involved in the entire research process, thus affording the researcher the chance to directly observed the event being studied. In addition, Merriam and Associates (2002) claim that the narratives that are gained in qualitative research provides a rich description of the phenomenon being studied. (2) Qualitative study allows the researcher to experience the event being observed without controlling or interrupting it as it unfolds (Patton 2002). In this study, this is made possible through the interview that will be conducted. Since, the researcher will have the chance gain the insights of the people are actually experiencing the phenomenon being observed, as such, attain wider perspectives on the issue through the lens of their experience. (van Nirkoff 2005). In the same manner, the questionnaire the researcher will get the perspectives of the faculty members regarding issues pertaining to leadership styles and faculty development (3) Qualitative case study is suitable for considering the specific context through which the participants operate (Maxwell 1996). In this study, the researcher will go to Ha’il university in order to get a first hand view on how leadership styles impact the development of the university’s faculty members. (4) Qualitative case study makes possible the understanding of complex events, situations, actions, and participants involved in the study (Maxwell 1996). In this research, as face-to-face interview is going to be conducted and while the collection of the data is on going the researcher will be in Ha’il University. These situations provide the grounds the researcher will be able to know and understand the event that is observed and the people involved in the phenomenon. To reiterate, qualitative case study will be adopted in the conduct of this study and above mentioned reasons serve as the motivator why the researcher chose qualitative case study. In this decision, the researcher that there are several approaches to knowledge and that there is no one sacrosanct one in attaining it (Golafshani 2009). For the qualitative case study that will be adopted in this research, multiple sources of evidence will be used (Yin 2009). This will allow the researcher to find and use various sources and documents that will corroborate and augment evidences from other sources (Yin 2009). Collection of Data As mentioned, multiple sources of evidence will be used in the collection of data. This means that there will be various procedures that will be adopted in the study as data is being collected. For this research, the collection of data will involve the use of questionnaire, face-to-face interview and by keeping a journal for all the activities performed in the research. It is through the journal that the researcher will be able to practice reflectivity. These approaches have been selected in order to corroborate and augment the evidences gathered in this study. Questionnaire The researcher chose questionnaire for three reasons. First, through questionnaire the personal bias of the researcher is minimized (Marshall and Rossman 1999). Second, via questionnaire there is an increased possibility of being able to collect large number of information, since, it can cover as many persons as possible without inconveniencing anybody. Finally, third, as responses are gathered in standardized way, it provides objectivity to the research (Marshall and Rossman 1999). For this research, the questionnaire will focus on four sets of questions. These are: (1) the different types of leadership styles (2) the impact of leadership styles to faculty development (3) the connection between faculty development and leadership styles (4) what they believed to be the most efficient types of leadership that enhances faculty development. The questionnaire will be personally distributed and collected by the researcher to three department heads and twenty-one (21) faculty members. The questionnaire will be placed in a sealed envelope. In the construction and formulation of the questionnaire, the researcher will prepare the questions in English and the supervisor will check the questions in terms of wording and face validity. Next, two fluent experts in both English and Arabic will help the researcher translate the questions into Arabic. In addition, the questionnaire that will be designed in such a way that questions should be ordered from (1) most important to least important (2) questions are easy to read, clear to understand, have precise meanings, and (3) questions are easy to answer within a short time. If some questions are multiple-choice questions, then there should be more than four options for each question. Moreover, all the 24 participants in the questionnaire will be answering the same set of questions. Interview One of the most known methods of collecting data in educational methodology is through an interview. An interview comprises two sides: the interviewer and the interviewee. From an interview, the interviewer can get accurate and direct data straight from the interviewee (Cohen, 2007). For the study, the researcher intends to conduct the interview in two weeks time. Before the interview, the participants will be asked for their consent whether they want to participate in the study or not. The schedule for the interview will only be set the moment that informed consent from the participants is secured. Likewise, the purpose of the study will be explained to them and on how their participation will greatly contribute in the success of the study. They will also be informed that anytime that they feel that they do not want to continue with the interview they free to do so. Questions that will be used for the interview will be open ended but pre-determined because in the interview, the insights, perceptions and answers of the participants serves as crucial information for the study (Creswell 2007). They are pivotal not only because it clarifies and expands on the responses in the questionnaire, but it provides a firsthand view on the issues (Maxwell 1996). Likewise, the questions will centre on the types of leaderships adopted in the university and on how it affects the development of the faculty members. There will be a slight variation in the questions for the department heads and the three faculty members. The questions for the department heads will centre more on leadership styles whereas the questions for the six faculty members will delve more on the effectiveness of the leadership styles. Moreover, interview as a technique in collecting data in educational research has a vast number of advantages, such as critical thinking, more flexibility, in-depth answers and personal interaction (Robson, 2002). Furthermore, through the interview, the researcher gets into the heart of the phenomenon by understanding and knowing the event being observed through the experiences of people who are involved in the phenomenon being studied (Patton 2002). This enables the researcher to understand the event being studied from the perspective of people familiar with the subject matter being studied (Yin 2009). However, there are also some dangers involve in conducting an interview. These are: (1) It is "time-consuming and expensive to conduct" (Kumar 1999, p. 115). (2) The factor of personal bias could appear with the interviewer (Robson, 2002). (3) The "quality of data obtained depends upon the quality of the interaction between interviewer and interviewees and the skills of the interviewer in conducting a face-to-face interview" (Kumar, 1999: 115). Despite the limitations in conducting an interview, the researcher will persist in doing it not only because it efficiently answers the issue raised in the research, but it provides the arena wherein the researcher will be able to understand the issue of the research from the perspective of the people who are actually experiencing the phenomenon. The face-to-face encounter with the participants fleshed the theories discussing the issues of the research (Patton 2002). Bryman, (1988, p. 45) claims that there are three main types of the interview and these are full structured, semi-structured and unstructured. For this research, a semi-structured interview will be used because it helps to achieve the aims of this research. In addition, a semi-structured interview gives more flexibility for greater information about each answer because it allows in-depth explanations (Masor, 1996). Moreover, the researcher intends to establish respect for the autonomy, personhood, and freedom of the interviewees via allowing them to share their insights freely without force and threat. In this way, trust is developed and secured in the entire interview process. This is considered by the researcher as delicate ethical issue as the research will be gathering from human subjects. In addition, the interview design must be proportionate to the purposes of research and the situation between the interviewer and interviewee (Cohen 2003). As such, for this study, the researcher will be asking both the direct and indirect questions so that a more in-depth dialogue regarding the issue of the study will be achieved (Cohen 2003). Tuckman (1972) notes "during the interview, the biases and values of the interviewer should not be revealed, and the interviewer should avoid being judgmental. The interviewer may have to steer respondents if they are rambling off the point, without being impolite''. However, the interview should be sensitive towards the interviewee, accurate and contain interactive ideas. Sampling Size Sampling used depends on how much the purpose of research is achieved by answering questions. Cohen (2007) says that data can be collected ''from a smaller group or a subset of the total population in such a way that the knowledge gained is representative of the total population. In this regard, for this study, three department heads and six faculty members from the College of Education were selected for the interview because they can provide the “ample opportunity to identify themes of the cases as well as conduct cross-case theme analysis” (Creswell, 2007, p. 128). The participants for the interview were selected using purposeful sampling in order to arrive at more fruitful information, which are crucial in addressing the issues and concerns of the research (Patton 2002). In the selection, maximum variation among the participants has been adopted as a strategy (Hatch 2002; Patton 2002). This is essential as ‘maximum variation’ provides a wide range of perspectives regarding the issue, while at the same time, ““important shared patterns that cut across cases and derive their significance from having emerged out of heterogeneity” (Patton, 2002, p. 172). Maximum variation was manifested via diverse age, gender, experience, course being taught, beliefs, attitude, and educational background. These criteria serve as the parameters during the selection of the participants in the research. Validity and Reliability Validity and reliability are main pieces of evidence for determining the effectiveness of any research outcome. In educational research, researchers should analyse whether or not the results are based on an accurate theory. However, achieving validity and reliability are difficult as Neumann (2008) states “”perfect reliability and validity are virtually impossible to achieve. Rather, they are the ideals that researchers strive for” (p 18). Lincoln (1995) offers ''several standards [that] can be used to achieve trustworthiness in qualitative research. These include triangulation, member checks, thick description, purposive sampling and practising reflexivity''. Since the research adopted multiple sources of evidence, triangulation is “typically the strategy (test) for improving the validity and reliability of research or evaluation of findings” (Golafshani, 2002, p. 603). Triangulation is necessary as it strengthens the research’s internal validity and reliability (Golafshani 2002). For the triangulation, the results on questionnaire, interviews, the researcher’s journal and the literature review will be summarized, analyzed, synthesized, clustered and re-evaluated. Member checking, which is also known as informant feedback, helps improve the accuracy of the shared information. It is one of the approaches that will be adopted to secure the validity of the gathered data. It will be done twice. The first member checking will be done right after the actual interview. The researcher will already present to the participants all the notes that have been taken during the actual interview so that the participants can check the correctness of the information. The second time that member checking will be conducted will be after the research has transcribed all the notes from the recorded interview. The researcher will, again, present to the participants the actual transcript of the interview so that they can go over it, check for errors and verify if there were any misinterpretations or improper transcriptions in what they have shared during the interview. This is done in order to validate the information that they have shared during the interview. Finally, the reflexivity will be practiced by the researcher all throughout the conduct of the research. A journal will contain the entire ‘journey’ and reflection of the research process on the research by the researcher. This is significant because the researcher approaches questions of the research, not with tabula rasa, but with certain conditioning and circumstances that influences the researcher’s perspective on the issue. Kuhn (1986) claims that issues and questions are always with certain knowledge and perspectives as a result of the person’s interest and conditioning. Through the journal, the researcher looks into herself, evaluates, analysis, constructs, and deconstructs her own paradigms as she finds the answers to the questions raised in the dissertation. These three processes – triangulation, member checking and reflexivity – establishes the trustworthiness, validity of the gathered data as it ascertains that the information are not spurious, but are actually taken from real experiences of people. Likewise, it checks the subjective bias of the researcher because the ideas presented are not those of the researcher but are those of the participants. Again, the researcher only tends to limit the subjective bias of the research as they recognize that they approach the issue firsthand with their own expectations and ideas. Thus, the three approach used in keeping the trustworthiness of the data reaffirms the gathered information. Validity refers to ''the degree to how accurate the chosen method measures what it is supposed to measure'' (De Vaus, 2002). ). The constructed questionnaires together with the interview questions have to formulated in such a way that it covers the necessary domains in order to address the questions of the study. In processing and making a valid evaluation of this research, the researcher will discuss some information about leadership styles and their impact on the effective development of faculty at the College of Education at Ha’il University. This will be done with three department heads and three faculty members through individual interviews and three department heads and twenty-one of faculty members through individual questionnaire. In addition, securing the validity of the measures use in the research will enable the researcher to know whether the researcher’s understanding of the issue is aligned or equivalent with the perspective of the participants in the study. This is essential in order to establish the required agreement between the researcher’s construction of the issue and the establishment of other fundamental issues surrounding the topic of the dissertation (Cohen 2007). Data analysis Data analysis alludes to different methods that help to illustrate facts, tests hypotheses, detect patterns and develop explanations. It is applied in many areas of research, and it does not necessarily involve numbers because it may be either qualitative or quantitative. After data collection, the next logical step is to analyse it because it will help the researcher to edit the information on the questionnaires and interviews. After refining of the questions and editing the already available ones, new questions for interviews and questionnaires will be appearing in the next interviews for response by the respondents. This means that the data analysis process is interactive and in a participatory way which will continue until consistent results are gotten (Pidgeon&Henwood, 1996). In this regard, for the analysis of the collected data for the research, the researcher will adopt a five step process. The first step is taking enough time to read and review the data, which has been derived from interviews and questionnaires. This will be done in order to get the initial impressions and ideas from the collected data. After this, the second step that will be done is to review the notes and the reflections in the journal. This will help in augmenting the ideas in the interview and the questionnaire. The third step is encoding the data to make it easier to identify notes in accordance to their importance. The fourth step, interpretation of the data ensues according to the importance of the subject and methods of collection and in consideration of alternative explanations by looking for differences in the response or observations that was recorded in data collection. The final step is drafting of the final report according to the results (Lacey & Luff, 2000). Ethical considerations There are always some ethical issues present in all kinds of research where data is collected among individuals. The process of doing research leads to a pressure build up that is brought up by the goals of the research and the necessity of privacy on the part of the respondents in the research (Orb, Eisenhauer, &Wynaden, D. 2000). This research has a number of contingency measures, which will be undertaken so as to address the ethical issues that may arise. First, the researcher has sent a letter to the Dean of the Educational College at Ha’il University. The letter contains several highly significant details. (1) The letter is requesting for the permission of the Dean to allow the researcher to conduct a research in the university. (2) The letter also contains the request for the possibility of some faculty members to become respondents and participants in the research. In effect, the letter is seeking the consent of some faculty members to participate in the research. (3) It contains the ‘Consent Form” that the Faculty members may sign the moment that they agree to participate in the research. (4) The letter, likewise, articulates crucial details of the various reasons why this study has chosen the college to conduct the research there. (5) The letter also addresses the issue of approval to conduct the study, the distribution of questionnaire and the conduct of interview in the College of Education at Ha’il University. Second, the researcher is ethically bound to protect the identity of the participant at all times and in all instances. Confidentiality in data collection will be applied. The anonymity of the respondents as well as that of the university will be maintained at all times. Each participant will be designated by a number or a letter. All communications with them will be done using the designated reference number or letter. This is done to ensure the anonymity of the participants. However, important demographics such as age, gender, and experience will be shared with the readers. The information that will be gathered will not, in any way, jeopardized the position of the participants. Conclusion Ultimately, this proposal has outlined the plans and procedures to be used to achieve the aims of this research. Also, it has shown the areas of enquiry and main information about literature reviews—leadership styles and their impact on the effective development of faculty members at the College of Education at Ha’il University in Saudi Arabia. In addition, this study presented the aims, questions and research methodology, qualitative research. The researcher has also explained the way of generating data through specific sampling methods. In the following chapter, the researcher will analyse the results and look at the relationship between the findings and theories in order to provide recommendations. References Aikman, S. & Aikman, S. &Unterhalter, E. (2005) Beyond access: Transforming policy and practice for gender equality in education, London: Oxford. American Academy of Pediatrics.2004, Ethical Considerations in Research with Socially Identifiable Populations. 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