CHAPTER - I

THEORETICAL BACKGROUND
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1.1 INTRODUCTION
The word 'leader' appeared in the English language around 1300 A.D. (Oxford
ENGLISH DICTIONARY, 1933) and the term 'leader-ship' turned up in about 1800
A.D. (Stogdill 1974). However, the issues of leadership are as old as human
civilization. As soon as some individuals began dominating others, organising to fight
aliens and protecting their own people, they emerged as leaders. Even some animals
are known for dominating and leading their flock. Earlier, tribal heads, kings and
warriors were recognised as leaders. They were superiors and masters. Later, a similar
superior it was noticed in other areas where religious preachers and reformists,
political figures, mafia kings and godfathers, intellectual giants, industrialists,
revolutionaries, sportsmen, artists and the top men in almost every sphere of society
were respected as leaders.

(Mukhopadhya, 2005, page 140) Leadership is associated with management and the
principal of a school act as a leader and his/her leadership style influences the
management of the institutions. The idea of leadership has been used in a variety of
ways, most commonly in referring to the "leader" as an outstanding member of a
class. Leadership is an essential innate capacity of the individual manifested with
equal facilities, regardless of the situation in which the leader finds himself (Bhatt and
Sharma, 1992). Leadership can be understood better in terms of what the leader does
rather than who the leader is.

1.2 DEFINITION
In the word of Rauch and Behling "leadership" is defined as the process of
influencing the activities if an organised group toward goal achievement.
Leadership may be considered as the process (act) of influencing the activities of an
organised group in its effort toward goal setting and goal achievement (Stogdill, 1950,
p.3).
Leadership is a purposeful relationship, which occurs episodically among participants,
who use their individual skills in influence, to advocate transforming change (Michael
S. Kearns, 2005).
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Leadership is the ability to step outside the culture to start evolutionary change
processes that are more adaptable. (E.H. Schein, 1992).

QUOTES OF LEADERSHIP
"The task of the leader is to get his people from where they are to where they have not
been" - Henry Kissinger.

"Great leaders are almost always great simplifiers, who can cut through argument,
debate, and doubt to offer a solution everybody can understand" - General Colin
Powell.

"The key to successful leadership today is influence, not authority" - Kenneth

Blanchard.

Leadership is a social influence process in which the leader seeks the voluntary
participants of subordinates in an effort to reach organisation goals. A leader is a person
who delegates or influencing others in order to meet specified objectives. In the 21st
century/Millennium Century any organisation needs effective leaders who understand
the complexity of the rapidly changing global environment. If the task is highly
structured and the leader has good relationship with the employees, effectiveness will
be high on the part of the employees. The study further revealed that democratic leaders
take care to involve all members of the team in discussion and can work with a small
but highly motivated team.

1.3 CONCEPT OF LEADERSHIP

Leadership is a process of social influence, which maximises the efforts of others,
towards the achievement of a goal (Kruse, 2013).
Leadership is a process by which a person influences others to accomplish an
objective and directs the organisation in a way that makes it more cohesive and
coherent. Successful organisations have leaders who set high standard and goals
across the entire spectrum, such as strategies, market leadership, plans, meetings and
presentations, productivity, quality and reliability (Mathur, 1990 page 200-201).
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In the international Encyclopedia of the Social Sciences Arnold Tannenbaum wrote in

1968 leadership defines, innate, and maintains social structure. The social system is,
so to speak, programmed through leadership. Understanding leadership, there should
be a simple and parsimonious approach to understanding the larger social system.
The dynamics of leadership, its social origins and social consequences have always
fascinated sociologist, social psychologists, political scientists and historians.
However, the concept of leadership is variously defined by social scientists. For
instance, Fairchild defined leadership as “the act of organising and directing the
interests and activities of a group of persons, as associated in some project or
enterprise, by a person who develops their cooperation through securing and
maintaining their more or less voluntary approval of the ends and methods proposed
and adopted in their association.
Leadership, as Bernard Bass (1960) points out, is a kind of interaction between or
among people. Any attempt or the part of a group member to change the behaviour of
one or more members of a group in an attempt at leadership. However, leadership
does not consist merely of the attempt; the degree to which it has occurred is indicated
by the extent to which the intended change takes place.
Katz and Kahn (1966) maintain the concept of leadership, as generally understood in
social science literature, has three major meanings: the attribute of a position, the
characteristics of a person, and a category of behaviour.
Tannebaum, Weschler and Massarik (1961) defined leadership in terms of
interpersonal influence that is exercised in specific situations and directed through
communicating process and is definitely goal-oriented.
Sociologists normally define leadership in terms of power or the capacity of any
actors in a social system to influence the behaviour of others. According to Davis,
power is “the determination of the behaviour of others in accordance with one’s own
end”. In his study influential, Merton distinguishes between the local man of influence
and the cosmopolitan man of influence. And according to Merton interpersonal
influences “refers to the direct interaction of persons in so far as this affects the future
behaviour or attitude of participants”. On the other hand, authority is viewed by
Parsons as a legitimate institution representing the institutionalised rights of leaders to
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expect support from the members of a collectivity as well as the right to control and
regulate their activities within the institutional frame-work.
Historically speaking, we do not come across any society, whether a modern complex
society like a nation state or a proverbial society such as tribal community of the
primitive type that functions without a leader or a set of leaders, although there are
infinite variations in the types, characteristics and careers of those leaders. There are
different types of leaders who exert differential degrees of influence on the variegated
structure of social organisation. Max Weber’s typology of authority – charismatic,
traditional and legal – is classic. Killian distinguishes among three types of leadership
in social movements – the charismatic leader, the administrative leader and the
intellectual leader.
The charismatic leader simplifies and symbolises the values; the administrative leader
promotes them; and the intellectual leader elaborates and justifies them by providing
the ideology of the movement. In modern mass society leader functions in numerous
specialised capacities and accordingly, we have the administrator, the bureaucrat, the
supervisor, the policy maker - the expert, the ideologist, the charismatic leader, the
political boss, the symbolic leader and parent-figure.

1.4 Now, let us turn to some specific theories of leadership. During the past sixty years
social scientists have advanced different theories of what makes for good leadership,
focusing first upon one aspect and then upon another. This shifting focus in the
theoretical formulations of the leadership concept may be explained in terms of five
(5) basic approaches.
1) The Trait Approach:- During the first decade of the 20th century leadership
research focused on the leader himself, to the virtual exclusion of other
variables. Hundreds of studies have been made comparing the physical,
intellectual, or personality traits of leaders and followers. These studies were
guided by the assumption that leadership effectiveness could be explained by
isolating psychological, physical and demographic characteristics which were
presumed to differentiate the leader from the other members of his group.
However, they failed to make any substantial contribution to our
understanding of the dynamics of leadership, for universal traits proved
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elusive, and there was little agreement as to what constituted ‘good

leadership’. Gouldner reviewed several studies in leadership – empirical
studies as well as theoretical treatises – and analysed evidence relating to
“universal traits”, such as intelligence, psycho-sexual appeal etc. He arrived at
the inevitable conclusion: “At this time there is no reliable evidence
concerning the existence of universal leadership traits”.33

2) The Situational Approach:- The situational approach is based on the

assumption that different situations require different leadership behaviour and
that the variables which enter into producing ‘good’ leaders are determined by
the particular situation. Stogdill, having examined a large number of
leadership studies aimed at isolating the traits of effective leaders, concludes:
“The qualities, characteristics and skills required in a leader are determined to
a large extent by the demands of the situation in which he is to function as a
leader. 34
To this Sanford adds: “We can conclude with reasonable certainty
that (a) there are either no general leadership traits, or if they do exist they are
not to be described in any of our familiar psychological or common sense
terms (b) in a specific situation leaders do have traits which set them apart
from followers but what traits set what leaders apart from what followers will
vary from situation to situation.”35

3) The Behaviour Approach:- The behaviourists hold that leadership is

whatever the person does who is in the position of a leader or that leadership is
whatever behaviour influences a collectivity. They analyse the kinds of
functions which people carry out when they are in positions of leadership and
have found, according to Lippitt, that most leaders perform four major
functions; (i) A leader may perform a symbolic function, such as the Queen of
England performs at present. (ii) Or a leader may perform primarily a
decision-making function. This could be exemplified by the political ‘boss’,
who makes decisions behind the scenes to be carried out by other individuals.
(iii) Another function that most leaders perform in one degree or another is
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giving information or advice. (iv) A function that is common to most position

of leadership is the one of initiating plans.36

4) The Styles Of Leadership Approach:- This approach is based on the

hypothesis that different styles of leadership behaviour generate different
kinds of group climate. Studies done at the University of Iowa in 1938 and
1940 indentify three styles of leadership in terms of the location of decision-
making function: autocratic, laissez-Faire and democratic. In the autocratic
group, the decision-making function resides in the leader, in the laissez-Faire
group, it resides in the individual and the democratic group is collectively
responsible for decision-making. Several studies have been in done in the field
of industry to determine the various types of supervisions and the resultant
group personalities. Four such types have been frequently indentified, hard
boiled autocratic, benevolent autocratic, laissez-Faire and democratic.37
However, more recent research findings tend to question the stereotype image
of a leader but emphasise the shifting leadership behaviour in varying
situations.

5) Functional Leadership Approach:- The functional perspective interprets

leadership in terms of functions to be performed in helping the groups, not in
terms of qualities inherent in certain persons. In the words of Benne, the
functional approach helps explode “two dangerous and all too prevalent myths
about leadership”. One is the myth that we must wait for “nature” to give us
our leaders – a person is just “naturally” born to be a leader or he is not. The
other has it that social situations automatically produce the leadership which
they require – ‘the Civil War produced Lincoln’.
The functionalists do not regard leader as an entity who can be considered
apart from his functional relationship to his followers, nor do they conceive of
leadership as inherent in certain persons or class of persons. On the other
hand, the leader emerges as a consequence of the needs of a group of people
and of the nature of the situation within that group is to function.

In summarizing the current theories on leadership Cecil Gibbs observes:

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The principal insistence of interaction theories ... is that the major variables in
terms of which leadership might be understood are (1) the leader’s personality
(2) the needs, attitudes and problems of followers, (3) the group itself, in terms
of both interpersonal structure and syntality and (4) the situation in terms of
both the physical circumstances and the group task 41.
Lasswell and Kaplan (1965) put forth the following propositions:42
(1) Acquisition and maintenance of leadership is a function of the prestige of
the leader. The leader is not only powerful but respected as well. Thus leaders
are likely to be recruited from among the select within group whose
composition varies with the prevailing conditions.

1.5 SCOPE OF LEADERSHIP:

Lipham and Hoeh (1974), scope includes concern with the extent to which leadership
is view as functionally diffuse of functionally specific. Functional diffuse
relationships are bound to one another such that their mutual obligations are limitless,
in a functionally specific relationship, they are limited. Yet the mechanisms whereby
a leader – follower relationship changes from one a functional specificity to one a
functional diffuseness, or conversely, are by no means clear.
Leadership scope is also concerned with the breadth and depth of the leadership role.
Some authorities tend erroneously to limit the scope of leadership by equating it with
a given task process, or cognitive procedure. Leadership scope can be interpreted too
broadly, resulting in leadership ascription.
a) Symbolic Leadership - Mathur (1990 P.203-207), the leadership is concerned
in terms of the important personality traits. These traits are described in many
ways. Some refer to them as described initiative, persistency, clarity of
though, high moral.
Some look to these traits in the physical development of the individual,
tallness is taken to be an important trait of leadership. In many of the
interviews to select officer for public service the tall or handsome has been
found to have an edge over the short or ugly. This however, is not a very
correct approach. Height or complexion or features have not much to do with
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leadership. If these would have been the important traits Napolean or Hitler or
even mahatma Gandhi would never have been the leaders.

b) Formal Leadership - This type of leadership is also described as status

leadership. The leader is by his status, position or formal authority. Since, the
head of the school / institution has been put in the position of authority he is
recognised as the formal leader. Similarly, an administrator is obeyed and
followed because he has been appointed by law to administer. This type of
leadership is very common in our country. The teacher obeys the head because
he is superior to them in position, status and standing. The teachers look at the
legalistic position and hence feel they have to carry out the orders of the head
and the officers of the department or the members of the managing heads.

c) Functional Leadership - Leadership can be functional. It means that the

leadership influences the activities of an organised group so that goals for it
are set and efforts are made to achieve them. The leadership emerges in a
group situation. An organisation needs leaders so that its functions may be
performed.

d) Leadership And Group Dynamics - The leadership involves a network of

relationships with the members in the group. This relationship depends on
individual member’s recognition that the leader can provide a means of need
satisfaction or can protect them against threatened loss of need satisfaction. A
leader is then successful if he is able to analyse on his analysis. The leader
must know the people, their needs and their situation in which the need have
arisen and require satisfaction.

1.6 THE PARADIGM SHIFT OF LEADERSHIP TRAITS TO STYLES:

Traits mean those personality dispositions which induce a person to behave in a
particular way irrespective of the demands of various situations. Traits are rooted in
early socialization and are relatively difficult to change. On the other, styles of
leadership are patterns of regularities in the act of leading. Acts of leading are partly
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dependent on the leader’s habits or preferences and partly on the demands of a

situation. They are only partly rooted in a leader’s past socialization and are therefore
more readily modifiable.
A decade before Stogdill (1948) demolished the trait approach, Lewin and Lippitt
(1938) initiated studies on the effects of authoritarian and democratic leadership-ideas
regarding which were drawn from Contemporary Europe. The late 1930s witnesses
the rise of fascism in Germany. Hitler was a pure model of authoritarian personality.
Authoritarian leaders were trained to make all decisions for the group and to give
detailed step-by-step direction. They kept all information to themselves, maintained a
distance from the group members, and praised or rebuked them according to their
personal whim.
Democratic leaders encouraged group members to decide policy issues jointly, choose
their own team-mates, and to discuss problems among themselves. The leaders shared
all information, explained their actions, and rewarded or sanctioned group members
according to objective norms. The Laissez-Faire leaders showed little concern for the
performance of the group, granted complete freedom to group members, refrained
from getting involved in group activities, and answered questions only when asked.

1.7 LEADERSHIP STYLE:

Mathur, (1990: p.216-217), Leadership styles differ from individuals, which in turn
affect the methods and means to achieve the goals. A popular classification of
leadership is the authoritarian –democratic – Laissez – Faire trilogy. An autocratic
leader takes the decision himself or herself and hands it down to “sub-ordinates” for
implementation. The social setting of such institution is hierarchal and non-collegial.
The democratic leadership style is reflected by consultative decision making in a
comparatively collegial atmosphere. The Laissez-Faire leadership style is indicated
when things are left to happen, often characterised by absence of initiative, absence of
intervention, interference, monitoring, etc. However, in another form, the Laissez-
Faire style is declarative; in this case it is not left to chance, but a conscious decision
to delegate is taken. To avoid a personality cult an autocratic tendencies, there are
structural innovation for participative decision making. Creation of a staff council,
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representation of teachers, non-academic staff, and parents on management

committees are some structural precautions against the trends of authoritarianism.
The leadership as has already been explained ensures the movement towards previous
selected goals. It moves the people to work in a set direction. It channelizes the
energies of members towards the attainment of specific objectives. The followers of
the leader work as the leader directs them. They pool their efforts so that the leader’s
wishes may be fulfilled.
The leader may adopt many techniques so that his followers work in accordance with
his directions. These techniques create different climates in the group. They also
influence the individuals in different effects on the individuals by making a study of
leadership style.
There are three leadership styles which have been revealed to us on the basis of early
research. These styles are:
i. Autocratic
ii. Democratic
iii. Laissez-Faire or Anarchic

i. Autocratic - The autocratic style of leadership is characterised by the

authoritarian attitude of the leader. The leader dictates his own team the
member. He assigns them task without consulting them. He selects his
subordinates and seeks conformity on the part of such persons.

ii. Democratic - The democratic style of leadership is characterised by the

emphasis on group action or decision. The leaders are free to assume power
depending upon the desire of the members. The leaders do not dominate but
seek cooperation.

iii. Laissez-Faire or Anarchic - In the Anarchic or Laissez-Faire style of

leadership, there is a complete freedom to group or individual decision. In this
type of leadership the leader is a supplier of materials but not an active
participant in the decision making. He participates only when asked to do so.
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Choudhury (2001), said the above leadership style has a place in management
practice. A good leader knows when to use them and when not to sue them.
The autocratic style works best when the labour force is un-skilled. The
democratic style works best in the rapidly changing organisation. It creates the
kind of free environment in which skilled workers-engineers, technicians,
crafts people seem to thrive. The free-rein style works best with professors,
research-scientists- people who want to work independently and have shown
the ability to do so. It is a relatively rare-style in industry.

1.8 ESSENTIAL COMPONENTS OF LEADERSHIP:

Accelerated by the significant shift in the teaching methodologies, alongside learner’s
ability for leadership results for total transformation.
According to Bass (1990) transformational leadership can be defined based on the
impact that it has on followers. Transformational leaders, Bass suggested, garner trust,
respect, and admiration from their followers. According to Burn (1978),
transformational leadership can be seen when “leader and followers make each other
to advance to a higher level of moral and motivation”. Through the strength of their
vision and personality, transformational leaders are able to inspire followers to change
expectations, perceptions and motivations to work toward common goals. Bass and
Riggio (2008) state that “transformational leaders are those who stimulate and inspire
followers to both achieve extraordinary outcomes and, in the process, develop their
own leadership capacity. Transformational leaders help followers grow and develop
into leaders by responding to individual follower’s needs by empowering them and by
aligning the objectives and goals of the individual followers, the leader, the group,
and the larger organisation”.
Bass (1990) also suggested that there were four different components of
transformational leadership.
1) Intellectual Stimulation – Transformational leaders not only challenge the
status quo, they also encourage creativity among followers. The leaders
encourage followers to explore new ways of doing things and new
opportunities to learn.
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2) Individualized Consideration – Transformational leadership also involves

offering support and encouragement to individual followers. In order to foster
supportive relationships, transformational leaders keep lines of communication
open so that followers feel free to share ideas and so that leaders can offer
direct recognition of the unique contributions of each follower.

3) Inspirational Motivation – Transformational leaders have a clear vision that

they are able to articulate to followers. These leaders are also able to help
followers experience the same passion and motivation to fulfill these goals.

4) Idealized Influence – The transformational leader serve as a role model for

followers because followers trust and respect the leader, they emulate this
individual and internalize his or her ideals.

1.9 THEORIES OF TRANSFORMATIONAL LEARNING:

The study of transformational learning emerged with the work of Mezirow (1991).
Transformational learning is defined as learning that induces more far-reaching
change in the learner than other kinds of learning, especially learning experiences
which shape the learner and produce a significant impact, or paradigm shift, which
affects the learner’s subsequent experiences.
Mezirow (1991) emphasizes that transformative learning is rooted in the way human
beings communicate, and does not link it exclusively with significant life events of
the learner.
Through this combination of reflection and discourse, the student was able to make
shift in his/her world view which produced a more inclusive world-view. For
Mezirow, one of the benefits of transformational learning was the development of
greater autonomy as a person, a defining condition of adulthood.
Boyd (as cited in Imel, 1998) differed from Meirow’s views into two major ways.
First, he believed the emotional/kinesthetic component, rather than the rational
components of the transformational experience was the major catalyst for change.
Second, he believed the desired outcome of transformation was not autonomy, but a
greater interdependent and compassionate relationship with other people.
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1.10 NEED AND JUSTIFICATION OF THE STUDY:

Leadership styles for Teacher Educator at DERT, DIET and CTE level is the main
focus for disseminating effective quality education.
Firstly, it is important to note Teacher Educator to take up the role of a leader for
implementing a well designed module and series of training to pre and in-service
teachers, for finding the means to reach the achievable goals.
Secondly, to prepare Teacher Educator with confidence to overcome internal and
external barriers and the courage to cut across the culture of isolation, and create a
dynamic teaching force for the 21st century.
Justifying the above statement leadership is an integral part at work and social life.
Leadership behaviour occurs in different spheres be it political, education, social and
other institution by exhibit leadership behaviour by influencing people to work
towards common goals.

1.11 STATEMENT OF THE PROBLEM:

1.12 OPERATIONAL DEFINITION OF TERM USED:

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1.13 OBJECTIVES:
The following are the objectives of the study.
1) To study the leadership styles of DERT, DIET and CTE
2) To find out the leadership style of Teacher Educator in relation to:
a. Training
b. Interpersonal Relationship
3) To study the leadership style of Principal’s / Head’s of Institution of DERT,
DIET and CTE.

1.14 HYPOTHESIS:

1.15 DELIMITATION:
The study is delimited to DERT, DIET and CTE of East Khasi Hills and Jaintia Hills,
Meghalaya.

1.16 ANALYSIS OF THE DATA-STATISTICALLY:

Primary source will be elicited through the process of a questionnaire. While,
secondary data will be analyse from the available documents, report, surveys and
literatures.
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CHAPTER - II

REVIEW OF RELATED LITERATURE

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LEADERSHIP STYLE:
Cheng (1991) examined the leadership style of principals and organizational process
in secondary schools. A survey was conducted involving 64 secondary schools and
672 teachers in Hong Kong. Results indicated a strong relationship of leadership style
to organizational process.
Jain (2000) in her study “Leadership Style and Organizational Effectiveness” revealed
that Indian head teachers generally use a variety of leadership styles. The most
common are authoritarian and task oriented styles. The two styles were found to be
significant predictors of organizational effectiveness. She also declared that these two
styles have deep roots in Indian culture.
Sudha (1997) investigated the leadership effectiveness in secondary schools of Delhi
and found that effective leadership results in overall effectiveness of the school. It
also emphasizes the identification of the head teacher with the group, not his or her
separation from it. It also suggested that leadership is organizational and functional
and is related to managerial skills in achieving the objectives of the
Government/Government Aided and private schools in a rapidly changing school
climate.
Adeyemi (2004) identify 3 types of leadership styles used in Nigerian schools. These
are the autocratic, democratic and laissez faire leadership styles. He argued that the
autocratic leader is an authoritarian. He directs group members on the way things
should be done. He also gives orders which are to be obeyed whether or not the
members of staff have initiatives. All powers are concentrated in his hand such that
when he is away, it would be difficult for the staff to know what to do. Power and
decision-making reside in the autocratic leader.
Campbell, Bridges & Nystrand (1993) the authoritarian leadership style is used when
leaders tell their employees what they want done and how they want it accomplished,
without getting the advice of their follower. This style results in the group members
reacting aggressively and apathetically in the work environment. They further suggest
that authoritarian style should normally only be used on rare occasions. This often
results in unending industrial disputes in an organization hence affecting the
achievement of the overall goals and objectives. The participative or democratic
leadership style involves the leader including one or more employees in the decision
 18

making process in determining what to do and how to do it. However, the leader
maintains the final decision making authority. Using this style is not a sign of
weakness; rather, it is a sign of strength that your employees will respect.
Nzuve (1999) stresses that an effective teacher pays more attention to planning work
and special tasks and permits teachers to participate in decision-making processes in
an effort to achieve school goals. Using this style is of mutual benefit it allows them
to become part of the team and allows you to make better decisions.
Okeniyi (1995) and Adeyemi (2007) on the other hand, the democratic style of
leadership emphasizes group and leader participation in the making of policies.
Decisions about organizational matters are arrived at after consultation and
communication with various people in the organization. The leader attempts as much
as possible to make each individual feel that he is an important member of the
organization. Communication is multidirectional while ideas are exchanged between
employees and the leader.
According to Goldman (2002), democratic organizations typically have the following
six characteristics: policies are determined by a group of organizations, technical and
job performances measures are discussed so they are understood by all, leaders
provide advice to members in regards to implementing tasks, members are free to
choose with whom they work, the group determines the distribution of task, and
leaders try to be objective in giving praise and criticism.
Chandan, 1987 defines leadership style is the ingredient of personality embodied in
leaders that causes subordination to follow them. Oyedeji (1998) and Adeyemi (2004)
as such, a leadership style occupies an important position in school management.
Okumbe (1998) on the other hand defines leadership styles is particular behaviour
applied by a leader to motivate subordinates to achieve the objectives of the
organization. The school principal is in a unique position as the manager or
administrator who controls schools’ resources for the purpose of achievements
educational goals and can accelerate the process of schools development or can
demolish the progress of education.
Ukeje (1999) observes that leadership means influencing people to work willingly
with zeal towards the achievement of the corporate goals. A leader cannot work alone;
he must have people to influence, direct, carry along, sensitize and mobilize towards
 19

the achievement of the corporate goal. The manner that leader performs these roles
and directs the affairs of the organization is referred to as his/her leadership style.
Leadership style therefore is the way a leader leads. Some leaders are more interested
in the work to be done than in the people they work with while others pay more
attention to their relationship with subordinates than the job. Whether a leader
emphasizes the task or human relations is usually considered central to leadership
style.
Goldman (2000) states that leaders using a democratic style of leadership build
consensus through participation, but these leaders also expect a higher level of
excellence and self direction. From my own experience I have observed that these
leaders have time to listen and share ideas with their followers. They also tend to be
more flexible and are responsive to ones needs. They are able to motivate teachers to
participate in decision-making and are respectful. The democratic style of leadership
emphasizes group and leader participation in the making of policies. Decisions about
organization matters are arrived at after consultation and communication with various
people in the organization. Communication is multidirectional while ideas are
exchanged between employees and the leader.
Sasheeka, (2011) on leadership style of principals in Sri Lanka showed that most
principals practiced democratic leadership style in most instances. He found out that
principals tend to show autocratic leadership in the process of school administration
but however the teachers expect principals to act as democratic leaders with regard to
school activities and teacher motivation.
 20

CHAPTER - III

METHODOLOGY
 21

3.1 INTRODUCTION:
Best and Kahn (1998), to carry out any type of research investigation, data must be
gathered with which to test the hypothesis. Many different methods and procedures
have been developed to aid in the acquisition of data. Each is particularly appropriate
for certain source of data, yielding information of the kind and in the form that can be
most effectively used.
The present dissertation entitled “Leadership styles of Teacher Educators of DERT,
DIET and CTE in East Khasi Hills District and Jaintia Hills District of Meghalaya”.

3.2 DESIGN OF THE STUDY:

This study is carried out using the descriptive survey method.

3.3 POPULATION:
In the present study the population comprises of
i. Two DIETs
ii. TWO CTEs
iii. 1 DERT/SCERT

Table 3.1
Types of Institution Number of Teacher Educators
/ Head Principals
(1) Directorate of Educational and Training (DERT)
(2) District Institute of Education and Training (DIET)
(3) College of Teacher Education (CTE)

3.4 SAMPLE OF THE PRESENT STUDY:

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3.5 TOOLS FOR DATA COLLECTION:

For the present study tools have been used.
(1) Standardize tool (Leadership Preference Scale)

Description of the Leadership Preference

3.6 PROCEDURE FOR DATA COLLECTION:

The data has been collected from the DIETs, CTEs and DERT. The data has been
collected with the help of the leadership preference scale developed by L.I. Bhushan.
For data collection, the investigation will visit different institution of DIETs which
spread across the Districts of Meghalaya and CTEs and DERT in East Khasi Hills,
Meghalaya.
The questionnaire will be given to the teacher educators, lecturers of DIETs, CTEs
and also to heads / principals of the institutions with a vivid explanation about the
objectives of the study, and the procedure to go about answering the different items
contained in the questionnaires.

3.7 STATISTICAL ANALYSIS:

For the present study descriptive statistics like Frequency, Percentage, Mean and
Standard Deviation and Inferential Statistics t-test, f-test, (one way ANOVA)
 23

CHAPTER - IV

ANALYSIS AND INTERPRETATION

 24

CHAPTER - V

MAJOR FINDINGS AND DISCUSSION

 25

CHAPTER - VI

SUGGESTION AND CONCLUSION

 26

APPENDICES
 27

MANUAL FOR LEADERSHIP PREFERENCE SCALE

L.P.S-BL
L.I. Bhushan
Ex Professor and Head
Department of Psychology
Bhagalpur University
Bhagalpur
 28

CONSUMABLE BOOKLET
L.I. Bhushan (Bhagalpur) L.P.S-BL
L.I. Bhushan (Bhagalpur) (English Version)

Please fill up the following information.

Date

Name ________________________
Father’s Name _________________ Education ___________________
Date of Birth __________________ Religion _______________ Caste ____________
Sex Male Female Occupation _____________
 29

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