An investigation into the effect of leadership style on the psychological contract and motivation of teachers : a case study

Abstract

This case study investigated the perceived leadership style of the three principals, who have led the particular local independent school since its foundation, and whether the leadership style had any effect on the motivation and the psychological contract of teachers. The qualitative research was conducted by means of semi-structured interviews with the present and previous principal, and with seven teachers representing both the junior and the senior sectors of the school. The two principals were also administered the Multifactor Leadership Questionnaire, (Bass & Avolio 2004) at the beginning of the interview. The findings suggest that teachers perceived three very different leadership styles and that the leadership style did not affect teachers' motivation (except in one particular case) but affected the perceived psychological contract. These findings suggest that for excellent organisational performance, a school leader should possess, as Hoy and Miskel (2005) suggest, task and interpersonal needs, power needs, be achievement oriented and has high expectations for success. The conclusions drawn from the study are that different situations brought about by both internal and external factors, require a leader who brings about the necessary changes, but some teachers find difficulty in adapting to the changes the new principal demands. This implies that choice of principal is crucial, as the effect on teachers' well-being, motivation and commitment is a contributing factor to the success of the school. The last question of the interview showed that teachers remained committed to the school even though this proved harder while working under pressure. This investigation will contribute to the organizational knowledge of the school and provide insight into the effect of its first three principals on the organization.