Leadership style is a broad term with no commonly accepted definition. In a sense, an individual’s leadership style is the sum total of how the leader interacts with his followers. This includes how the leader provides general direction as well as specific instruction. It involves the way leaders communicate with followers and how they engage them in the work environment, the manner and approach of providing direction, implementing plans, and motivating people.
Leadership styles are often used interchangeably with management styles, although there are significant differences between true leaders and managers. In a sense, all leaders are managers, but not all managers are leaders. A key difference is seen in followers. They respond to real leaders because they want to, not because they have to.
The question of whether or not teachers have leadership styles or management styles has not received as much attention as other issues that are considered key to effective learning. Regardless of whether we label them or not, however, teachers have characteristic ways of managing their students and their classrooms. Here are five leadership styles that can be seen in the classroom:
1. Autocratic leader
2. Democratic Leader
3. Bureaucratic leader
4. Volunteer leader
5. Transformational leader
autocratic leader
The idea of autocratic leadership conjures up images of harsh and insensitive dictators, but in reality many autocratic leaders and teachers are very nice people. What makes the style autocratic is the underlying assumption that the teacher knows best in all cases and in all circumstances, without exception.
Autocratic teachers may use group discussion techniques, but discussion topics and procedures are tightly controlled by the teacher, with no input from students.
democrat leader
In theory, this is the style of leadership acclaimed as the one that best encourages student participation. The underlying assumption is that the students themselves, not just the teacher, have responsibility for managing their learning. In practice, many teachers solicit input from students, but keep the final decision-making responsibility for themselves. Even in the hands of a trained professional, it takes time to gather information and find something that comes close to group consensus.
bureaucratic leader
A bureaucratic leader follows the dictates of the school administration or the corporate training hierarchy without question or variation. Lesson plans and workshop materials are developed in accordance with acceptable institutional practice. If the powers that be feel that one group discussion activity per day is permissible, the bureaucratic leader will do neither more nor less.
volunteer leader
The distinctive approach of a benevolent leader is good feelings and good will. The underlying assumption is that becoming friends with students will make them more receptive to instruction. Much of what passes for student-centered learning could be characterized as benevolent leadership on the part of the teacher. The teacher is there to serve as a friend and mentor, allowing maximum freedom of individual choice and action.
transformational leader
As their title implies, transformational leaders are all about change. Through a passionate belief in a vision of future possibilities, transformational leaders seek to change the way their students think about themselves, their learning, and their expectations for the future. It requires a high degree of enthusiasm and energy on the part of the leader that is contagious. Students see the value of the vision and willingly follow the leader toward achieving it.
This style sounds almost fanatical in nature, but it has a solid academic foundation. James MacGregor Burns introduced the approach in his 1978 book titled Leadership. Researcher Bernard Bass expanded on Burns’ original work and introduced what is now known as Bass’s Theory of Transformational Leadership. He published his findings in the 1985 book, Leadership and Performance, and continued his leadership research until his death in 2007.