Management 2015, 5(1): 6- 1

DOI: 10.5923/j.mm.20150501.02

A Review of Leadership Theories, Principles and Styles

and Their Relevance to Educational Management
Rose Ngozi Amanchukwu1, Gloria Jones Stanley2, Nwachukwu Prince Ololube1,*

1
Department of Educational Foundations and Management, Faculty of Education, Ignatius Ajuru University of Education, Port Harcourt,
Nigeria
2
School of Public Health Nursing, Rivers State College of Health Science and Technology

Abstract This study was motivated by the premise that no nation grows further than the quality of its educational
leaders. The purpose of this theoretical debate is to examine the wider context of leadership and its effectiveness towards
improving school management. This academic evaluation examines recent theoretical developments in the study of
educational leadership in school management. It begins with a concise overview of the meaning and concept of leadership
in terms of research, theory, and practice. This is followed by an examination of the theories of leadership, principles and
styles of leadership. Each section ends with an identification of contemporary issues and possible means of amelioration.
This article concludes that success is certain if the application of the leadership styles, principles and methods is properly
and fully applied in school management because quality educational leadership tradition offers great opportunity to further
refine educational leadership and management policies and practices by accepting and utilizing the basic principles and
styles of educational leadership.
Keywords Education, Leadership, Theories, Styles, Principles, Methods, Management, Policies and Practices

1. Introduction Leadership involves a type of responsibility aimed at

achieving particular ends by applying the available
To many, leaders are not born, but made. It is increasingly resources (human and material) and ensuring a cohesive and
accepted, however, that in order to be a good leader, one coherent organization in the process (Ololube, 2013).
must have the experience, knowledge, commitment, Northouse (2007) and Rowe (2007) described leadership as
patience, and most importantly the skill to negotiate and a process whereby an individual influences a group of
work with others to achieve goals. Good leaders are thus individuals to achieve a common goal. This article contends
made, not born. Good leadership is developed through a that effective leadership is crucial to the proper operation
never ending process of self-study, education, training, and and very survival of a non-profit organization.
the accumulation of relevant experience (Bass & Bass,
Leadership is arguably one of the most observed, yet least
2008). According to Boulding (1956) in book “The Image:
understood phenomena on earth (Burns, in Abbasialiya,
Knowledge in Life and Society”, outlined the general
2010). Over time, researchers have proposed many different
transdisciplinary theory of knowledge and human, social,
styles of leadership as there is no particular style of
and organizational behaviour. He stated that the basis of a
leadership that can be considered universal. Despite the
good leadership is strong character and selfless devotion to
many diverse styles of leadership, a good or effective leader
an organization (Jenkins, 2013). From the perspective of
inspires, motivates, and directs activities to help achieve
employees, leadership is comprised of everything a leader
group or organizational goals. Conversely, an ineffective
does that affects the achievement of objectives and the well-
leader does not contribute to organizational progress and
being of employees and the organization (Abbasialiya,
can, in fact, detract from organizational goal
2010). Trustworthiness is often key to positions of
accomplishment. According to Naylor (1999), effective
leadership as trust is fundamental to all manner of organized
leadership is a product of the heart and an effective leader
human groups, whether in education, business, the military,
must be visionary, passionate, creative, flexible, inspiring,
religion, government, or international organizations (Lamb
innovative, courageous, imaginative, experimental, and
& McKee, 2004; Ivancevich, Konopaske, & Matteson,
initiates change (see figure 1).
2007).
This study was enthused by the premise that no nation
grows further than the quality of its educational leaders and
* Corresponding author:
[email protected] (Nwachukwu Prince Ololube) or educational managers. In this theoretical debate, the
Published online at http://journal.sapub.org/mm authors presented a moderately detail analysis of a
Copyright © 2015 Scientific & Academic Publishing. All Rights Reserved theoretical research conducted on the need for African
 Management 2015, 5(1): 6-14

countries especially Nigeria to reform. This debate focus contemporary theories can fall under one of the following
not simply on what educational leadership is, but the impact three perspectives: leadership as a process or relationship,
it has on school management, teachers and students and the leadership as a combination of traits or personality
part it plays in meeting the challenges facing education characteristics, or leadership as certain behaviors or, as they
institutions. The overall purpose of this theoretical debate is are more commonly referred to, leadership skills. In the
to examine the wider context in which leadership is made more dominant theories of leadership, there exists the
on effectiveness and improved school management. notion that, at least to some degree, leadership is a process
that involves influence with a group of people toward the
realization of goals (Wolinski, 2010).
2. Theories of Leadership Charry (2012), noting that scholarly interest in leadership
There are as many different views of leadership as there increased significantly during the early part of the twentieth
are characteristic that distinguish leaders from non-leaders. century, identified eight major leadership theories. While
While most research today has shifted from traditional trait the earlier of these focused on the qualities that distinguish
or personality-based theories to a situation theory, which leaders from followers, later theories looked at other
dictates that the situation in which leadership is exercised is variables including situational factors and skill levels.
determined by the leadership skills and characteristics of the Although new theories are emerging all of the time, most
leader (Avolio, Walumbwa, & Weber, 2009), all can be classified as one of Charry’s eight major types:

The manager

From
Rational Consulting Persistent the head
Problem solving Tough-minded Analytical Structured Deliberate Authoritative S

Positive power

The leader

ate Creative Flexible Inspiring Innovative Courageous Imaginative Experimental Initiates change

Personal power

Source: Naylor, (1999, p. 524)

Figure 1. Qualities of the leader and the manager
 8 Rose Ngozi Amanchukwu et al.: A Review of Leadership Theories,
Principles and Styles and Their Relevance to Educational

2.1. "Great Man" Theory people can learn to become leaders through training and
Great man theories assume that the capacity for observation. Naylor (1999) notes that interest in the
leadership is inherent, that great leaders are born, not made. behaviour of leaders has been stimulated by a systematic
These theories often portray leaders as heroic, mythic and comparison of autocratic and democratic leadership styles.
destined to rise to leadership when needed. The term great It has been observed that groups under these types of
man was used because, at the time, leadership was thought leadership perform differently:
of primarily as a male quality, especially military leadership  Autocratically led groups will work well so long as the
(See also, Ololube, 2013). leader is present. Group members, however, tend to be
unhappy with the leadership style and express
2.2. Trait Theory hostility.
Similar in some ways to great man theories, the trait  Democratically led groups do nearly as well as the
theory assumes that people inherit certain qualities or traits autocratic group. Group members have more positive
make them better suited to leadership. Trait theories often feelings, however, and no hostility. Most importantly,
identify particular personality or behavioural characteristics the efforts of group members continue even when the
that are shared by leaders. Many have begun to ask of this leader is absent.
theory, however, if particular traits are key features of
leaders and leadership, how do we explain people who 2.6. Participative Theory
possess those qualities but are not leaders? Inconsistencies Participative leadership theories suggest that the ideal
in the relationship between leadership traits and leadership leadership style is one that takes the input of others into
effectiveness eventually led scholars to shift paradigms in account. Participative leaders encourage participation and
search of new explanations for effective leadership. contributions from group members and help group members
to feel relevant and committed to the decision-making
2.3. Contingency Theories process. A manager who uses participative leadership,
Contingency theories of leadership focus on particular rather than making all the decisions, seeks to involve other
variables related to the environment that might determine people, thus improving commitment and increasing
which style of leadership is best suited for a particular work collaboration, which leads to better quality decisions and a
situation. According to this theory, no single leadership more successful business (Lamb, 2013).
style is appropriate in all situations. Success depends upon a 2.7. Transactional/Management Theory
number of variables, including leadership style, qualities of
followers and situational features (Charry, 2012). A Transactional theories, also known as management
contingency factor is thus any condition in any relevant theories, focus on the role of supervision, organization and
environment to be considered when designing an group performance and the exchanges that take place
organization or one of its elements (Naylor, 1999). between leaders and followers. These theories base
Contingency theory states that effective leadership depends leadership on a system of rewards and punishments (Charry,
on the degree of fit between a leader’s qualities and 2012). In other words, on the notion that a leader’s job is to
leadership style and that demanded by a specific situation create structures that make it abundantly clear what is
(Lamb, 2013). expected of followers and the consequences (rewards and
punishments) associated with meeting or not meeting
2.4. Situational Theory expectations (Lamb, 2013). When employees are
Situational theory proposes that leaders choose the best successful, they are rewarded and when they fail, they are
course of action based upon situational conditions or reprimanded or punished (Charry, 2012). Managerial or
circumstances. Different styles of leadership may be more transactional theoryis often likened to the concept and
appropriate for different types of decision-making. For practice of management and continues to be an extremely
example, in a situation where the leader is expected to be common component of many leadership models and
the most knowledgeable and experienced member of a organizational structures (Lamb, 2013).
group, an authoritarian style of leadership might be most 2.8. Relationship/Transformational Theory
appropriate. In other instances where group members are
skilled experts and expect to be treated as such, a Relationship theories, also known as transformational
democratic style may be more effective. theories, focus on the connections formed between leaders
and followers. In these theories, leadership is the process by
2.5. Behavioural Theory which a person engages with others and is able to “create a
connection” that results in increased motivationand morality
Behavioural theories of leadership are based on the belief
in both followers and leaders. Relationship theories are
that great leaders are made, not born. This leadership theory
often compared to charismatic leadership theories in which
focuses on the actions of leaders not on intellectual qualities
leaders with certain qualities, such as confidence,
or internal states. According to the behavioural theory,
extroversion, and clearly stated values, are seen as best able
to motivate followers (Lamb, 2013). Relationship or
transformational
 Management 2015, 5(1): 6- 9

leaders motivate and inspire people by helping group others. Analyze the situation, take corrective action,
members see the importance and higher good of the task. and move on to the next challenge;
These leaders are focused on the performance of group  Set the example: Be a good role model for your
members, but also on each person to fulfilling his or her employees. Employees must not only be told what is
potential. Leaders of this style often have high ethical and expected of them, but see leaders embodying
moral standards (Charry, 2012). organizational qualities and ethics. Leaders must
2.9. Skills Theory embody what they wish to see in their employees;
 Train as a team: Do not focus on just your department,
This theory states that learned knowledge and acquired section, or employees, but envision the whole
skills/abilities are significant factors in the practice of organization as an entity that must learn and succeed
effective leadership. Skills theory by no means refuses to together; and
acknowledge the connection between inherited traits and  Use the full capabilities of your organization: By
the capacity to lead effectively, but argues that learned developing a team spirit, you will be able to employ
skills, a developed style, and acquired knowledge, are the the abilities of your entire organization towards
real keys to leadership performance. A strong belief in skills organizational goals.
theory often demands that considerable effort and resources Effective educational leadership is very essential to
be devoted to leadership training and development school effectiveness and improvement (Ololube, Egbezor,
(Wolinski, 2010). Kpolovie, & Amaele, 2012). To sustain educational
leadership, leaders must develop sustainability on how they
approach, commit to and protect teaching and learning in
3. Principles of Leadership schools; how they sustain themselves and followers around
In addition to leadership theories, the principles of them to promote and support teaching and learning; how
leadership are a commonly studied phenomenon. The they are able and encouraged to sustain their vision and
United States Army (1983) has identified eleven basic avoid burning out; and how they consider the impact of
principles of leadership and the means for implementing their leadership in school management. Most leaders want
them: to do things that matter, to inspire others to do it with them
 Be technically proficient: As a leader, you must know and to leave a legacy once they have gone (Hargreaves &
your job and have a solid familiarity with the tasks of Goodson, 2006). To a large extent, it is not leaders who
your different employees; mismanage their schools; however, it is the systems in
 Develop a sense of responsibility in your workers: Help which they lead (Mulford, 2003). Questionably, sustainable
to develop good character traits that will help them leadership certainly needs to become a commitment of all
carry out their professional responsibilities; school leaders. Therefore, to sustain effective educational
 Ensure that tasks are understood, supervised, and leadership, Hargreaves and Fink (2004) presented seven
accomplished: Communication is key. A leader must principles of sustainable leadership vis-à-vis:
be able to communicate effectively. Leaders should  Sustainable leadership creates and preserves sustaining
spend most of their day engaged in communication. learning
Older studies, in fact, noted that organizational leaders  Sustainable leadership secures success over time
(managers) spent 70 to 90 per cent of their time each  Sustainable leadership sustains the leadership of others
day on communication and related activities (Barrett,  Sustainable leadership addresses issues of social justice
[n.d]);  Sustainable leadership develops rather than depletes
 Keep your workers informed: Know how to human and material resources
communicate with not only junior staff, but senior  Sustainable leadership develops environmental diversity
staff and other key people as well; and capacity
 Know your people and look out for their well-being: Be  Sustainable leadership undertakes activist engagement
well versed in basic human nature and recognize the with the environment
importance of sincerely caring for your workers;
 Know yourself and seek self-improvement: In order to
know yourself, you have to understand what you are, 4. Leadership Styles
what you know, and what you can do (attributes). Leadership styles are the approaches used to motivate
Seeking self-improvement means continually followers. Leadership is not a “one size fits all”
strengthening your attributes. This can be phenomenon. Leadership styles should be selected and
accomplished through self-study, formal education, adapted to fit organizations, situations, groups, and
workshops, reflection, and interacting with others; individuals. It is thus useful to possess a thorough
 Make sound and timely decisions: Use good problem understanding of the different styles as such knowledge
solving, decision making, and planning tools; increases the tools available to lead effectively. Below are a
 Seek responsibility and take responsibility for your number of leadership styles articulated in the Toolkit (n.d):
actions: Search for ways to guide your organization to
new heights. When things go wrong, do not blame
 1 Rose Ngozi Amanchukwu et al.: A Review of Leadership Theories,
Principles and Styles and Their Relevance to Educational

4.1. Autocratic Leadership Style valuable time gathering input. Another potential danger is
Autocratic leadership is an extreme form of transactional team members without the knowledge or expertise to
leadership, where leaders have complete power over staff. provide high quality input.
Staff and team members have little opportunity to make
suggestions, even if these are in the best interest of the team 4.5. Laissez-Faire Leadership Style
or organization. The benefit of autocratic leadership is that Laissez-faire leadership may be the best or the worst of
it is incredibly efficient. Decisions are made quickly, and leadership styles (Goodnight, 2011). Laissez-faire, this
the work to implement those decisions can begin French phrase for “let it be,” when applied to leadership
immediately. In terms of disadvantages, most staff resent describes leaders who allow people to work on their own.
being dealt with in this way. Autocratic leadership is often Laissez-faire leaders abdicate responsibilities and avoid
best used in crises situation, when decisions must be made making decisions, they may give teams complete freedom
quickly and without dissent. to do their work and set their own deadlines. Laissez-faire
leaders usually allow their subordinate the power to make
4.2. Bureaucratic Leadership Style decisions about their work (Chaudhry & Javed, 2012). They
Bureaucratic leaders follow rules rigorously, and ensure provide teams with resources and advice, if needed, but
that their staff also follow procedures precisely. This is an otherwise do not get involved. This leadership style can be
appropriate leadership style for work involving serious effective if the leader monitors performance and gives
safety risks (such as working with machinery, with toxic feedback to team members regularly. The main advantage
substances, or at dangerous heights) or where large sums of of laissez-faire leadership is that allowing team members so
money are involved. Bureaucratic leadership is also useful much autonomy can lead to high job satisfaction and
in organizations where employees do routine tasks (Shaefer, increased productivity. It can be damaging if team members
2005). The drawback of this type of leadership is that it is do not manage their time well or do not have the
ineffective in teams and organizations that rely on knowledge, skills, or motivation to do their work
flexibility, creativity, or innovation (Santrock, 2007). effectively. This type of leadership can also occur when
managers do not have sufficient control over their staff
4.3. Charismatic Leadership Style (Ololube, 2013).
Charismatic leadership theory describes what to expect
4.6. Transactional Leadership Style
from both leaders and followers. Charismatic leadership is a
leadership style that is identifiable but may be perceived This leadership style starts with the idea that team
with less tangibility than other leadership styles (Bell, 2013). members agree to obey their leader when they accept a job.
Often called a transformational leadership style, charismatic The transaction usually involves the organization paying
leaders inspire eagerness in their teams and are energetic in team members in return for their effort and compliance. The
motivating employees to move forward. The ensuing leader has a right to punish team members if their work
excitement and commitment from teams is an enormous doesn't meet an appropriate standard. The minimalistic
asset to productivity and goal achievement. The negative working relationships that result (between staff and
side of charismatic leadership is the amount of confidence managers or leaders) are based on this transaction (effort for
placed in the leader rather than in employees. This can pay).
create the risk of a project or even in an entire organization
collapsing if the leader leaves. Additionally, a charismatic
leader may come to believe that s/he can do no wrong, even 5. Factors That Determine Leadership
when others are warning him or her about the path s/he is Style
on; feelings of invincibility can ruin a team or an
There are a number of factors that can help to determine
organization.
which type of leadership style is most effective and/or when
4.4. Democratic/Participative Leadership Style to draw on a different or combination of leadership styles.
Listed below are a number of these factors as outlined by
Democratic leaders make the final decisions, but include Ibara (2010, pp. 74-76):
team members in the decision-making process. They
encourage creativity, and team members are often highly 5.1. Size of an Institution/Organization
engaged in projects and decisions. There are many benefits
Many organizations have the tendency to grow, and as
of democratic leadership. Team members tend to have high
they grow, to divide into subgroups where the real decision
job satisfaction and are productive because they are more
making power lies. As institutions or organization grow,
involved. This style also helps develop employees’ skills.
problems arise which may become more difficult to address
Team members feel a part of something larger and
at a macro or senior management level. At the same time, as
meaningful and so are motivated to by more than just a
institutions and organizations grow larger and become more
financial reward. The danger of democratic leadership is
multifaceted, there is a propensity for decision making to be
that it can falter in situations where speed or efficiency is
centralized (Naylor, 1999). This situation leads to limited
essential. During a crisis, for instance, a team can waste
employee participation or no participation at all. Leaders
 Management 2015, 5(1): 6- 1

may, if inclined, present ideas and invite input from that none of these limit or inhibit the ability to achieve
employees (Ibara, 2010). organizational goals. In a situation like this, there is a unity
5.2. Degree of Interaction/Communication of direction as everybody (individuals, departments and
divisions) is working towards the attainment of a common
Organizational interaction or communication in this goal. Different leadership styles may be called for
paradigm refers to a relational approach between two or depending on the degree of existing goal congruence in an
more individuals on the basis of social and organizational organization.
structures aimed at achieving goals (Ololube, 2012). Given
that uncertainty surrounds many situations in organizations, 5.5. Level of Decision Making
leaders need to be involved with their staff. In this way, Differentiating effective leaders from ineffective leaders
leaders can keep focused on key issues and ensure that is a major management concern. One means of
organizational learning takes place. The quantity and differentiation may be the quality of decision making and
quality of interaction in an organization tends to influence that effective leaders make good decisions or choices that
the style of organizational management with the main issue yield favourable outcomes for the organization
being that employees must work together in order to (Schoderbek, Cosier, & Aplin, 1988). In addition to
accomplish tasks. According to Naylor (1999), for leadership ability, employee perception often plays a big
organizations to be effective: role in the implementation and outcome of decisions
 Managers must constantly share information; (Weddle, 2013).
 Managers must have open channels of communication; In a centralized organization, there is little or no
 There must be information of sufficient potential to provision for decisions or input from lower level staff.
demand regular attention from leaders at all levels; Directives are handed down and strict obedience is
 Interpretations of complex data/information should be expected. Leadership in these organizations tends to be
done in face-to-face discussions with staff directive rather than participative or laissez-faire. Hence,
 Managers must debate the nature of the the location of decision-making, which is the functional
data/information and the possible assumptions and specialization of the organization, determines the style of
actions that results from it (1999, p. 825). leadership that is called for (Ibara, 2010).
Organizations can operate as open or closed systems. An
Weddle (2013) identified five levels of decision making in
open system receives information, which it uses to interact
organizations. With each level the amount of time and the
dynamically with its environment. Organizations are open
decision making involvement increases:
systems. Openness increases the likelihood of better
communication and in turn the functioning and survival of  Level One: Leader makes the decision alone &
organizations (Ololube, 2012). announces the decision. This level requires little time
and no staff involvement. This is particularly useful in
5.3. Personality of Members crisis situations where immediate action is needed.
 Level Two: Leader gathers input from individuals
The personality attributes of employees and other
and makes the decision. The leader seeks input,
managers/leaders can influence the leadership style of an
usually to cover blind spots and enhance the depth of
organization. Some people tend to react more to certain
understanding of the issue at hand. Key individuals
styles of leadership than others. Individuals who like to
hold important information and not consulting is seen
depend on others generally do not like to participate in
to be irresponsible.
organizational affairs since their need for security and
 Level Three: Leader gathers input from team and
direction is better served by a rigid organizational structure.
makes the decision. The leader holds a team meeting
Those with an understandable sense of direction wish to
and solicits input from the team, listens to the team’s
advance in their careers and enjoy participating in
ideas and then using that information, makes a
organizational decision-making processes tend to be more
decision.
inclined towards open and collaborative leadership styles.
 Level Four: Consensus building. At this level, the
Leaders should adapt to such situations by providing
leader is part of the team and s/he is just one
opportunities for participation to those who desire them and
vote/voice among many. The group processes all
directing those who find it more difficult to participate in
possible options and compromises until everyone is in
organizational decision-making (Ibara, 2010).
agreement.
5.4. Goal Congruency  Level Five: Consensus and delegation with
criteria/constraints. The leader delegates decision
The term goal congruence is applied to an organization making to the team and is not a part of decision
that ensures that all its operations and activities support the making discussions. This requires the leader to be very
achievement of its goals. Organizations with high goal clear with the team as to the criteria/constraints that
congruence review their operations and activities to ensure must be met for their decision to be able to move
forward. Failure to meet these criteria could result in
the need for the team to reconsider their decision or the
need for the leader to choose a default and/or use
another level (from above) for moving the decision
1 forward. Rose Ngozi Amanchukwu et al.: A Review of Leadership Theories,
Principles and Styles and Their Relevance to Educational
 Management 2015, 5(1): 6- 1

6. Educational Leadership and

Management Processes organisation members are learning, and that they are
competent. Good leaders make people feel that they
Leadershipis the process of influencing employees are at the very heart of things, not on the periphery.
towards the achievement of organisational goals and  Creates flat, adaptive, decentralised systems and
organisational excellence (Naylor, 1999). Outstanding organisations: Bureaucracy does not create leaders,
leaders have a vision for their institutions. They have a bureaucracy creates managers and bureaucrats.
picture of the preferred future, which is shared with all in Managing change is perhaps the ultimate leadership
the institution and which shapes the programmes of learning challenge. Strong leadership can often be seen in
and teaching as well as the policies, priorities, plans and organisations based on a network or flattened
procedures pervading the day-to-day life of the institution hierarchy model — a more centralised model where
(Beare et al., 1997). Leadership in the educational context is the key words are acknowledge, create and empower.
also the ability to anticipate the future. Through words and On the whole, vision and constancy of purpose are central
examples, leaders in education inspire the whole system by concerns of leaders in educational management and
effectively influencing the behaviours, thoughts, and planning. They seek to establish the best educational policies
feelings of those working within it, and ensure their vision and strategies, which involves the improvement of
by creating a strategic alignment across the whole system educational programmes and administrative services aimed
(Peretomode, 1991). However, no matter how effective at creating competent graduates capable of entering
leaders are, they are faced with numerous obstacles which significant positions in society and, in turn, improving
they must manage and contain in order to succeed. educational practices and procedures (Ololube, 2013).
Warren Bennis in Anyamele (2004) argued that leadership Wallace and Hoyle (2005) argue that effective leadership
is a creative enterprise, involving all in innovating and and management of the education systems require a shift of
initiating. Leadership looks at the horizon and not just at the direction away from current orthodoxies of radical
bottom-line. A leader makes good decisions which imply a transformation promoted by reform policies towards a more
goal, a direction, an objective, a vision, a dream, a path, and temperate approach.
a reach. According to Bennis, a leader does the following: Educational management processes involve the
 Creates a compelling vision: Leadership has to get arrangement and deployment of systems that ensure the
people in the organisation to buy into a shared vision implementation of policies, strategies, and action plans
and then translate that vision into reality. Leaders throughout a set of integrated practices in order to achieve
motivate people by helping them to identify with the educational goals. Process performance can only be
task and the goal, rather than by rewarding or optimised through a clear understanding of how different
punishing them. Leaders inspire and empower people; units of work fit into the whole. Process performance
they pull rather than push. ensures that a fit for purpose management system of the
 Creates a climate of trust: Leaders must know how to education is developed, implemented and constantly
generate and sustain trust. In order to do this, leaders improved. It looks at how management gathers information
must reward people for disagreeing, reward to inform educational policy and strategy and involves the
innovation, and tolerate failure. For a leader to create application of systems standards covering quality
trust he or she must be competent so that others in the management systems (Lewis, Goodman & Fandt, 1995).
organisation can rely on the leader’s capacity to do the Process performance, when documented and analysed
job. To create trust a leader must behave with scientifically and compared with desirable outcomes,
integrity. Finally, to generate trust (and be an effective generates facts on the basis of which the processes in
leader) a leader must achieve congruency between question can be effectively managed and continuously
what he or she does and says and what his or her improved. This factual information supports decisions at all
vision is. levels that in turn improve educational process performance
 Creates meaning: A leader creates meaning by further (Schoderbek, Cosier & Aplin, 1988).
maintaining an environment where people are Quality management indicators involve the ways in
reminded of what is important. A leader helps to which educational leaders ensure that academic and non-
define the mission of the institution and models the academic staff are continually trained to operate in the
behaviour that will move the organisation towards innovative and ever-changing educational process and that
goals. Leaders are people who can eloquently use they are building professional learning communities (Harris
words to express the collective goals of the & Muijs, 2005; Ololube, Dudafa, Uriah & Agbor, 2013).
organisation. According to Wallace and Hoyle (2005), effective
 Creates success: Effective leaders perceive and handle leadership and management mean less leadership and
‘failure’ differently – they embrace error and vow to management. Teachers have now become caught up in
learn from it. specific managerial roles and distributed leadership,
 Creates a healthy and empowering environment: relieving teachers of non-teaching tasks where possible
Effective leadership empowers the workforce to would enable them to concentrate more on their teaching
generate commitment, and developed the feeling that means less leadership and
 1 Rose Ngozi Amanchukwu et al.: A Review of Leadership Theories,
Principles and Styles and Their Relevance to Educational

management in school systems. to provide exploration of dominant leadership strategies to

The authors of this article suggest that the benefits of give school leaders a solid basis in theory and practical
accepting effective leadership principles and styles in application. School leaders are encouraged to discover the
school management are immediate and real because most appropriate leadership strategy, or a combination of
effective leadership provides a number of key strategies that will best enable their school achieve results.
characteristics which have been proven to be of momentous Effective educational leadership style in school
worth: management is relatively fast, easy and cost effective if
 Effective educational leadership provides educational applied appropriately. The results of the effective
institutions with a holistic approach to coherently run educational leadership style applications are feasible for a
the affairs of school management; number of purposes, which include improve administrative
 Effective educational leadership styles must be based on performance, team-building, and enhanced individual and
objective criteria. However, the methods can be school innovation in teaching and learning.
defined to suit the circumstances of the particular
school.
 Effective educational leadership styles should be able to
provide a framework through which the essential part REFERENCES
of the school management are identified and improved
[1] Abbasialiya, A. (2010). The Concept of Leadership.
upon on a frequent basis. Retrieved January 11, 2013, from http://expertscolumn.com/
 Effective educational leadership provides should be content/concept-leadership.
able to offer benchmarking opportunities with others
both within and outside of a school system. [2] Anyamele, S. C. (2004). Institutional Management in Higher
Education: A Study of Leadership Approaches to Quality
 Effective educational leadership and management of Improvement in University Management. Nigerian and
schools create structures and processes and establish Finnish Cases. Doctoral Dissertation University of Helsinki.
relationships which enable teachers to engage fully in E-thesis. Retrieved September 23, 2014 from
teaching. http://ethesis.helsinki.fi/julkaisut/kay/kasva/vk/anyamele/inst
itut.pdf.
[3] Aslam, R., Shumaila, S., Sadaqat, S., Bilal, H., & Intizar, M.
7. Conclusions (2013). Organizational Justice as a Predictor of Job
Satisfaction among Teachers: A Case Study of the
More frequently, academic commentaries and books University of the Punjab. In N. P. Ololube & B. Akarsu,
surface that blends theoretical, empirical, and practical (Eds.), Educational Management in Developing Economies:
ideas and knowledge relevant to understanding studies, Cases ‘N’ School Effectiveness and Quality Management
Volume 11 (pp. 141-156). Owerri, Nigeria: Springfield
methodologies and issues essential to educational
Publishers.
leadership. These syntheses are only achieved with the
reflective ability of the authors to link thematic issues [4] Avolio, B. J., Walumbwa, F. O., & Weber, T. J. (2009).
across wider range and overlapping themes from which they Leadership: Current Theories, Research, and Future
Directions. Annual Review of Psychology 60 (2009), pp.
start off and become known.
421-449. doi: 10.1146/annurev.psych.60.110707.163621.
To this end, this article has discussed effective
educational leadership in school management and a quality [5] Barrett, D. J. (n.d). Leadership Communication: A
wake up call for a better model that has applicability to the Communication Approach for Senior-Level Managers.
Retrieved March 19, 2014, from http://scholarship.rice.edu/b
Nigerian education contexts. By examining the itstream/handle/1911/27037/Leadership%20Communication
circumstances surrounding quality educational leadership in %20-%20A%20Communication%20Approach%20for%20S
relation to school management, this article could conclude enior-Level%20Managers%20-%20Barrett.pdf.
that success is certain if the application of the leadership
[6] Bass, B., Bass, R. (2008). The Bass Handbook of
styles, principles and methods is properly and fully applied Leadership: Theory, Research and Managerial Application.
in school management. Quality educational leadership New York: Simon & Schuster.
tradition offers great opportunity to further refine
educational leadership and management policies and [7] Beare, H. Caldwell, B., & Millikan, R. (1997). Dimensions
of leadership. In Megan Crawford, L. Kydd & C. Riches
practices by accepting and utilizing the basic principles and (Eds). Leadership and teams in educational management.
styles. Buckingham and Philadelphia: Open University Press.
The authors wish to propose that outstanding educational
leadership principles and styles be adopted as a means of [8] Bell, R. M. (2013). Charismatic Leadership Case Study with
Ronald Reagan as Exemplar. Emerging Leadership
enhancing school management in Nigeria, given that at Journeys, 6(1), 66-74.
present things are not progressing after decades of
schooling in Nigerian public school management. [9] Boulding, K. (1956). The Image: Knowledge in Life and
Educational managers know that leadership requires a Society. Ann Arbor, MI: University of Michigan Press.
number of judgments each day that requires sensitivity and [10] Chaudhry, A. Q., & Javed, H. (2012). Impact of Transactional
understanding of various leadership strategies. Thus,
bridging the gap between theory and practice should be able
 Management 2015, 5(1): 6- 1

and Laissez Faire Leadership Style on Motivation.

interactive approach. Owerri, Nigeria: SpringField
International Journal of Business and Social Science, 3(7),
Publishers.
258-264.
[26] Ololube, N. P. (2013). Educational Management, Planning
[11] Charry, K. (2012). Leadership Theories - 8 Major
and Supervision: Model for Effective Implementation.
Leadership Theories. Retrieved March 23, 2014 from
Owerri: SpringField Publishers.
http://psychology.
about.com/od/leadership/p/leadtheories.htm [27] Ololube, N. P., Dudafa, U. J., Uriah,O. A., & Agbor, C. N.
(2013). Education for Development: Impediments to the
[12] Cherry, K. (2011). What is a theory? Retrieved March 19,
Globalization of Higher Education in Nigeria. International
2014, from http://psychology.about.com/od/tindex/f/theory.h
Journal of Educational Foundations and Management, 1(2),
tm.
109-130.
[13] Goodnight, R. (2011). Laissez-Faire Leadership.
[28] Ololube, N. P., Egbezor, D. E., Kpolovie, P. J., & Amaele, S.
Encyclopedia of Leadership. London, UK: Sage
(2012). Theoretical debates on school effectiveness research:
Publications.
lessons for Third World education development agendas. In
[14] Hargreaves, A., & Fink, D. (2004). The Seven Principles of N.
Sustainable Leadership. Educational Leadership, 61(7), 1- P. Ololube & P. J. Kpolovie (Eds.), Educational
12. management in developing economies: Cases ‘n’ school
effectiveness and quality improvement, (pp. 1-18).
[15] Hargreaves, A., & Goodson, I. (2006). Educational Change Saarbucken: Lambert Academic Publishers
Over Time? The Sustainability and Nonsustainability of
Three Decades of Secondary School Change and Continuity. [29] Peretomode, V. F. (1991). Educational administration:
Educational Administration Quarterly 42(1), 3-41. doi: applied concept and theoretical perspective. Lagos, Nigeria:
10.1177/0013161X05277975. Joja Educational Research and Publishers.

[16] Ibara, E. C. (2010). Perspectives in Educational [30] Rowe, W. G. (2007). Cases in Leadership. Thousand Oaks,
Administration. Port Harcourt, Nigeria: Rodi Printing and CA: Sage Publications.
Publishing.
[31] Santrock, J. W. (2007). A Topical Approach to Life-Span
[17] Jenkins, T. (2013). Reflections on Kenneth E. Boulding’s Development. New York, NY: McGraw-Hill
The Image: Glimpsing the Roots of Peace Education
[32] Schaefer, R. T. (2005). Sociology. (9th Ed). New York, NY:
Pedagogy. Journal of Peace Education and Social justice,
McGraw-Hill.
7(1), 27-37.
[33] Schoderbek, P. P., Cosier, R. A., & Aplin, J. C. (1988).
[18] Ivancevich, J., Konopaske, R., & Matteson, M. (2007).
Management. San Diego, USA: Harcourt Brace Jovanovich
Organization Behaviour and Management. New York:
Publishers.
McGraw-Hill Irwin.
[34] Toolkit (n.d). Leadership Styles: Choosing the Right Style
[19] Lamb, L. F., & McKee, K. B. (2004). Applied Public
for the Situation. Retrieved January 12, 2014, from
Relations: Cases in Stakeholer Management. Mahwah, New
http://www.mindtools.com/pages/article/newLDR_84.htm.
Jersey: Lawrence Erlbaum Associates. Routledge.
[35] United States Army (October 1983). Military Leadership
[20] Lamb, R. (2013). How can Managers Use Participative
(FM 22-100). Washington, DC: U.S. Government Printing
Leadership Effectively? Retrieved March 17, 2014, from
Office.
http://www.task.fm/participative-leadership.
[36] Wallace, M., & Hoyle, E. (2005). Towards Effective
[21] Lewis, P. S., Goodman, S. H., & Fandt, P.M. (1995).
Management of a Reformed Teaching Profession. Paper
Management: Challenges in the 21st century. New York,
presented at the 4th seminar of the ESRC Teaching and
USA: West Publishing.
Learning Research Programme thematic seminar series
[22] Mulford, B. (2003). School Leaders: Changing Roles and ‘Changing Teacher Roles, Identities and Professionalism’,
Impact on Teacher and School Effectiveness. A paper King’s College London, 5th July 2005.
commissioned by the Education and Training Policy [37] Weddle, J. (2013) Levels of Decision Making in the
Division, OECD, for the Activity Attracting, Developing and
Workplace. Retrieve March 13, 2014 from
Retaining Effective Teachers. April 2003.
http://www.jobdig.com/articles/1115/Levels_of_Decision_M
[23] Naylor, J. (1999). Management. Harlow, England: Prentice aking_in_the_Workplace.html.
Hall.
[38] Wolinski, S. (2010). Leadership Theories. Retrieved June 14,
[24] Northouse, G. (2007). Leadership Theory and Practice (3rd 2014, from http://managementhelp.org/blogs/leadership/201
ed.) Thousand Oak: Sage Publications. 0/04/21/leadership-theories/.

[25] Ololube, N. P. (2012). Sociology of education and society: an