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The Effects of Leadership Style on Students Performance

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DOI: 10.7176/JEP/11-34-03

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Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.11, No.34, 2020

The Effects of Leadership Style on Students Performance

Tesfaye Demissie Hailegebreal
Department of Chemistry, Debre Berhan University,
P. O. Box 445, Debre Berhan, Ethiopia

Ayalew Temesgen
Department of Chemistry, Haramaya University,
P.O. Box 138 Dire Dawa

Abstract
The organization of the leader has to be ready in all aspects of activities to lead effectively. Similarly, department
heads are responsible for promoting good teaching and learning practices among teachers and students. This study
was aimed to examine which leadership style used by Natural and computational college of Debre Berhan
University and the relationship between the leadership style and college effectiveness in students' performance.
The sample were 95 females and 125 males; 16 administrators (college head, associate deans, coordinators,
department heads, and officers), and 24 student monitors with available sampling, and out of 312 teachers,180
with simple random sampling. The researchers used questionnaires, focused group discussion and observation to
collect data. The data was analyzed employed both qualitative and quantitative analysis and a descriptive survey
design. The overall result indicated that transformational leadership and autocratic styles were highly applied than
the remaining leadership wo leadership styles because its components are (0.895,0.7140 and 0.887,0.674)
respectively revealed that these are the main components in leading the college while others are used moderately
and rarely. It was also revealed that the selected college students and workers perform reasonably better. Moreover,
both teachers and students were satisfied with their college leaders that indicated that the performance of teachers
and students is the direct reflection of leadership styles. It was recommended that the college head and his
subordinate coordinators should improve their way of transformational and autocratic leadership style since they
were found as the best factor of student performance.
Keywords: leadership styles, student performance, University education, University context
DOI: 10.7176/JEP/11-34-03
Publication date: December 31st 2020

1. INTRODUCTION
1.1. Background
Leadership is a complex, multifaceted process concerned with the art of inspiring, motivating, and guiding
followers in a particular direction which involves casting a vision, goal setting, and encouraging people to be
successful(Fischer, Dietz, & Antonakis, 2017). These leaders should promote happiness, unity, harmony, strength,
and prosperity in society (Potocki & Brocato, 1995)
And it is critical for the success and survival of all forms of organizations preparing objectives, building
charming and attractive leadership. Leaders can clearly show the goal and objective the institution want to achieve.
Visionary leaders can steer the organization towards great success(Silva, 2016). Leadership success is realized by
quality results. Successful leaders have to develop both managerial and leadership behavior and traits. Therefore,
the leader shows how to set objectives and implement them based on established rules and regulations (Zvavahera,
2014a).
Leadership is a personal commitment to make a difference in lives and success, however; it is under-utilized
in many universities as most academics feel that they have nothing to do in contributing towards building human
capabilities and capacities. This would normally lead to staff, stakeholders, and students being dissatisfied thereby
leading to poor performance(Mishra, 2006).
"Quality is the totality of features and characteristics of a product or service that bear on its ability to satisfy
stated or intended needs." the main concern of leader should be creating an inspired team that can produce or give
these quality service(Ijaz Ahmad Tatlah, Iqbal, Amin, & Quraishi, 2014). Education structure is the way in which
educational programs are processed and institutions are administered and lead by a brilliant leader to mitigate the
challenges(Kumpulainen, Kajamaa, & Rajala, 2018). Our society demands training centers to increase the quality
of their student learning. This pressure is falling on leaders. However, in most cases of colleges, they are occupied
by routine work rather than focusing on improving student performance(Manning, 2017). Conversely, Colleges
should provide enhanced flexibility and autonomy in managing their operation and resources according to the
needs and abilities of students, to facilitate the development of quality education with their characteristics(Akalu,
2014). Research suggests effective college leaders must demonstrate targeted leadership skills, such as promoting
professional growth among faculty and demonstrating efficacy in teaching methodology, there should be also

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Vol.11, No.34, 2020

collaborative partnerships between leaders and teachers may help unite efforts and overcome the weakness of the
college learning processes(Akalu, 2014). Therefore, key questions that guided this research included, which style
of leadership made department heads relevancy, instill passion, and provide effective leadership that inspires
teachers through such challenging times, and can lead and achieve a positive stable environment where teachers
view department heads and other coordinators as cooperative partners in the education process through modeling
effective pedagogical strategies and tools? It also delt which type of leadership style enables to performs better.
Understanding how the college head and its subordinate leadership style affect academic performance. This may
give hints in revising the learning situation of this declining academic performance and quality of learning
(Anyango, 2015).
Thus, this study aims to examine which leadership style affects students' academic performance and satisfies
the working environment of the college.Taking these into account the following leading question are formulated.
1. What are the relations between leadership style and students' performance?
2. To what extent are college leadership style and different professional satisfaction are related in college
on natural and computational college?
3. How do leaderships styles and and professionals job satisfaction affect students' academic performance?

2. Review of related literature

2.1. Importance of leadership on students performance
Leaders are the heart of the organization to achieve short and long-term goals and objectives. they can help the
team to develop a shared understanding of organization’s, mission, vision, and its activities, can give clear and
convincing organizational direction to their folowers(Ojokuku, Odetayo, & Sajuyigbe, 2012). Scholars say that
leadership matters because effective leaders make a difference in people's 'career and live; empower followers and
educate them on how to do their activites by taking appropriate actions that can facilitate change (Hina & Hussain,
2019; Karadağ, Bektaş, Çoğaltay, & Yalçın, 2015; Mlingwa, 2015; Sun & Leithwood, 2015).
Leaders should know what is required to improve the quality of teaching and learning process the ones who
can make use of the employees’ capacity and inspire enthusiasm and hopefulness. In this case, leaders may get the
best out of their employees and as a result increase their productivity (Hina & Hussain, 2019; Karadağ, Bektaş, et
al., 2015; Mlingwa, 2015; Sun & Leithwood, 2015). Apart from the fact that the college head knows what to do,
he/she knows when, how, and the reason for doing it, the consequence of improvement that brings about perfection
on students' performance. It may therefore, be argued that a headteacher, who does not engage in actions consistent
with instructional leadership, has a wrong perspective of the college's goals(Ouma, Lucy, & John, 2015).
So that, the main job of the college head is to create an inspiring atmosphere that fosters competence, effective
teaching, and learning. Therefore, the type of environment that exists in a college could be used as an instrument
to measure the head teacher's effectiveness(TS & Swamy, 2014; Vaismoradi, Bondas, Salsali, Jasper, & Turunen,
2014). In light of the stated views, in the context of this project, leadership will be perceived as the ability of the
college head to relate with the teachers such that the flairs that are embedded in individual teachers are liberated,
causing them to constantly see and seize opportunities to improve organizational performance and enhance
individual development; leadership is an integral part of this study(Beri & SHU’AIBU).

2.2. Types of leadership

There are different perspectives concerning leadership and leadership style in terms of leading institutions and
organizations. Leadership is associated with colleges and college administration in the educational sector. College
leaders are expected to guide and motivate all employees and encourage them to meet the objective of the college
(Karadağ, Çoğaltay, Bektaş, & Yalçın, 2015).
2.2.1. Autocratic (authoritarian) leadership
An autocratic leader is one who decides and comes up with a solution for the entire group on their own with little
or no discussion with other team members. decide on their perception until they convince the subordinates(De
Cremer, 2006; Van Vugt, Jepson, Hart, & De Cremer, 2004).
2.2.2. Laissez –faire or free rein leaders
Laissez-faire or free rein leaders are leaders who give very little guidance when dealing with group issues provide
overall authority and control to their subordinates(Al-Ababneh, 2013). They assert that free-rein avoid holding
power and responsibilities by one higher official, improves job satisfaction of the subordinates as well as ensuring
that the potential of the subordinates can be optimally utilized(Howard, 2005; Khan, 2012; Martirosyan, Saxon, &
Wanjohi, 2014).
2.2.3. Democratic (participative) leadership
Leadership is very relaxed and participative in which the leader invites the subordinates or team members to
participate in the decision respecting them and their input into overall processes(Sheshi & Kërçini, 2017).
Democratic leaders consistently take input and advice from those members or followers in a decision making
process within the mission setting, many of the participants displayed this kind of leadership by obtaining

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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.11, No.34, 2020

suggestions from other members of the group to come to a team consensus when trying to solve a problem or an
issue(Choi, 2007; Iqbal, Anwar, & Haider, 2015; Moynihan & Pandey, 2010; Snell & Swanson, 2000).
2.2.4. Transformational Leadership
Leaders are inspiring, the team members with a shared vision, they spend most of their time by guiding and
discussing with their subordinates, they are not willing to do everything but delegating responsibilities amongst
their teams and when they are observing weakness they are ready enthusiastically to help their subordinates with
detail and reasonable guiding principle (Ayoko & Chua, 2014; Bass & Riggio, 2006; Boysen, Kelly, Raesly, &
Casner, 2014; Nielsen, Yarker, Brenner, Randall, & Borg, 2008). These can create and sustains a context that
maximizes human and organizational capabilities; facilitate manifold levels of transformation, and align them with
core values and a unified purpose. Make organizations charisma a special leadership style commonly associated
with transformational leadership; extremely powerful, extremely essential for teamwork(S.Nanjundeswaraswamy
& Swamy, 2014; Wang, 2014).

2.3. Character and skills associated with effective leadership

They are well aware of student learning requirements, academic standards, and appropriate instructional strategies
that lead to student learning, giving priority to decision processes that impact the quality of student learning and
teacher proficiency, communicating the links between academic standards, effective instruction, analyzing data,
using critical thinking, and problem-solving, evaluating decisions for effectiveness, uses timely, effective, and
transparent processes for making decisions, equity, intended and actual outcomes, and revisions as needed and
incorporating data-driven decision making with effective technology integration to analyze college results (Chai
& Kong, 2006; Zvavahera, 2014b).
Educational leaders play an important role to make teaching and learning more effective and to give quality
education to students. The leadership style of ahead of the college depends on the leaders' assumptions about the
human being, human nature, and human learning. These assumptions consciously and unconsciously are the main
foundation for decision making and choosing a leadership style (Akessa & Dhufera, 2015a, 2015b; Khan, 2012;
Martirosyan et al., 2014)

3. RESEARCH METHODOLOGY
3.1. Population and sample of the study
The population of the study covered eight departments’ of Natural and computational science college:-24 students
monitors, 16 administrators'(college heads, associate deans, coordinators, and, department heads) and 312 teachers;
among these 24 student monitors and 16 administrators' with available sampling, and 180 teachers with simple
random sampling were taken as a sample principle(Cohen, Manion, & Morrison, 2005; Creswell, 2009; Gray,
2004; Robinson, 2007).

3.2. Method of analysis and instruments used in the study

Schedule questionnaires, observation, and focused group discussions were employed to collect data. The mixed
qualitative and quantitative methods were used, then the qualitative data were analyzed using pattern match and
quantitative data was analyzed using inferential analysis of component analysis employed with the help of SPSS
21soft were package principle(Cohen et al., 2005; Creswell, 2009; Gray, 2004; Robinson, 2007).

3.3. Reliability and validity of the instruments

The reliability of the instruments was checked through Cronbach’s alpha by using pilot test collected from 15
teachers and students that were not included in the main samples. And the content validity was checked using four
experts from education college by using rating each question (poor, fair-good, and very good). According to their
comments and suggestion, the questions were corrected and rearranged. The Cronbach’s alpha and validity were
0.852 and 0.92 respectively.

4. RESULT AND DISCUSSION

4.1. The focused group and observation result and analysis
For discussion question is “Is direction and clarification of job duties and responsibilities are required to
accomplish expert activities effectively?" Most of the discussants believed that direction and clarification are
useful to accomplish one's activity effectively and improve these activity progressively. Since, every leader has
their vision, aim, and objectives.
For the question “Is incentives needed when experts accomplish their work effectively and vice versa?” Again
most of the discussants strongly argued that when one outperformed his/her activities; should be rewarded which
activates him/her to do more, on the contrary when one does his activity carelessly he/she should be punished.
To the question “Is complete freedom without any support needed for experts to do their activity better?” On
the contrary, most discussants replied that complete freedom is not necessary which may lead to an unwanted

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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.11, No.34, 2020

direction. But comparative freedom is required to do varous academic activity creatively.

To question "Is some attractive inspiring support needed to have a better achievement?" Harmoniously, all
discussant replied that such type of discussion and support are important to trigger experts to do their work with
pleasure and feel their heads are trusted them.
For question” Is guidance and discussion with leader and elder required to achieve the quality result?”
Similarly, most of the discussant viewed that the presence of guidance and discussion with the leader and elder
necessary because it enable to get experience to complete duties honestly.
To question” Is setting goal together with leader necessary, surprisingly, all discussant supported that
preparing goal together with the leader because it enables both parties to have common interest and achievements.
Finally, Is successive discussion and support one another with the leader is necessary to be best performer?"
with one voice all discussant viewed that the presence of consecutive discussion and trust should be there to be
effective. The observation also reflects the same processes that happened in the college that supports the discussion.
Quantitative analysis
Table1: The mean value of the overall teaching leaning processes Descriptive Statistics
N Mean Std. Deviation Variance
Statistic Statistic Std. Statistic Statistic
Error
How do you rate quality of your performance? 220 3.75 .074 1.102 1.213
How do you evaluate the performance of your students 220 4.03 .062 .924 .853
How do you evaluate your satisfaction on your 220 4.28 .066 .975 .950
teaching meet the needs of all students
How do you evaluate the overall teaching learning 220 4.27 .067 .991 .983
process in your college?
Valid N (listwise) 220
As described above in Table1, one from valid respondents 220 ordered to rate their quality of performance
(very low =1, low=2, medium=3,good=4 and very good=5) the mean of their response is 3.75 (with variance 1.21)
shows that with a slight variation all of them are good with their quality work, their student performance mean is
4.04 (variance 0.853) illustrated that they have done good activities and have good students performance, their
satisfaction mean was 4. 28(variance 0.95) shows that they were satisfied with their leaders, work and the overall
teaching process was 4.27(variance0.983) expresses that the overall teaching and learning environment is very
good.
Table2: Correlations of students performance with teachers and other office employee satisfaction and
overall processes
How do you How do you How do you How do you
rate quality of evaluate the evaluate your evaluate the
your performance of satisfaction on overall teaching
performance? your students your teaching learning process
meet the needs in your college?
of all students
Pearson 1 .538 .470 .452
How do you rate quality Correlation
of your performance? Sig. (2-tailed) .000 .000 .000
N 220 220 220 220
Pearson .538 1 .472 .604
How do you evaluate the
Correlation
performance of your
Sig. (2-tailed) .000 .000 .000
students
N 220 220 220 220
How do you evaluate Pearson .470 .472 1 .788
your satisfaction on Correlation
your teaching meet the Sig. (2-tailed) .000 .000 .000
needs of all students N 220 220 220 220
Pearson .452 .604 .788 1
How do you evaluate the Correlation
overall teaching learning
Sig. (2-tailed) .000 .000 .000
process in your college?
N 220 220 220 220
As can be seen on above Table2: there is a strong positive correlation of students performance (0.472) with
the overall teaching learning processes(0.602). Demonstrated that the style of leadership positively affected both

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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.11, No.34, 2020

the students performance and the overall processes of teaching.

Table3: the Kaiser-Meyer-Olkin (KMO) and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .758
Approx. Chi-Square 4255.573
Bartlett's Test of Sphericity df 276
Sig. .000
The A Kaiser-Meyer-Olkin (KMO) test is used to determine the sampling adequacy of data that are to be used
for Factor Analysis. From the above Table2, it KMO is 0.758 which indicates the data is adequate to perform the
operation factor analysis and P< 0.05. this also confirmed that the data is adequa(Andale, 2017; Revelle).

Figure 1 Scree plot

Table 4:Total Variance Explained
Component Initial Eigenvalues Extraction Sums of Squared Rotation Sums of Squared
Loadings Loadings
Total % of Cumulative % Total % of Cumulative % Total % of Cumulative %
Variance Variance Variance
1 6.225 25.937 25.937 6.225 25.937 25.937 3.870 16.123 16.123
2 3.298 13.742 39.679 3.298 13.742 39.679 2.941 12.253 28.376
3 2.511 10.462 50.140 2.511 10.462 50.140 2.693 11.219 39.595
4 1.432 5.967 56.108 1.432 5.967 56.108 2.529 10.537 50.132
5 1.387 5.780 61.888 1.387 5.780 61.888 2.132 8.883 59.015
6 1.220 5.085 66.972 1.220 5.085 66.972 1.548 6.450 65.465
7 1.043 4.344 71.317 1.043 4.344 71.317 1.404 5.852 71.317
8 .930 3.874 75.190
9 .886 3.692 78.883
10 .828 3.451 82.334
11 .747 3.114 85.448
12 .603 2.512 87.960
13 .532 2.215 90.175
14 .449 1.872 92.047
15 .436 1.816 93.863
16 .423 1.763 95.626
17 .372 1.551 97.177
18 .282 1.174 98.351
19 .207 .862 99.214
20 .080 .331 99.545
21 .038 .157 99.702
22 .028 .117 99.819
23 .026 .109 99.928
24 .017 .072 100.000
Extraction Method: Principal Component Analysis.

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Vol.11, No.34, 2020

According to the argument of principle component analysis, the most important components are the
component which has eigenvalue greater that one, both the scree plot figue 1, and Table 4, shows there are 7
components that have eigenvalue greater than one that is covering about 71.3% of the overall variation (Abdi &
Williams, 2010; Wold, Esbensen, & Geladi, 1987).
Table 5:Rotated Component Matrixa
Component
1 2 3 4 5 6 7
Teachers need to be supervised closely, or they are not .075 .163 .177 .137 .914 .078 .085
likely to do their work.
As a rule, teachers must be given rewards or punishments .386 .063 .049 .805 .237 .039 .081
in order to motivate them to achieve organizational
objectives.
Effective leaders give orders and clarify procedures. .396 .068 .068 .807 .208 .014 .081
Most teachers feel insecure about their work and need .119 .270 .254 .272 .199 -.211 -.197
direction.
The leader is the chief judge of the achievements of the .042 -.067 .046 .415 .037 -.071 .745
members of the group.
Leader should suggest teachers to meet set targets -.037 .255 .775 .096 .089 .079 .139
In complex situations, leaders should let subordinates work -.078 .774 .101 .060 -.011 .134 -.105
problems out on their own.
As a rule, leaders should allow subordinates to appraise .207 .322 -.105 -.149 .130 .143 .558
their own work.
In most situations, workers prefer little input from the .378 .572 -.464 .101 .148 .061 .298
leader.
Leaders should give subordinates complete freedom to -.083 .739 -.054 -.038 .107 -.059 .241
solve problems on their own.
In general, it is best to leave subordinates alone. .930 .050 .121 .141 .025 .004 .071
Leader should allow teachers to do various attracting .169 .795 .107 .141 .133 .066 -.070
technique of teaching by themselves
Teachers should be a part of the decision-making process. .063 .129 .019 -.126 -.005 .852 .205
Most workers want frequent and supportive .157 -.029 .630 .137 .198 .134 -.193
communication from their leaders.
Providing guidance without pressure is the key to being a .608 .034 -.016 .303 .155 .161 -.115
good leader.
It is the leader’s job to help subordinates find their .942 .054 .116 .165 .032 -.011 .093
“passion.”
Leaders need to help subordinates accept responsibility for .122 -.097 .591 .322 .032 .226 -.080
completing their work.
It is better to encourage teachers to get involved in setting .119 .133 .113 .157 .324 .640 -.200
work goals
It is better to makes others feel good by making friendly .159 -.076 .744 -.037 .187 -.136 .055
environment around them.
Teacher and students have complete trusted in their college .912 .031 .120 .183 .021 -.012 .109
head.
Heads expresses in a few simple words what teacher and .070 .118 .212 .168 .917 .079 .065
students could and should do.
Heads provides appealing images about what teacher and .258 .255 .306 .619 .023 -.024 .152
students can do.
Heads and subordinates help others to improve themselves. .390 .571 -.459 .099 .159 .063 .300
Teacher and students cooperatively work with their college -.233 -.302 .178 .373 -.085 .416 -.115
head.
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 9 iterations.
As indicated above in Table 5, college head, associate deans, teachers’ and students monitors responses shows
that the most used leadership style by the natural and computational college of Debre Berhan University is
democratic and transformational leadership styles. Since these two style of leadership has shown in rotated
component matrix (0.942, 0.602 and 0912,0.390) respectively. However, some elements laissez-faire and

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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.11, No.34, 2020

autocratic are also important (0.930 and 0.396, 0.386 ) respectively. Illustrate that the most important components
among the four style of leadership for genuine teaching learning processes are those which are revealed in
component one with eigen value greater than one and have a component value greater than 0.350 (Bro & Smilde,
2014). That is, during their activities expertise and professionals want their college head or leaders allow them to
find their passion(0.942) which is similar to the suggestion of (Snell & Swanson, 2000), they are also need
guidance and direction from their heads without pressure which is a key to accomplish their performance
according to the college aims and objectives(0.602) that is in accordance with the idea of (Moynihan & Pandey,
2010). From transitional leadership style teacher and students want their college head have complete trusted with
them (0.912) similar to (Wang, 2014), and have desires to do various activities in coordination with college head,
associate heads and department heads (0.390)(Boysen et al., 2014). Moreover, from laisses fair teacher wants to
have a comparative academic freedom (0.930)(Howard, 2005), and then from autocratic:- to be more efficient
according to the vision and the objective of the college professionals need inspiring order and clarified
procedure(0.396)(De Cremer, 2006), as well as professionals would be happy in getting reward or incentive
(0.386) when they perform better and get constructive measure when they do careless activities(Van Vugt et al.,
2004). Demonstrated that eventhough,democratic and transformational leadership style are dominant
(0.895,0.7140 and 0.887,0.674); autocratic and Laissez –fairer leadership also have an important
contribution(0.930 and 0396, 0.386).

5. Conclusion
Leadership is one of the fundamental functions of administration anf the behaviors of the principal vary according
to the extent of their work responsibilities. College heads, associate dean and department heads have become
instructional leaders, focusing on raising student achievement (Davis & Darling-Hammond, 2012).
Most of the surveyed college discussants use their experience in the work processes. The analysis also shows
that fundamental decisions are made mostly by leaders. According to the belief of majority of surveyed disscusants
want their head allow them to find their passion, providing guidance without pressure and are motivated when
there is rewards and incentives during when they perform their activities better.
Also they have a desire their head have complete trusted on them, want to receive constructive guide,
suggestions, inspiring order and clarified procedures by leaders. Most of the workers believe the presence of
punishment, the presence of consecutive discussion and support among professionals and leaders is significant to
have successful team accomplishment, and there should be comparative academic freedom. Thus, it is up to the
leader to select what style of leadership applies to its employees, but according to Debre Berhan university natural
and computational college some of democratic and transformational as well as a few componts of laisses fair and
autocratic style of leadership, bring benefits to their organization and its stakeholders.

Acknowledgment
The appreciation is due to the lecturers: Ato Gizachew Kefelew, and Dr. Belete Tewabe, for making this work a
success through their various contributions, support, and encouragement both at the classroom and personal level.
The support rendered by Mrs. Mastewal H/mariam in the provision of academic advice on certain procedures of
the research was appreciated. Thanks are also due to all participant of the study in the college of natural and
computational science of Debre Berhan.
The acknowledgment will not be complete without mention of 2019 second-year regular Chemistry students
who availed themselves as a sample that was used for this work. Thank you, all participants.

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