Taxonomy of Golemans' Six Emotional Leadership Styles among School Administrators: Mapping Out Organizational Outcomes

Abstract

INTRODUCTION

The question of a leader's effectiveness has become a central issue in organizational research. The identification and study of a leader'sprevalent personal style is an important, central element in the development of leadership. It is important to distinguish between leadership style and behavior, where style refers to something that characterizes a specific person throughout different situations, and this is what many researchers in the 21st century espouse and try to prove.

School organizational leadership is usually expressed in the effect on teachers' motivation to perform tasks over time, while maximizing the means of motivation and with minimal use of coercive measures. Leadership style is the manner in which the principal undertakes the process of convincing and motivating teachers for specific objectives and retaining them throughout all of the tasks until the objectives are attained.

There are many ways to describe leadership styles, and the variety increases with every book or paper published on leadership.

METHODS

This study used the descriptive type of research method. According to Aquino (2012), descriptive research describes and interprets "What it is”. It is concerned with condition of relationship that exist practices that prevail, belief, processes that we going on, effects that are being felt and/or trends that are developing. The descriptive correlation research was also used to correlate the school administrators' leadership styles, and school outcomes. It further gives meaning to the quality of facts that is ongoing such as information about group of persons, a set of conditions and a class or events.

RESULTS

The taxonomy of Golemans ' six leadership styles are often practiced by the school administrators as to visionary, coaching, affiliative, democratic, pace setting, and commanding. The school outcomes are measured in terms of teachers' performance, pupils' performance, and teachers' level of motivation. Significant relationship exists between the school administrators' leadership styles, and teachers' performance, and teachers' level of motivation, but no significant relationship exists in students' performance.

DISCUSSIONS

Encourage the school administrators to practice the taxonomy of Golemans' six leadership styles as to visionary, coaching, affiliative, democratic, pacesetting, and commanding. Continuously monitor to measure the school outcomes in terms of teachers' performance, pupils' performance, and teachers' level of motivation.