A QUANTITATIVE STUDY OF SCHOOL LEADERSHIP STYLE BASED ON GENDER

Link: https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=2992&context=doctoral

Research - A QUANTITATIVE STUDY OF SCHOOL LEADERSHIP STYLE BASED ON GENDER 

by
Jeffrey A. Dufour

A Dissertation Presented in Partial Fulfillment 

Of the Requirements for the 

Degree Doctor of Education

Liberty University, Lynchburg, VA 2018 

Analyzed and presented by: Miss Charinya Katherine Demaine 244511002

Abstract: The study (Dufour, 2018) looks at how leadership styles and gender relate to one another in a school district in Eastern North Carolina. It surveys 149 credentialed school-based administrators using the Multifactor Leadership Questionnaire 5X-Short (45 responses are evaluated). The study aims to find out if male and female leaders have different leadership philosophies. The study aims to offer information that might direct the district's future professional leadership development.

Research Objective: 

The main goal of this investigation is to determine if gender affects leadership styles.

Independent variables: The administrator's gender

Dependent variables: Leadership styles 

Theory or Related Literature Reviews - 

1. Theory or Reviews of Related Literature James McGregor Burns' work serves as the primary source for the transformational leadership theory that forms the basis of Dufour's (2018) theoretical framework.

2. Examining various leadership philosophies from the perspective of gender disparities in leadership, such as transformational, transactional, servant, and moral leadership.

3. Additionally, it examines the idea of emotional intelligence and how it affects the efficacy of leadership.

Conceptual Framework - The main focus of Dufour's (2018) conceptual framework is the investigation of the connection between leadership styles (a dependent variable) and gender (an independent variable). It suggests that the adoption of transformational, transactional, or laissez-faire leadership styles may be influenced by a person's gender. Relevant literature on gender and leadership as well as current leadership theories are used to analyze this link. The tool used to measure and classify leadership styles is the Multifactor Leadership Questionnaire (MLQ-5X).

Research Methodology - A quantitative causal-comparative study design is used (Dufour, 2018). The Multifactor Leadership Questionnaire (MLQ-5X), which was conducted online using SurveyMonkey, was used to gather data. Administrators from a school system in eastern North Carolina participated. SPSS was used for statistical analysis to ascertain the association between leadership style and gender.

Participants and Setting

School officials from an eastern North Carolina school system participated (Dufour, 2018). There were roughly 149 administrators and 35,000 pupils in the district, with a roughly equal number of male and female administrators. The administrators were between the ages of 26 and 75. Although the snippets don't provide the exact racial mix, the student body was composed of 51% females and 49% males.

Data Collection Methods

The data collection method employed (Dufour, 2018) was a survey utilizing the Multifactor Leadership Questionnaire (MLQ-5X-Short). This survey was administered electronically via SurveyMonkey to school-based administrators in a North Carolina school district. The survey included demographic questions to gather information about the participants' gender, ethnicity, age, years of experience in education, and years of experience as a school-based administrator.

Data Analysis

The Multifactor Leadership Questionnaire (MLQ-5X-Short) was used in a survey as the data collection tool (Dufour, 2018). School-based administrators in a North Carolina school system were given access to this poll electronically using SurveyMonkey. To learn more about the participants' gender, race, age, years of teaching experience, and years of experience as a school-based administrator, the survey asked demographic questions.

Data Analysis The Statistical Package for the Social Sciences (SPSS) was used to analyze the study's data. The following are the main procedures and methods employed in the analysis:

In order to give a summary of the dataset, descriptive statistics, such as means and standard deviations, were computed for the MLQ-5X replies.

Normalcy tests: To determine if the data for various leadership styles followed a normal distribution, tests such as the Shapiro-Wilk and Kolmogorov-Smirnov tests were performed.

Testing Assumptions: Levene's examination for Equality of Variances was used in the study to examine statistical analysis assumptions, including equality of variances.

Mann-Whitney U Test: Non-parametric tests such as the Mann-Whitney U test were used for data that did not satisfy the assumption of normalcy. In this test, the median results for several leadership styles were compared between male and female leaders.

Comparative Analysis: To identify gender-based disparities in leadership styles, group averages and ranks were compared.

Testing of Null Hypotheses: To ascertain whether gender and leadership style were statistically related, hypotheses were tested. According to the null hypothesis, there is no discernible gender difference in leadership styles.

Findings: 

Transformational Leadership: When compared to male administrators, female administrators were often thought to have a more transformational leadership style. In the study, women were frequently linked to transformational leadership qualities including personalized attention and motivating inspiration.

The Mann-Whitney U test results for transformational leadership, including U = 577.000, Z = -0.042, and p = 0.966, indicating no statistically significant difference between genders​.

Transactional Leadership: When it came to areas like contingent reward and active management by exception, male administrators tended to score higher.

The Mann-Whitney U test results for transactional leadership with U = 579.000, Z = -0.018, and p = 0.986, also reflecting no statistically significant difference​

Laissez-Faire Management Style: Administrators of both sexes showed less interest in laissez-faire leadership, which is defined by a lack of participation or decision-making. However, when it came to laissez-faire tendencies, male leaders scored somewhat higher than female leaders, suggesting that they occasionally exercised less active leadership,

The Mann-Whitney U test results for laissez-faire leadership, with U = 519.000, Z = -0.746, and p = 0.455, again indicating no significant difference between genders​.

Perception of Gender and Leadership: It was believed that female leaders tended to embrace more empowerment and collaboration, which is consistent with transformational leadership. Instead of emphasizing relational dynamics, male leaders tended to take a more transactional approach, concentrating on performance and compliance.

Limitations: 

Practical Sampling: Every certified administrator in the district was given the chance to participate in the convenience sample. Although this made it possible to reach a wider audience, it might restrict how broadly the results can be applied outside of the district under study.

Response Rate: Only 33% of respondents completed the poll, which may have limited how representative the findings are. Because non-respondents could have different viewpoints or traits than respondents, this reduced response rate could induce bias.

Impact of External Events: A significant hurricane caused a roughly two-week delay in data gathering. Administrators' stress levels and workload were probably raised by this incident, which would have affected their involvement and reactions.

Administration of the poll: SurveyMonkey was used to administer the poll electronically; paper-based replies were not an option. People who were less accustomed to using digital technology or who didn't always have access to electronic gadgets might have been left out.

Limitations of the Instrument: The Multifactor Leadership Questionnaire (MLQ-5X) was used in this study. Despite being validated, it might not adequately convey the subtleties of leadership styles in various cultural or contextual circumstances.

Scale and Scope: Because the study was limited to a single school district, its conclusions could not be applied to other educational or organizational situations. To validate the findings, a more extensive, multi-district investigation would be necessary.

Strengths

The Multifactor Leadership Questionnaire (MLQ-5X), a well-accepted instrument with high reliability and validity for evaluating leadership styles, was employed in the study as validated instrumentation.

Balanced Gender Representation: Despite having a small sample size, the study included administrators of both sexes, guaranteeing gender diversity in the evaluation of leadership styles.

Emphasis on Leadership Style and Gender: By examining the connection between gender and leadership styles in an educational context, the study fills a significant research void and advances our knowledge of how these factors interact.