Directing Leadership Style

S1: Telling / Directing

The directing leadership style typically involves taking over a challenging situation and applying specific knowledge and experience. A directing-type manager will establish clear goals and objectives for his work area as well as his staff, although staff members have some latitude as to the process used to meet the goals.

When teachers cannot do the job and are unwilling or afraid to try, then the principal takes a highly directive role, telling them what to do but without a great deal of concern for the relationship. The principal may also provide a working structure, both for the job and in terms of how the person is controlled.

The principal may first find out why the teacher is not motivated and if there are any

When the teacher can do the job, at least to some extent, and perhaps is over-confident about his ability in this, then 'telling' him what to do may demotivate him or lead to resistance. The principal thus needs to 'sell' another way of working, explaining and clarifying decisions. This method is often referred to as a "selling" style because the principal attempts to persuade the employees that they have the ability to perform the job. This style typically involves the assigning of tasks by the principal while providing support as needed.

The principal thus spends time listening, advising and helping the teacher to gain necessary skills through coaching methods. For coaching to be effective, the employee must acknowledge the weakness and indicate a desire to improve. This style is also leader driven and motivates

In short we can say that the teacher has some competence and commitment and is willing and motivated to perform the task thus there is job satisfaction. The principal is high task focus and also the relationship focus is

Her main function is to attempt to instil confidence in the teachers so they eventually become more self-sufficient and productive.

When the teacher can do the job, but is refusing to do it or otherwise showing insufficient commitment, the leader need not worry about showing them what to do, and instead is concerned with finding out why the teacher is refusing. She must persuade the teacher to cooperate. (Peretomode, 2012)

The key is very much around motivation. If the causes are found then they can be addressed by the principal. The principal thus spends time listening, praising and otherwise making the teacher feel good when s/he shows the necessary commitment.

In short, the teacher’s readiness level is high because of showing high competency and commitment although he was at first unwilling and insecure. The task focus for the principal is low and the relationship focus is high.

S4: Delegating / Observing

The delegating style places more of the responsibility on the shoulders of the teachers, as opposed to the principal. The principal is able to provide guidance, but only when needed or requested by the teachers, and serves in more of a consultant capacity. This style is most effective with an experienced staff that can work independently. It also allows for maximum creativity in how employees choose to go about accomplishing a