"Situational Leadership: Participatory Management Style in Schools for " by Sharon L. Warsh
 

Date of Award

12-1989

Degree Type

Master's Essay - Restricted

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Carl G. Thom

Abstract

The purpose of this paper is to investigate the Hersey-Blanchard theory of situational leadership with regard to schools for gifted children. Hersey-Blanchard believes that there is no one best way to influence people. The leadership style a person should use with a group or individual depends upon the maturity level of the group or individual. For purposes of this paper, maturity level i s defined as the ability and willingness of people to take responsibility for directing their behavior. When engaged in situational leadership, it is necessary to assess the maturity level of the followers. Implied in situational leadership is the idea that a leader should help followers grow in maturity as far as they are able and willing to go. Situational leadership proposes that strong direction (task behavior) with immature followers is appropriate if they are to become productive. If the maturity level is increased on the part of the people (who are immature), they are rewarded by positive reinforcement and socio-emotional support (relationship behavior). As higher levels of maturity are reached, the leader responds by decreasing control over activities and decreasing relationship behavior as well. With mature people, the need for support (relationship behavior) is no longer as important as autonomy. When employees begin to slip, the leader needs to reassess the maturity levels. Situational leadership focuses on the appropriateness and effectiveness of leadership style.

Comments

An essay submitted to the Graduate School, Marquette University, in Partial Fulfillment of the Requirements for the Degree of Master of Education, Milwaukee, Wisconsin.

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