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Educational Management

Notes • A style ineffective in one situation may be effective in another situation.
• This theory is also known as “Life Cycle Theory of Leadership” It reliables some of the major
components contained in Reddin’s 3-D theory. Hersey-Blanchard theory says that the level of
maturity of the group members is a critical factor in the situation that determines Ihe effectiveness
of a leadership style, Situational maturity of the group is seen in terms of a specific task to be
performed.
• Dimensions of Leadership Effectiveness
(i) Task Orientation (TO)
(ii) Relationship Orientation (RO)
(iii) Maturity of the group.
• Hersey and Blanchard have discussed in detail citing evidence from research how situational
leadership theory can be gainfully used in teaching-learning.
• Path-Goal Theory of Leadership
• This theory is just emerging. According to this theory, leaders are effective because of their
impact on subordinates’ motivation, ability to perform effectively and satisfactions. The theory
is called Path-Goal-Theory because its major concern is to explain how the leader influences the
subordinates’ perceptions of their work-goals, personal goals and paths to goal attainment.
• Historical Foundations
• The theory has its roots in a more general motivational theory, called expectancy of theory
motivation. The expectancy theory of motivation holds that an individual’s attitudes of
satisfaction with the supervisor or job or leader behaviour can be predicted from (i) the degree
to which the supervisor or job or leader behaviour is seen as leading to various outcomes called
expectancies, and (ii) the way these expectancies are evaluated (i.e., valences) by them.
• Measurement of Educational Leadership
• All the theories of leadership behaviour have significant implications for training people in
leadership or managerial skills. Training programmes have been developed by Fiedler, Vroom
and Yetton, Reddin, Hersey and Blanchard.
• A number of tools have been developed in the past which can be used for measuring leader
behaviour. These have been described as follows :
(i) The Leader Behaviour Description Questionnaire (LBDQ) :
This tool was designed by the Personal Research Foundation at Ohio State University. It
was constructed by Hemphill and was later on adapted by Halpin and Winer. The tool
yields two scores on two dimensions of leadership behaviour-the ‘initiating structure’
and ”consideration”.
(ii) The Leader Opinion Questionnaire (LOQ) : This tool measures leader’s orientation around
two major factors-Structure and Consideration. This is a 40-items questionnaire divided
into the foregoing two factors. The items are presented with a fivepoint continuum with
scoring weights of lower case zero to four depending on items orientation to total
dimension.
(iii) Supervisory Behaviour Description (SBD) : This measures perceptions of subordinates
of the leadership behaviour demonstrated by their immediate superior. It yields scores
on two factors-structure and consideration.
(iv) Leader Effectiveness And Adaptability Description (LEAD) : This tool was developed by
Hersey and Blanchard. It was designed to measure three aspects of leader behaviour : (i)
style of leadership, (ii) range of leadership style, and (iii) style adaptability. Formerly
known as the Leader Adaptability and Style Inventory (LASI) the tools is based on
situational leadership theory. It has two forms : LEAD (self) and LEAD (others).

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