Lesson Leadership Theories and

13 Models

Learning Outcomes
 Compare different leadership theories and models
using graphic organizers; and,
 Reflect on the implications of leadership theories
in education.


Introduction
Welcome to Lesson 13.

After you learn the leadership styles and skills demanded from a
leader, you will continue learning that leadership styles vary as the context
also varies. Further, theories and models of leadership will also be discussed
to give you a wider perspective on leading your co-teachers, or even your
classes when you will become one.

Now, let’s begin.

Activity

Survival Game. Below are 5 situations that deal with different aspects of
human survival in a barren region. For each of the 5 questions, you must individually
choose the solution that seems best. Imagine you are in that region, alone and have
very limited survival equipment. Once you have individually answered each question,
form a group chat of 5 members to review each question with you. Your group must
decide, by reaching a consensus, what is the best alternative for each situation. You
must not, under any circumstances, change your individual answers after the team
discussion. Individual answers and group answers will then be compared with
responses provided. (Use Google Jambaord for your group activity)
Situation 1. You are lost in a wild region and you are hungry. The best way for you to
recognize edible plants (at least those you don’t know) is to:

a. Try out what the birds are eating.

b. Eat all the plants except those that have bright scarlet berries.
c. Place a small piece of the plant on your lip for five minutes; if nothing
happens, try to eat some.

Individual Answer____________ Group Answer _______________

Situation 2. The weather is turning warm and dry. You have about one litre of water
with you. You should:

a. Ration the water and just drink approximately one cup a day.
b. Refrain from drinking before halting for the night; then drink what you think
you need.
c. Drink as much as you feel you need because you are thirsty.

Individual Answer ____________ Group Answer _____________

Situation 3. You find yourself in a snake-infested area. The best way to protect
yourself from the snakes is to:

a. Make as much noise as possible with your feet.

b. Walk softly and noiselessly.
c. Move only at night.

Individual Answer _____________Group Answer________________

Situation 4. The weather is turning warm and dry. You have about one liter of water
with you. You should:

a. Ration the water and just drink approximately one cup a day.
b. Refrain from drinking before halting for the night; then drink what you think
you need.
c. Drink as much as you feel you need because you are thirsty.

Individual Answer______________ Group Answer__________________

Situation 5. You find yourself on stony terrain over which you must climb to pass.
The boulders are - moss-covered and slippery. You must climb:

a. Barefoot. b. With your boots on. c. With your socks on.

Individual Answer_______________ Group Answer___________________

Analysis

With the above activity, answer the following questions briefly.

1. Was it hard for your team to come to a consensus?
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2. What role did leadership play in reaching consensus?
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3. What were the successes and challenges in reaching consensus?

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4. What skills were required for your team to reach a consensus?

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5. Did you recognize the different skills and knowledge within your team?
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6. Did you see the problems of making assumptions?

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7. How do communication and decision-making skills affect leadership?

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8. How might different leadership styles (e.g., autocratic, democratic,

bureaucratic, laissez-faire) influence the process of a team coming to a
consensus?
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Abstraction

Leadership Theories
Leaders have goals or focus and can convince or influence others to follow
them. They also have forms of power by which they can persuade or convince others
to achieve the same goal or adopt the same focus.
Various leadership theories have emerged over the years in attempts to explain
the complexities of leadership. The following theories offer a diverse and
representative view of leadership.
1. Great Leader Theory. This theory believes that leadership is an inborn
quality. It asserts that leaders in general and great leaders, in particular, are
born and not made. Leaders, according to the theory, must have qualities like a
charm, persuasiveness, commanding personality, the high degree of intuition,
judgment, courage, intelligence, aggressiveness, and action orientation which
cannot be taught or learned in a formal sense. However, leadership qualities
are carried in the genes. This means that the leadership characteristics are
inherited in the family from generation to generation. Examples of born
leaders and attained greatness by divine design are Mahatma Gandhi, Mao Tse
Tung, Kamal Ataturk, Abraham Lincoln, General de Gaulle, and others.
Educational Implications of Great Leader Theory. First, this theory teaches
us to recognize greatness and great people who have born talent potential. The
theory can also be used in teaching our students in identifying great men, that
we can use their life history and circumstances to show the trials and triumphs
that we all may go through, and our commonalities. This could also show that
we all have the potential to be great. Second, the theory tells us that we can be
great too, individually and collectively, via collectiveness, collaboration, and
relationally. Leadership this way benefits us all. Third, we can teach our
students that as each of us is a product of our society and each of us has the
potential to make a difference, individually and collectively. Finally, greatness
can be learned (Essuman, 2019).
2. Trait Theory of Leadership. This is the modification of the Great Man
Theory which argues that leadership qualities or traits can be acquired. Jenkins
identified two traits; emergent traits (those which are heavily dependent upon
heredity) as height, intelligence, attractiveness, and self-confidence and
effectiveness traits (based on experience or learning), including charisma, as a
fundamental component of leadership (Ekvall &Arvonen, 1991).
The trait theory of leadership states that some certain identifiable
qualities or characteristics are unique to leaders and those good leaders possess
such qualities to some extent. Leadership qualities may be inborn or they may
be acquired through training and practice. The personality traits are
categorized by Allport (1979) into three levels:
1. Cardinal Traits. Traits that dominate an individual’s whole life, often to
the point that the person becomes known specifically for these traits.
People with such personalities often become so known for these traits that
their names are often synonymous with these qualities. Consider the origin
and meaning of the following descriptive terms: Freudian, Machiavellian,
narcissism, Don Juan, Christ-like, etc. Allport suggested that cardinal traits
are rare and tend to develop later in life.

2. Central Traits. These are the general characteristics that form the basic
foundations of personality. These central traits, while not as dominating as
cardinal traits are the major characteristics you might use to describe
another person. Terms such as intelligent, honest, shy, and anxious are
considered central traits.

3. Secondary Traits. These are the traits that are sometimes related to
attitudes or preferences and often appear only in certain situations or under
specific circumstances. Some examples would be getting anxious when
speaking to a group or impatient while waiting in line.

Educational Implications of Trait Theory of Leadership

The following are some of the Educational /School implications of trait
theory of leadership:
1. The theory helps us in the selection and appointment of educational
leaders, school heads, head teachers of Basic Schools, and other personnel
into any leadership position in the educational sector. The theory can also
be used to assess the leadership qualities of the applicants vying for the
various leadership position in the educational sector and be able to select
the best for effective and efficient administrative management of our
schools.

2. Also, school heads can apply the trait theory in the selection of staff into
various leadership positions in the schools. Example: girls’ scout
coordinator, music and cultural master, sports master, head of
departments, housemasters and guidance and counseling, coordinators.

3. Teachers can also apply the principle in the selection of students into
leadership positions like the supreme student government, classroom
 officers, club, or organization leaders to prepare them for the future
leadership role.

4. The theory allows the leaders and staff to become aware of their strengths
and weaknesses and plan on how best to develop their leadership qualities.

5. It also gives a detailed knowledge and understanding of the leadership

element in the leadership process among the staff and students in schools.
However, school heads should be mindful of using the trait theory alone
in appointing people to leadership positions since it ignores the followers
and the situation that also help a leader to be successful.

3. Contingency Theory or the Situational Leadership Model. This theory

recommends that leadership style is reliant upon factors such as the quality,
situation of the followers, or some other variables. “According to this theory,
there is no single right way to lead because effective leaders adapt their
leadership style to a particular situation of the members in the organization”.
The theory of situational leadership proposes that the style of leadership
should be accorded with the maturity of the subordinates (Bass, 1997). In
other words, the leaders must be flexible and sensitive enough to respond to
the circumstances indigenous to the organizations where they are leading.
Fiedler (1987) taught that three things were important for any leader. Thus:

1. The relationship between the leaders and followers: it is believed that

the more leaders are liked and respected, they would more likely have
staff support.
2. The structure of the task: if the work to be done is clearly stated to the
staff, they will be more likely to do it, and consequently, the leader is
likely to be more effective.
3. Position of power: if the purpose of giving power to the leader is for
the effectiveness of job output, this would quite likely enhance the
influence of the leader.
For a graphic presentation of Fiedler’s Contingency Model, visit: https://www.business-
to-you.com/fiedler-contingency-model/

Educational Implications of the Situational Leadership Model

As future teachers, you can use this theory to adapt to the different better
personalities of your students and bringing out the best in them. The diverse
individuals in the classroom require different approaches in helping them to learn.
Situational leadership looks at leadership in different situations and each situation that
presents itself needs to be addressed differently, and for a leader to be effective, they
must change his or her style to fit those situations (PSU WC, 2016). Leadership styles
are broken down into four different categories of behaviors that are either high or low
in either directive or supportive styles: Directing, coaching, supporting, and
delegating (www.technofunc.com). Each one determines what style needs to be used
based on the situation that is presented and the four different developmental levels of
the follower. In a group, the leader will resort in directing the class what to do if the
members lack the specific skills to do the task but with willingness and enthusiasm.
However, when they are demotivated or unwilling to do the job, the leader will
choose in telling them what to do. In instances that members are experienced and able
to do the task but lack of confidence to take on the responsibility, the leader will
resort in supporting or participating in accomplishing the task. Finally, when the
members are able, willing, and confident, the leader uses a delegating leadership
style.

Figure 1. Hersey and Blanchard Leadership Situational Model

In any case, as a future teacher, you will not be exempted from being a
leader to your students and to teach them to change their behaviors to fit in the
different situations that they are engaged with. Each of your students may fall
into a different level of readiness and you as the teacher need to be able to
adjust accordingly. The students (followers) can fall into one of four different
development levels: two that are follower directed and two that are leader
directed and are organized along a continuum of the developmental
opportunity of the follower ranging from high to low.
In the case of the teacher, when the students can complete their
assignments then this would be a follower directed and minimal intervention
from the teacher is required similar to D4 in the figure. On the other hand, the
shy student in the corner may need a bit more coaxing so the teacher would
have to switch behavior and become more of a coach to the student. This
would be a leader directed situation, similar to a D2. Seeing as how many
classrooms today consist of at least 40-50 students that is a lot of behavior
switching! Good luck!

4. Behaviorist Theory of Leadership. Behaviour is observable, measurable, and

habitual. In a classroom setting, for example, Luke moves and talks a lot. It is
 on these observable and measurable actions that the behaviorist theory was
developed. Blake and Mouton (1985) explained that great leaders are not born
but made. According to the behaviorist, leaders are not born with any special
uniqueness but they can be trained, and traits that a leader must have can be
taught and developed. Therefore, anyone in the class can be a leader, but they
must have the proper environment and training for leadership qualities to
develop. Schools must provide avenues where these leadership potentials are
discovered and nurtured. The research team of Ohio State University and the
University of Michigan discovered two broad categories of behaviors: task-
oriented behaviors (sometimes called initiating structure) and people-oriented
behaviors (also called consideration).
Task-oriented leader behaviors involve structuring the roles of
subordinates, providing them with instructions, and behaving in ways that will
increase the performance of the group. Task-oriented behaviors are directives
given to employees to get things done and to ensure that organizational goals
are met. People-oriented leader behaviors include showing concern for
employee feelings and treating employees with respect. People-oriented
leaders genuinely care about the well-being of their employees, and they
demonstrate their concern in their actions and decisions. At the time,
researchers thought that these two categories of behaviors were the keys to the
puzzle of leadership when leaders demonstrate people-oriented behaviors,
employees tend to be more satisfied and react more positively. However, when
leaders are task-oriented, productivity tends to be a bit higher.
Educational Implications of the Behaviorist Theory of Leadership
A variety of practices such as feedbacking, mentoring, linkages, and
networking, administrative designations can shape the behavior of individuals
in leadership positions and hence serve as the building blocks of leadership
development. There should be appropriate training and a good environment in
our school settings for leadership qualities to develop. Schools should
organized development programs that encourage individuals to see themselves
as leaders and should help facilitate leadership acts.

Application

Discuss with Me. Identify which of the situational leadership styles (e.g., autocratic,
bureaucratic, democratic, laissez-faire) is most likely to be demonstrated in each of
the behavior styles in Hersey-and Blanchard Situational Model. Justify how each
leadership style becomes effective in the given behaviors. Write your discussion in a
white bond paper of not less than 500 words. Submit your answer in the assignment
page together with your answers on the question below.
What’s the Implication? Aside from the implications of the leadership theories
discussed above, what other implications to education you can still think of? Write
down your answers after every theory.
1. Great Leader Theory
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2. Trait Theory
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3. Situational or Contingency Theory

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4. Behaviorist Theory
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Comparison Matrix. Go for further reading on the leadership theories discussed and
accomplish the comparison matrix below.
Theories ADVANTAGES DISADVANTAGES

Great Leader
Theory

Trait Theory
Contingency
Theory

Behaviorist
Theory

Closure
You have just finished Lesson 13. In the next lesson, you will continue learning on
different types of leadership and how these leadership styles hone positive changes in
the organization. If you are ready, you may now start the Lesson 14. Aja!