Leadership in a Secondary School in Saudi Arabia - Essay Example

Name: Course: Date: Professor: 1.0. Introduction An idea of great interest in the field of education is the overlapping nature in the concepts of leadership and management. Leadership can associated with change whereas management can be referred to as a maintenance activity. Thus, leadership can be termed as an act of influencing other people’s actions with an objective of achieving a desirable end result. Managing aims at maintaining efficiency and effectiveness in the current institutions’ daily operations. In addition, we are justified to associate leadership with organizational values, goals and purpose whereas management can be linked to the technical or logistics issues in an institution. Thus, this is the core reason why leadership should be given priority not only in special education learning centers, but also in other learning institutions. Eventually, efficiency and effectiveness in achieving the institutional goals is made simpler. The challenges of running modern organizations require a leader who has appropriate skills values like being objective-oriented and who has a vision and commitment towards running the organization. All these are indicators of a complete leadership (Carlson 1996). Generally, education leadership has attracted lots of interest right from the early years in the 21st century. This is because due to the belief that there is a noteworthy correlation between the quality of leadership and the students’ performance. Moreover,leadership can be related tothe overall performance of a school or a learning institution. There has been an increasing concern about the need for effective leadership and management if the aim of providing the best education background to high school students or learners is to be achieved (Carlson, 1996). Learning institutions require teachers who are well-trained, especially at early stages of learning in both primary and high schools since it build a stronger background for their learning life. Leaders who are committed to achieving the objectives of an organization are also dedicated to taking care of the needs of learners in their institutions. To achieve this, the teachers require a highly effective leadership system from highly trained principals or head teachers and various departmental heads from various departments. A lot should be done in order to determine the type of leadership models that can most likely produce a desirable outcome; the results that can be measurable in terms of performance of students. This paper is meanttoinvestigate the theoretical ideas in the field of educational leadership and management with special focus being placed on the leadership styles being used by head teachers of high schools in Saudi Arabia. In addition to this, we will also review literature on the new research in leadership as it regards making of decisions that are aimed at achieving the learning needs of students. Additionally, this paper will analyzedifferent leadership models and discuss how suitable they can be in relation to education of high school students in Saudi Arabia. The question of howeffective the leadership models are in development of great performances in the learning institutions and maintaining a strong background in the education of childrenwill also be answered. 1.1. Hypothesizing Educational Leadership Models in High Schools In this section, the paper will provide an overview of the main models of educational leadership and finding theirrelationship to similar models of educational management. This will be achieved while giving special attention and focus on high school education. Saudi Arabia has been continuously implementing of educational acts over the past couple of years. This has led to enhanced emphasis on the practices of educational leadership and management in the field education. Politicians and consultants induct high school principals on how to effectively manage their institutions. This is a theoretical prescription since there are no explicit values that form its basis. Several theories that tend to explain educational leadership and management provide an in-depth understanding and interpretations of the various events and behaviors in the learning institutions. The models provide divergent opinions on how the educational institutions should be led and managed. Bush (2003) classifies the main theories into six different modes namely: cultural, collegial, formal, political, ambiguity and subjective. The types of leadership models include instructional leadership, moral leadership, postmodern leadership, transactional leadership, transformational leadership and managerial leadership models. For the sake of answering the question of leadership model in high schools in Saudi Arabia, the paper will give a number of leadership styles that are learner-centered and which aim at creating a better learning environment for students. Literature Review A research performed in Saudi Arabia found out that transformational leadership model is the most frequently used in running the learning institutions, included are the early year contexts. This is followed by the transactional model and lastly the passive or avoidant model. Thus, this paper will discuss these two styles of leadership (transaction and transformational type of leadership) models in the remaining part of this assignment as it try to determine the type of leadership used by head teachers in Saudi Arabia. Burns (1978) devised the transactional and transformational models of school leadership. The two styles of institutional leadership have dominated debates as the main models of school leadership. According to Avolio & Bass (2004), both transactional, transformational and avoidant or passive forms of leadership have created a new paradigm meant for understanding both the upper and lower orders of efforts made in leadership with a relatively crucial emphasis being given to the high schoolcontext in education in Saudi Arabia. 1.2. Transformational Leadership A leadership model is termed as transformational only if it is aimed at increasing the interest of the teachers (employees) through incentives in order to achieve greater performances hencecreating a culture of commitment and belief in aninstitution (Bass 1985). It revolves around guiding a group of people around a common interest in a vision by not only building trust but also by empowering workers (Carlson 1996). Some of the virtues that make a leader to be transformational comprise of the ability to motivate, influence and proactivity. Moreover, they encourage individual development and innovation amongst the workersand motivates them to strive and achieve greater levels of success (Avolio & Bass 2004). Transformational leaders’ have a long term aim which is to form and strengthen mutually stimulating relationships and elevations that empower their employees with leadership qualities. The behavior of transformational leaders is clearly characterized by four factors which include individual consideration, intellectual stimulation, idealized influence and inspirational motivation. Individual consideration refers to giving of personal attention to members who appearto be abandoned and neglected in an institution. Intellectual stimulation has an objective oftransforming the mentality of the workers thus making them to recall and consider older problems in new perspectives. On the other hand, inspiration motivation is exemplified by expectations as regards to the organization while idealized influence bases more emphasis on creating an acceptable behavior, character and exemplary personal achievement (Coleman 1998). We can conceptualize transformational leadership along different dimensions when it comes to the context of early year education setting. These we can summarize as building or coming up with the school’s vision, providing intellectual stimulation, establishing institutional goals and offering individualized attention. Additionally, the expectations should demonstrate high performance in the organizations’ practices and values should be modeled into creating productive institutional culture of most importance is putting appropriate structures in place to encourage participation in school decision making process (Coleman, 1998). Transformational leadership is quite essential for autonomous because it aims at committing the employees into achieving higher degrees of success making it morally imperative. Thus, we are justified for a successful transition to a system where institutions self-manage themselves, transformational leadership is critical. This model of leadership is normative in its approach. Thus, it is comprehensive because it lays its focus on the process by which the leaders base more weight on the schools’ outcomes as compared to the nature or direction of the outcomes realized. A shortcoming of this approach is that it is perceived as a control mechanism over the teachers and is thus more likely to be accepted by the leaders and be rejected by the employees (Chirichello 1999). Additionally, it has the tendency to turn to despotic the heroic and charismatic features it possess (Allix 2000). This raises major moral concerns about the excessive nature of the leaders’ excessive powers thus giving room for criticism about its approach in relation to democracy. 1.3. Transactional Leadership Transactional leadership refers to leadership based on the give-and-take exchange of duty and remuneration that are controlled by the head of the institution. Transactional leadership involves setting up and defining agreements or contracts in order to achieve the organizations objectives, getting to know individual employee capabilities and determining the compensation and rewards that come with the completion the given task. Transactional leaders emphasizes on meeting the needs of their employees (Bass 1985) while they give little or no attention to factors such as commitments, high level of motivation and job satisfaction. Transactional leadership can be grouped into constructive, passive management by exception and active management by exception. Passive management-by-exception is whereby standards are set with anticipation that a major problem would occur hence providing an opportunity for execution of the leadership style. Leaders demonstrating active management-by-exception place emphasis on issues that arise to issues after which they set the standards the carefully monitor the behavior. They are not good risk takers and demonstrate initiative. On the other hand, first sets the organizations goals, sets clear the desired outcomes, reward and recognize accomplishments, suggests and consults. Give feedback and praise the deserving employees. Transformational leaders are in most cases proactive as compared to being reactive in their thinking, and their ideas show creativeness, innovativeness and novelty. Transactional leaders are intelligent and in most cases lay focus on how to keep the system running. They react to problems generated by the deviances in the system. They also look for means and ways of modifying conditions to maximize gains (Bass 1985). Transactional leadership can be directly compared to political model. In political models, there always arises conflict between the various stakeholders, with most solutions being made in favor of the most powerful of the conflicting shareholders. In the transactional type of leadership, the relationship with teachers or the tutors is found upon exchange of academic resources. As of the teacher, the interrelationship between the management and the teachers are usually in the short term and are more common that not limited to the exchange transaction, in which case the teacher offers the teaching services while the administration offers the salary to the teachers (Miller & Miller’s 2001) definition refers to transactional leadership as an exchange process. In this type of leadership, the authority is bestowed on the principle by virtue of their positions as the leaders of their learning institutions. To secure and ensure effective management, cooperation from other stakeholders is quite essential. A major undoing of this method of management is that it does not involve the staff beyond the immediate gains arising from the transaction. 1.4. How Leadership Styles Creates a Favorable Learning Environment From the study, we were able to determine that theoretically, the correlation between a leadership styles and creation of a favorable learning environment is relatively simple and straight forward theoretically while very complex and very unpredictable in practice. However, there are studies that confirm that there actually exists a correlation between how the institution is managed and creation of a favorable environment and consequently on the performance. When a principal provides a climate that ensures productivity of both teachers and pupils, this will definitely impact on the performance positively. The converse to this is true. We can, therefore, conclude that the leadership style exhibited by the principal can either foster or restrict the school’s effectiveness in offering quality education exemplified mainly through creation of a favorable learning environment for pupils in the early education settings (Avolio & Bass 2004). Additionally, leadership with positive and noteworthy effects on having individualized attention on students through creation of an enabling climate will substantially lead to a rise student’s level of achievement. This is because various studies have found that the actions of school leaders have an indirect influence on not only the students’ performance, but also on the development of the institution’s culture (Avolio & Bass 2004). Some studies have on, the other hand; found no relationship between school leadership styles and effectiveness of schools operations and students performance. Di Vincenzo’s (2008) found that there is no significant correlation relationship between the attributes of a leader and the institution’s culture. However, it was concluded that transformational leadership was a contributing factor towards the rise in teacher satisfaction and consequently student’s satisfaction. Additionally, principal’s effectiveness in managing the institution had a corresponding impact on the willingness on the part of teachers to give extra effort. This is in line with earlier studies finding that transformational leadership generally results to greater satisfaction and effectiveness than that offered than the gains from transactional leadership, effective leaders employ a combination of both types of leadership. Transformational leadership remains focused on the interrelationship between leaders and their followers. In addition to this, less focus is given on educational work of the type of school leadership. This makes the quality of the relationships unequivocally predictive with regards to the quality of the students’ outcome. Instructional leadership is not restrictive as it goes beyond maintaining collegial teams, cohesive and loyal employees, and having the administration’s vision shared and understood amongst the employees (Di Vincenzo 2008). In this context, a study of schools in the United Kingdom found that transformational leadership is very important in the leadership of a learning institution but at the same time also insufficient instructional especially with regards to the role of the principal when it comes to curricular and instructional issues directly affecting the achievement of pupils (Cotton 2003). The coexistence instructional type of leadership and transformational type form integrated type of leadership. This has an influence on school performance whose quality is measurable by its achievement and its pedology. Additionally, instructional and transformational types of leadership can be compared in terms of students’ achievements by the impacts they have in terms of students’ performance. A challenge with this type of leadership is that, in most cases, the heads of the institutions are not normally experts in teaching. The teachers being supervised at times have more expertise and experience compared to the principal. Moreover, most principals have this perception that their role is administrative and, therefore, distance themselves from the classrooms, thus leaving issues such as the pedagogical issues to teachers’ supervisors and masters’ teachers. This is one of the most critical issues affecting the quality of education provision in the United Kingdom. This problem is further compounded by the fact the authority bestowed on the principal is limited due to the fact their position is a middle management position (Di Vincenzo 2008). Many school systems including that of the Saudi Arabia have bestowed the ultimate authority with the senior administrators in the district or the divisional education office. Additionally, many school principals have invested most of their energy in the administrative and managerial tasks of the day today running of their institutions and, therefore, lack the time to lead others in the areas of learning and teaching (Di Vincenzo 2008). 2.0. Methodology This study gives methodological issues in the study of leadership since understanding a leadership style requires a detailed research. In order to reach at this, a research was carried out for various Saudi Arabia learning institutions. It took place at a number of Saudi Arabia high schools. The research holds very strong theoretical positions in education institutions. Use of questionnaires as a method of data collection was the only method which could provide reliable data and feedback. The multifactor leadership questionnaire (MLQ) was used in the study. The questionnaires were distributed to teachers from a single high school in Saudi Arabia. Data analysis of this study was performed using the R statistical software which was compatible with Microsoft windows. Leaders in Saudi Arabia institutions determined the characteristics of an institution if their communication and leadership behaviour was explored. But due to security concern in Saudi Arabia, a lot is yet to be done and be discovered due to very little research. In order to have valid information of leadership as well as the way of conveying information, a thorough research was just carried out. A survey which targeted some group was undertaken in order to come up with validity in the data. This was carried out for a period of two months was questionnaires were given out to different groups in order to collect information from the education and health institutions. The MLQ tool was used to analyse the styles of leadership. In MLQ, there were different scales but the original one consisted of three important parts. There was one which was concerned with the styles of leadership, another one measured those styles and the last part was concerned with description of the respondent’s information. There were also other scales which enabled the success of the study; transformational leadership scale, laissez and transactional leadership scale. The short MLQ-5X is said to assist the researcher with support in consideration to the activity work he may be having as well as analysing what might be critical in the question. This scale was discovered to be of high assistance due to its reliability even if it is been translated to the linguistics. Up to date, it is still seen to give positive results and it is being used widely due to its reliability. Although this has been a good too, authors have given out recommendation about this tool which still needs more investigations to be done in order to increase understanding and communication satisfaction of the employees. This will increase its application in the society as a whole. Validity The entire research was valid since it used appropriate tools in data collection, analysis and presentation. The questionnaires used for data collection were detailed and reliable since they carried information on questions which were spread across the factors or aspects that can identify the kind of leadership being practised by a head teacher. Moreover, the researcher had full control of the variable and their effects during the study. Generally, the selected sample, a single high school, was easy to manage and present relevant results that can be used to make deductions about leadership in Saudi Arabia high schools. Bias This research has no bias or error in the entire study since every detail of data collected in the field was put down on paper (questionnaire). This reduced the possibility of losing data before the real analysis of the study was performed. 3.0. Ethical Consideration Leadership is the act of a person being in position and is able to create influence to people in order to achieve a set goal in an institution or any type of organization in a coherent way. The best leaders are said to be made but not born. That is a good leader has power and will of doing duties concerning his position. Therefore the best leaders rest not in their laurels but do study and work continually to improve their leadership qualities and skills (British Educational Research Association, 2011) A successful research requires one to ensure ethics are considered in the research. The objectives of the research will be promoted by ethics. They normally backup these goals and ensure fairness and accountability is employed in the research. Once the researchers are ethical, any activity which may cause harm to any one or the environment will obviously be avoided. The research carried out involved students who are either active or passive. It entails all that is required to ensure that the exercise is successful. Researchers are required to operate within the ethics of the responded despite of their gender, age, sex, class, status or nationality as well as their level of education. Every individual need be treated fairly from ethic of freedom and respect and should be applied to both groups participating indirectly or directly in the research (British Educational Research Association, 2011). The researcher should ensure that the participating group knows the role in the survey and the reason of them is associated with the research. There should be an agreement devoid of duress. That is why there should be voluntary informed consent. Some areas may be very sensitive to be dealt with. They normally require to be well addressed and are clarified to avoid some tension arising in participating groups. Ethical issues will also arise when surveying some groups. This arises where we have differences occurring due to educational background and culture. In relation to this, what is being researched on should at least comply with rights of the victims, For example, carrying out research from adults or children’s. Researchers should also ensure the security of those participating since this is one of the norm of the research conduct. When dealing with little children, they need to be allowed freely according to their age and maturity to offer what they have without being pressurized or been victimized. That’s why full assistance to them should be observed for them to give consent information (British Educational Research Association, 2011). Sometimes it may be difficult to approach some groups in order to gather information. In situations like this, the researcher should find the best alternatives to reach at his goal. In some areas, the respondents made feel out place and distressed. Therefore, the researcher needs to find ways of addressing this issue and reduce the work load of the participants since it will affect the information being gathered. Where there need collaboration, they should indulge themselves with those in authority. Sometimes most researchers are victims of giving out incentives to participants; this creates a big problem since poor information which is biased may be collected and will automatically affect the sampling activity. Detriments normally arise sometimes. This is why the researcher should make himself known to the guardian of the participants in order to report any issue arising which affects the participation of the respondent. For example, when in the context of children, the researcher should make himself known to either the teacher or the guardian of such child. This also has to do with the right to confidentiality. Researcher should know that sometimes respondents give out confidential information and should be treated with respect (British Educational Research Association, 2011). Therefore the researcher should take into consideration all the ethics especially during their field study. They also need to avoid any malpractices which give out false information. 4.0. Findings The multifactor leadership questionnaire’s results were as shown in the figure below: Factor Description Not at all Once in a while Sometimes Fairly often Frequently 1. Idealized Influence (items 1, 8, & 15) 0 0 3 10 16 2. Inspirational motivation (items 2, 9, & 16) 0 0 2 12 16 3. Intellectual Stimulation (items 3, 10, & 17) 0 0 3 11 16 4. Individualized Consideration (items 4, 11, & 18) 0 0 4 10 17 5. Contingent Reward (items 5, 12, & 19) 7 11 10 5 1 6. Management-by-exception (items 6, 13, & 20) 12 6 7 3 2 7. Laissez-faire Leadership (items 7, 14, & 21) 27 3 0 0 0 Figure 1: Figure 2: The above figures are a representation of the results from the study. Figure 1 is a table which summarises the total scores for all the factors considered for a transformational style of leadership. Figure 2 is a graph which shows how the scores were distributed for every factor in the study. 5.0. Analysis The factor number four (Individualized Consideration) had the highest total score of 31. It is made up of items such as my head teacher help others develop themselves, my head teacher lets others know how she thinks they are doing and my head teacher give personal attention to others who seem rejected. This factor indicates a degree to which a leader depicts his or her interest in the welfare of the juniors. The leaders achieve this through assigning jobs to workers personally and eventually pay attention to the individuals who seem less concerned and committed. The total score of 30 was shared by a number of factors. For instance, factor number two (Inspirational motivation) which is made up of items such as My head teacher express with a few simple words what we could and should do, my head teacher provides appealing images about what we can do and my head teacher help others find meaning in their work. This factor measures the level to which a leader gives a vision and uses the relevant symbols to assist other to focus on their jobs. Factor number three has a score of 30 (Intellectual Stimulation) is made up of items such as my head teacher gets others to rethink ideas that they had never questioned before, my head teacher provide others with new ways of looking at puzzling things and my head teacher enables others to think about old problems in new ways. This factor implies that the level to which a leader tends to encourage his or her juniors to becomes creative and aggressive in observing and identifying older problems in newer ways so as to create an a good working conditions. The factor number seven has a total score of 30 (Laissez-faire leadership), made up of such asmy head teacher is content to let others continue working in the same way as always, whatever others want to do is O.K. with my head teacher and my head teacher asks no more of others than what is absolutely essential.This aspect measures whether a leader requires little of other workers and always tries to let the employees perform their jobs without interference. Factor number six scored 30 (Management-by-exception). It was made up of items such as my head teacher is satisfied when others meet agreed‑upon standards, as long as things are working, my head teacher does not try to change anything and my head teacher tells others the standards they have to know to carry out their work. This factor tends to assess whether a leader justifies if the work requirements and standards are met. Finally, the factor number one and five had the lowest scores of 29 each. Number five (Contingent Reward) is made up of aspects or items such as my head teacher calls attention to what others can get for what they accomplish, my head teacher provides recognition/rewards when others reach their goals and my head teacher tell others what to do if they want to be rewarded for their work. This factor depicts the degree of what a leader expects from other employees for them to be rewarded. Number one (Idealized Influence) is made up of my head teacher make others feel good to be around me, others have complete faith in my head teacher and others are proud to be associated with my head teacher. This factor asses the ability of the head teacher to influence the teachers or staff. From the entire study, transformation style of leadership is prevalent in high schools in Saudi Arabia. 6.0. Conclusion We can conclude from the study that most Saudi Arabiaprincipals exhibit more of transformational leadership style. However, these results are not directly related to the individual schools performance level as was discovered by the Saudi Arabiaschool inspection. It has been postulated that for improvement to be realized as a result, students’ achievement, the school heads or principals should not put their minds solely on being considered as transformative leaders (Avolio& Bass 2004). Instead, they should strive at becoming instructional leaders who work closely with the teachers that serve in their institutions (Burns 1978). We are thus justified to conclude that the transformational leadership style directly impacts the teachers’ commitment to work, job satisfaction and the intrapersonal relationship with one another. Consequently, the leadership style exhibited by the principal is strongly related to teachers as compared to the students. Therefore, it should be noted that a transformational type of leadership alone is not efficient in crating the necessary atmosphere that will have a positive impact on students and make them improve performance. Its combination with instructional leadership provides better results (Avolio & Bass 2004). Despite transactional and transformational leadership being at the extreme opposite ends of the leadership continuum, an ideal leader should be able to manage with a mixture of both the transformational and transactional leadership styles (Avolio & Bass 2004).This is because the two build on one another. The components associate with the basic needs of the institution will be taken care of by the transactional components of leadership. The issues to do with encouraging commitment and fostering change will be taken care of by the transformational practices. By 1990, most researchers had started advocating for the transformational style of leadership and also the other types of leadership supporting the evolution through trends in educational reforms. These trends included shared leadership, empowerment and organizational learning (Al-Taneiji 2006). This shift from managerial attributes manifested in transactional type of leadership, to the dispersed leadership attributes manifested through transformational leadership. It is all evident in theory that, what remains to be seen is whether these practices can be manifested in administration practices (Avolio & Bass 2004). Taking the challenges and the realities that phase many school principals today, most school principals are giving their best to ensure success in any given day through administration of the varied needs of the school and the community in general. Therefore, transformational leaders should build interdependence, empowerment, commitment and trust towards the teachers and the other support staff. Additionally, not all leaders have the ability to make their subordinates think with the administration towards the same direction. Such are transactional type of leaders, who do not devote much time to nascent their subordinates. They instead gamble and wait until they either succeed or fail before they act (Al-Taneiji 2006). Teachers and the administration work towards developing new relationships and roles in the school community based on management of challenging behaviour in early years of a student in school. Learner centred systems are extremely useful in a way that they enable the students to exploit different opportunities that can assist them adjust to the uncertainties in the environment.Teachers believe that the face of an institution is a reflection of the administration. References Al-Taneiji, S (2006). Transformational leadership and teacher learning in model schools. Journal of Faculty of Education UAEU, 23, 21-36. Avolio, B. & Bass, B. (1995). Multifactor leadership questionnaire instrument (leader and rater form and scoring guide) (English and Arabic versions). Mind Garden, Inc. Avolio, B. (1999). Full leadership development: Building the vital forces in organizations. Thousand Oaks, CA: Sage. Bass, B. (1998). Transformational leadership: Industry, military, and educational impact. Mahwah, NJ: Erlbaum Associates. Bass, B., & Avolio, B. (1994) (Eds.). Improving organizational effectiveness through transformational leadership. Thousand Oaks, CA: Sage. Bass, B.M. 1985. Leadership and performance beyond expectation. New York. Bullock, E.; Brownhill, S. (2011) A Quick Guide to Behaviour Management in the Early Years. London: Sage Publications Burns, J.M. 1978. Leadership. New York: Harper & Row. British Educational Research Association. (2011). Ethical Guidelines for Educational Research. Endsleigh Street, London Cotton, K. (2003). Principals and student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Creswell, J. 2003. Research design: Qualitative, quantitative, and mixed methods approach. Thousand Oaks, CA: Sage Publications Crawley, J. (2011) In at the Deep End. (2nd Ed) Abingdon: Routledge. Cross, M. (2011) Children with Social, Emotional and Behavioural Difficulties and Communication Problems: There is Always A Reason. (2nd Ed) London: Jessica Kingsley Publishers. Denmark, F. L. (2005) Violence in schools: Cross-national and cross-cultural perspectives. New York: Springer. Department for Education and Skills [DfES] (2001).Special Educational Needs Code of Practice London: Department for Education and Skills. Di Vincenzo, R. (2008). School leadership and its relation to school performance. Unpublished Dissertation: University of Phoenix. ProQuest, 3323345. Fullan, M. 1991,The new meaning of educational change. New York: Teacher College Press. Griffith, J 2004, Relation of principal transformational leadership to school staff job satisfaction, staff turnover, and school performance. Journal of Educational Administration. , 42 (3), 333-356. Kid, J.M. & Smewing, C. 2001, "The role of the supervisor in career and organizational commitment", European Journal of Work and Organizational Psychology,Vol. 10 No.1, pp. 25-40 Katz, L. (1999) ‘Curriculum Disputes in Early Childhood Education’ ERIC Clearing House on Elementary and Early Childhood Education EDO-PS-99-13 December. UNESCO IBE (2007) World Data on Education (6th Ed) Retrieved on 2nd February 2013. UNESCO, 2009, EFA Global Monitoring Report: Overcoming inequality: why governance matters, Paris, UNESCO. . Appendix Multifactor Leadership Questionnaire Instructions: This questionnaire provides a description of your head teacher’s leadership style. Twenty‑one descriptive statements are listed below. Judge how frequently each statement fits your head teacher. The word “others” may mean teachers and other staff members. KEY: 0 = Not at all 1 = Once in a while 2 = Sometimes 3 = Fairly often 4 = frequently, if not always 1. My head teacher make others feel good to be around me. 0 1 2 3 4 2. My head teacher express with a few simple words what we could and should do. 0 1 2 3 4 3. My head teacher enables others to think about old problems in new ways. 0 1 2 3 4 4. My head teacher help others develop themselves. 0 1 2 3 4 5. My head teacher tell others what to do if they want to be rewarded for their work. 0 1 2 3 4 6. My head teacher is satisfied when others meet agreed‑upon standards. 0 1 2 3 4 7. My head teacher is content to let others continue working in the same way as always. 0 1 2 3 4 8. Others have complete faith in my head teacher. 0 1 2 3 4 9. My head teacher provides appealing images about what we can do. 0 1 2 3 4 10. My head teacher provide others with new ways of looking at puzzling things. 0 1 2 3 4 11. My head teacher lets others know how she thinks they are doing. 0 1 2 3 4 12. My head teacher provides recognition/rewards when others reach their goals. 0 1 2 3 4 13. As long as things are working, my head teacher does not try to change anything. 0 1 2 3 4 14. Whatever others want to do is O.K. with my head teacher. 0 1 2 3 4 15. Others are proud to be associated with my head teacher. 0 1 2 3 4 16. My head teacher help others find meaning in their work. 0 1 2 3 4 17. My head teacher gets others to rethink ideas that they had never questioned before. 0 1 2 3 4 18. My head teacher give personal attention to others who seem rejected. 0 1 2 3 4 19. My head teacher calls attention to what others can get for what they accomplish. 0 1 2 3 4 20. My head teacher tells others the standards they have to know to carry out their work. 0 1 2 3 4 21. My head teacher asks no more of others than what is absolutely essential. 0 1 2 3 4 Result of Survey - Leadership and Management in a Secondary School in Saudi Arabia. Questions Not at all Once in a while Sometimes Fairly often Frequently, if not always 1 My head teacher make others feel good to be around me. 0 0 1 3 6 2 My head teacher expresses with a few simple words what we could and should do. 0 0 1 4 5 3 My head teacher enables others to think about old problems in new ways. 0 0 0 5 5 4 My head teacher help others develop themselves. 0 0 1 4 6 5 My head teacher tells others what to do if they want to be rewarded for their work. 1 1 4 3 1 6 My head teacher is satisfied when others meet agreed‑upon standards. 1 1 3 3 2 7 My head teacher is content to let others continue working in the same way as always. 10 0 0 0 0 8 Others have complete faith in my head teacher. 0 0 1 4 4 9 My head teacher provides appealing images about what we can do. 0 0 1 4 5 10 My head teacher provide others with new ways of looking at puzzling things. 0 0 1 3 6 11 My head teacher lets others know how she thinks they are doing. 0 0 2 3 5 12 My head teacher provides recognition/rewards when others reach their goals. 1 2 5 2 0 13 As long as things are working, my head teacher does not try to change anything. 7 2 1 0 0 14 Whatever others want to do is O.K. with my head teacher. 8 2 0 0 0 15 Others are proud to be associated with my head teacher. 0 0 1 3 6 16 My head teacher help others find meaning in their work. 0 0 0 4 6 17 My head teacher gets others to rethink ideas that they had never questioned before. 0 0 2 3 5 18 My head teacher give personal attention to others who seem rejected. 0 0 1 3 6 19 My head teacher calls attention to what others can get for what they accomplish. 5 4 1 0 0 20 My head teacher tells others the standards they have to know to carry out their work. 4 3 3 0 0 21 My head teacher asks no more of others than what is absolutely essential. 9 1 0 0 0 Read More