WOMEN PRINCIPALS IN BETUL BLOCK:
A STUDY OF LEADERSHIP BEHAVIOR
Ranjana Pawar
Research Scholar
Barkatullah
University, Bhopal (M.P.)
itsranjana21@gmail.com
Prof. Mamta Bakliwal
HOD, Department of Education
Rajeev Gandhi College, Bhopal
ABSTRACT
This research examines the leadership behaviors of female principals working in government schools within the Betul block of Madhya Pradesh. Utilizing a descriptive survey approach, the study selected nineteen schools—including those at the primary, middle, high, and higher secondary levels—through purposive sampling. To evaluate six aspects of leadership—Emotional Stabilizer, Team Builder, Performance Orientor, Potential Extractor, Socially Intelligent, and Value Inculcator—the Leader Behavior Scale (LBS) developed by Dr. Asha Hingar (2005) was employed. Data collection involved direct engagement with participants, and the results were analyzed using descriptive statistics, specifically percentages. The findings reveal that women principals at the secondary and senior secondary stages demonstrate stronger leadership effectiveness, particularly regarding emotional stability and instilling values. Conversely, those at primary and middle school levels showed moderate effectiveness, with noticeable differences across the various leadership dimensions. The study underscores the importance of implementing focused leadership development programs, especially for principals at the foundational stages of schooling.
Keywords: Leadership behavior, Women Principals, Betul Block, LBS tool, Government schools.
INTRODUCTION
Effective leadership is essential for organizational success. Leaders must be adaptable, understanding the past, present, and future. They need to be self-aware and able to inspire their teams. As the world changes rapidly, leaders must be flexible and able to switch between different leadership styles. They need strong technical skills and the ability to build relationships. Ultimately, a good leader is one who can achieve goals while creating a positive work environment. School leaders, such as principals or headmasters, play a crucial role in driving school improvement. They must effectively manage resources, including human capital, to achieve desired outcomes.
Since the very inception of the concept, serious efforts have been made in the direction to explore related dimensions of leadership behaviour. To name a few landmarks, the Ohio-State Studies for instance in 1940s eventually categorized leadership in two dimensions viz., initiating structure and consideration. A situational model by Fiedler (1987) is another important study, which deals with cognitive abilities of a leader. Moreover, Conger and Kanungo (1987) proposed a theory of charismatic leadership based on the assumption that the charisma is an attributional phenomenon.
In the last 50 years, various theories of leadership viz, charismatic, wisdom, transformational, integrative and strategic and many others have flooded in social science researches. All these theories concern with effective leadership which is one lever. But in this rapidly changing world, one lever is not sufficient, one has to search or work upon multiple levers.
Transformational Leadership theories mostly attempt to operationalize effective leader behaviour as their key aspect. However, recent evidences indicate that measures designed to capture transformational leader behaviour lack discriminant validity (Bycio, Hackett and Allen, 1995; Tracey & Hinkin, 1998; and Carless, 1998). In essence then, leadership is a very dynamic process which can encourage the people to be more effective in their working by increasing competence and thus in achieving the desired and determined goals.
The spectrum of leadership profile has been large. The most debated and discussed topic of leadership behaviour is in search of empirically valid test of measurement. Management theorists, social scientists, psychologists and others have made efforts to construct scales to measure different dimensions of leader behaviour. The six dimensions which the researcher is more concerned of leadership behaviour are Emotional Stabilizer(ES), Team Builder(TB), Performance Orientor(PO), Potential Extractor(PE), Socially Intelligent(SI) and Value Inculcator(VI).
Emotional Stabilizer (ES), a leader must provide emotional stability, motivation, and energy to employees, enabling them to overcome challenges. Personal ego must be tempered. This requires balanced behavior, empathy, impartiality, patience, and emotional management.
Team Builder (TB) should foster effective communication, motivation, and collaboration. They should encourage diverse perspectives, collaborative decision-making, and problem-solving. Additionally, they must promote team spirit,avoid unhealthy competition and maintain team cohesion.
Performance Orientor (PO) prioritizes tasks, motivates achievement, adheres to high standards, rejuvenates regularly, and remains resilient. By implementing adaptable strategies, POs ensure timely task completion and organizational success.
Potential Extractor (PE) leadership focuses on identifying, nurturing, and maximizing individual potential. By providing opportunities, delegating authority, and building confidence, leaders can channel latent abilities, benefiting both the individual and the organization.
Socially Intelligent (SE) leader builds strong relationships based on empathy, support, challenge, and respect. They adapt to situations, effectively communicate, and resolve conflicts. They also stay informed about the latest developments.
Value Inculcator (VI) helps organizations grow by encouraging employees to be committed, loyal, punctual, trustworthy, and forgiving.
Educational
institutions—especially government-run schools—are fundamental to a nation's
advancement. The standard of education these schools provide has a profound
effect on the broader development of society (UNESCO, 2015). Among the key
determinants of educational quality is the leadership shown by school
principals. Effective principals can motivate teachers, engage students, and
cultivate a positive learning environment (Leithwood, Harris, & Hopkins,
2020). With more women stepping into leadership positions in education, it is
increasingly important to examine their leadership behaviors to enhance educational
outcomes (Grogan & Shakeshaft, 2011).
This study seeks to
explore the leadership behaviors of women principals in government schools,
recognizing that such understanding is vital for improving educational results.
By identifying the specific competencies these leaders demonstrate, the
research aims to inform policy and practice, support the empowerment of women
in leadership, and ultimately contribute to better student performance (Bush,
2020). Additionally, this work adds to the existing literature on women’s
leadership in education, addressing a notable gap—especially in rural and
semi-urban parts of India (Nayar, 2020).
Therefore, investigating
the leadership behaviors of women principals in government schools in the Betul
block of Madhya Pradesh is particularly significant. This research will focus
on examining the leadership practices of women principals across all levels of
school education, including primary, middle, high, and higher secondary
schools.
OBJECTIVES
This study has the following research objectives:
1) To
study the leadership behaviour of women principals in government Primary schools of Betul
block.
2) To study the leadership behaviour of women
principals in government Middle schools of Betul block.
3) To study the leadership behaviour of
women principals in government High
Schools of Betul block.
4) To study the leadership behaviour of women
principals in government Higher Secondary Schools of Betul block.
METHODOLOGY
A descriptive survey
method was utilized in this research to explore the leadership behaviors of
women principals in government schools situated in the Betul block of Madhya
Pradesh. To ensure comprehensive representation from each educational tier, a
multi-stage sampling strategy was implemented, resulting in a final sample of
nineteen schools spanning the primary, middle, high, and higher secondary
levels. Leadership behaviors were measured using the Leader Behavior Scale
(LBS) created by Dr. Asha Hingar (2005), which evaluates six core dimensions:
Emotional Stabilizer, Team Builder, Performance Orientor, Potential Extractor,
Social Intelligence, and Value Inculcation. The LBS is a validated instrument
with a reliability coefficient (Cronbach’s alpha) exceeding 0.75 and employs a
Likert-type response format; scores are classified as indicating high, medium,
or low leadership effectiveness.
Data collection was
carried out through in-person visits, during which the researcher clarified the
study’s objectives and obtained informed consent from each participant.
Participants independently completed the questionnaire, and responses were
scored according to the guidelines provided in the LBS manual. Throughout the
study, ethical standards were rigorously followed, including ensuring that
participation was voluntary, maintaining participant anonymity, and
safeguarding the confidentiality of all responses, in line with established
research ethics protocols.
The analysis and interpretations are presented objective wise under different captions. The present investigation was to study the leadership behaviour of Women Principals in government schools of Betul block. The data were analysed with the help of the Percentages. The results are presented in Table 1(Level wise and dimension wise response on LBS of principals).
Table – 1: Level wise and dimension wise response on LBS of principals
|
Level Of School |
Emotional Stabilizer [ES] |
Team Builder [TB] |
Performance Orientor [PO] |
Potential Entractor [PE] |
Socially Intelligent [SI] |
Value Inculator [VI] |
Total |
|
Primary |
16 |
13 |
15 |
20 |
15 |
16 |
95 |
|
Primary |
17 |
9 |
16 |
15 |
17 |
16 |
90 |
|
Primary |
17 |
14 |
15 |
16 |
17 |
20 |
99 |
|
Middle |
16 |
14 |
16 |
17 |
19 |
16 |
98 |
|
Middle |
18 |
15 |
15 |
17 |
18 |
19 |
102 |
|
Middle |
20 |
13 |
16 |
18 |
17 |
16 |
100 |
|
Middle |
17 |
16 |
15 |
16 |
18 |
21 |
103 |
|
Middle |
18 |
14 |
17 |
18 |
16 |
18 |
101 |
|
Middle |
16 |
15 |
17 |
18 |
22 |
19 |
107 |
|
Middle |
19 |
13 |
15 |
16 |
17 |
18 |
98 |
|
Secondary |
21 |
18 |
20 |
23 |
22 |
24 |
128 |
|
Secondary |
22 |
23 |
21 |
17 |
22 |
24 |
129 |
|
Secondary |
22 |
20 |
21 |
23 |
24 |
24 |
134 |
|
Secondary |
24 |
24 |
20 |
23 |
19 |
22 |
132 |
|
Secondary |
22 |
20 |
20 |
21 |
24 |
23 |
130 |
|
Senior Secondary |
24 |
21 |
18 |
25 |
24 |
24 |
136 |
|
Senior Secondary |
21 |
22 |
25 |
24 |
25 |
24 |
141 |
|
Senior Secondary |
24 |
20 |
22 |
23 |
22 |
24 |
135 |
|
Senior Secondary |
24 |
19 |
20 |
23 |
22 |
25 |
133 |
The Categorization of dimension wise raw scores and total scores of Leader Behavior (Effectiveness) is given in Table 2 for all the levels of the schools.
Table
– 2: Categorization of dimension
wise raw scores
and total scores
of Leader Behaviour
(Effectiveness)
|
Leadership Behavior (Effectiveness) |
Total scores |
Dimension wise
raw scores |
|
High |
110-150 |
20-30 |
|
Medium |
70-109 |
10-19 |
|
Low |
69
& Below |
9
& below |
From the Table-1, Level wise and dimension wise interpretation can be drawn about leader behaviour of Women Principals as follows:
1. The Emotional Stabilizer dimension of
leadership behaviour of Women Principal was found to be effective at the
Primary level of the school. This dimension was observed medium scored for the
100% of the sample.
2. The Team Builder dimension of
leadership behaviour of Women Principal was found to be effective with an
exception where the team builder dimension was found to be ineffective at the
Primary level of the school. This dimension was observed medium scored for the
80% and low scored for the 20% of the sample.
3. The Performance Orientor dimension of
leadership behaviour of Women Principal was found to be effective at the
Primary level of the school. This dimension was observed medium scored for the
100% of the sample.
4. The potential exractor dimension of
leadership behaviour of Women Principal was
found to be effective with an exception where the potential exractor dimension was found to be highly
effective at the Primary level of the school. This dimension was observed medium scored for the 80%
and high scored for the 20% of the sample.
5. The Socially Intelligent dimension of
leadership behaviour of Women Principal was found to be effective at the
Primary level of the school. This dimension was observed medium scored for the
100% of the sample.
6. The Value Inculcator dimension of
leadership behaviour of Women Principal was found to be effective with an
exception where the Value Inculcator dimension was found to be highly effective at the Primary level of the
school. This dimension was observed
medium scored for the 80% and high scored for the 20% of the sample.
I.
The
Emotional Stabilizer dimension of leadership behaviour of Women Principal was
found to be effective with an exception where the Emotional Stabilizer
dimension was found to be highly effective at the middle level of the school.
This dimension was observed medium scored for the 90% and high scored for the
10% of the sample.
II.
The
Team Builder dimension of leadership behaviour of Women Principal was found to
be effective at the middle level of the school. This dimension was observed
medium scored for the 100% of the sample.
III.
The
Performance Orientor dimension of leadership behaviour of Women Principal was
found to be effective at the middle level of the school. This dimension was
observed medium scored for the 100% of the sample.
IV.
The
potential exractor dimension of leadership behaviour of Women Principal was
found to be effective at the middle level of the school. This dimension was
observed medium scored for the 100% of the sample.
V.
The
Socially Intelligent dimension of leadership behaviour of Women Principal was
found to be effective with an exception
where the Socially
Intelligent dimension was
VI. found to be highly effective at the middle level of the school. This dimension was observed medium scored for the 90% and high scored for the 10% of the sample.
VII.
The
Value Inculcator dimension of leadership behaviour of Women Principal was found
to be effective with an exception where the Value Inculcator dimension was
found to be highly effective at the middle level of the school. This dimension
was observed medium scored for the 90% and high scored for the 10% of the
sample.
I.
The
Emotional Stabilizer dimension of leadership behaviour of Women Principal was
found to be highly effective at the High school.
This dimension was observed
high scored for the 100% of the
sample.
II.
The
Team Builder dimension of leadership behaviour of Women Principal was found to
be highly effective at the High school. This dimension was observed high scored
for the 100% of the sample.
III.
The
Performance Orientor dimension of leadership behaviour of Women Principal was
found to be highly effective at the High school.
This dimension was observed
high scored for the 100% of the
sample.
IV.
The
potential exractor dimension of leadership behaviour of Women Principal was
found to be highly effective with an exception where the potential exractor
dimension was found to be effective
at the High school. This dimension
was observed high scored for the 80% and medium scored for the 20% of the
sample.
V.
The
Socially Intelligent dimension of leadership behaviour of Women Principal was
found to be highly effective with an exception where the Socially Intelligent
dimension was found to be effective at the High school. This dimension was observed high scored for the 80% and
medium scored for the 20% of the sample.
VI.
The
Value Inculcator dimension of leadership behaviour of Women Principal was found
to be highly effective at the High school. This dimension was observed high
scored for the 100% of the sample.
I.
The
Emotional Stabilizer dimension of leadership behaviour of Women Principal was
found to be highly effective at the Higher Secondary level of the school. This
dimension was observed high scored for the 100% of the sample.
II.
The
Team Builder dimension of leadership behaviour of Women Principal was found to
be highly effective with an exception where the Team Builder dimension was found to be effective at the Higher
Secondary level of the school. This dimension was observed high scored for the
80% and medium scored for the 20% of the sample.
III.
The
Performance Orientor dimension of leadership behaviour of Women Principal was
found to be highly effective with an exception where the Performance Orientor dimension was found to be effective at the
Higher Secondary level of the school. This dimension was observed high scored
for the 80% and medium scored for the 20% of the sample.
IV.
The
potential exractor dimension of leadership behaviour of Women Principal was found to be highly effective at the Higher Secondary level
of the school. This dimension was observed high scored for the 100% of the
sample.
V.
The
Socially Intelligent dimension of leadership behaviour of Women Principal was
found to be highly effective with an exception where the Socially Intelligent
dimension was found to be effective at the Higher Secondary level of the
school. This dimension was observed
high scored for the 80% and medium scored for the 20% of the sample.
1. The Value Inculcator dimension of
leadership behaviour of Women Principal was found to be highly effective at the
Higher Secondary level of the school. This dimension was observed high scored
for the 100% of the sample.
Findings
· The Findings of the present study is presented, below, under different captions. Dimensions-wise findings of the present study are as follows:
· The Emotional Stabilizer dimension of
leadership behaviour of Women Principal was found to be high scored at the all
level of the school.
· The Team Builder dimension of
leadership behaviour of Women Principal was found to be medium scored at all level of the school except primary level, it was found to be low.
· The Performance Orientor dimension of
leadership behaviour of Women Principal was found to be medium scored at all
level of the school.
· The
Potential Exractor dimension of leadership
behaviour of Women Principal was found to be high scored at the all level of the school except secondary level, it was found to
be medium.
· The Socially Intelligent dimension of
leadership behaviour of Women Principal was found to be high scored at the all level of the
school except secondary level, it was
found to be medium.
· The Value Inculcator dimension of
leadership behaviour of Women Principal was found to be high scored at the all
level of the school.
DISCUSSION
The results of this study indicate that women principals in government schools within Betul block display different levels of leadership effectiveness depending on the school level. Principals at the secondary and higher secondary stages generally showed higher effectiveness across most leadership domains, whereas those at the primary and middle school levels demonstrated moderate effectiveness. These patterns point to both the opportunities and obstacles that women leaders encounter in rural educational contexts.
These findings are consistent with transformational leadership theory, which highlights the ability of leaders to inspire, motivate, and intellectually engage their teams (Bass & Avolio, 1994). Women principals in higher-level schools particularly excelled in areas such as Value Inculcation, Performance Orientation, and Emotional Stability, reflecting a strong alignment with transformational leadership qualities. This could be attributed to their expanded administrative roles and increased access to leadership development at these levels.
On the other hand, the moderate leadership scores among primary and middle school principals may stem from limited decision-making authority, fewer training opportunities, and systemic barriers that are more pronounced in foundational rural schools (Nayar, 2020). This observation also aligns with situational leadership theory (Hersey & Blanchard, 1982), which suggests that the effectiveness of leadership is influenced by the specific context and readiness of the team. In settings with restricted resources, such as many government primary schools, principals may focus more on maintaining daily operations rather than adopting a transformational approach.
Additionally, the study highlights the importance of social intelligence and emotional regulation, both of which were rated highly among senior secondary principals. These competencies are crucial for managing staff, implementing policies, and sustaining a positive school culture—skills that are particularly vital in the hierarchical and resource-limited environments typical of rural Madhya Pradesh (Leithwood, Harris, & Hopkins, 2020).
From a gender perspective, the results reinforce previous research showing that women leaders often demonstrate collaborative, empathetic, and ethically driven leadership styles (Grogan & Shakeshaft, 2011). However, the findings also point to the need for specialized professional development for women principals, especially at the primary and middle school levels. Such targeted support could strengthen their leadership capacity and contribute to improved educational outcomes in underserved regions.
CONCLUSION
The study demonstrates that women principals in Betul block display stronger leadership qualities at the secondary and senior secondary school levels, while those at the primary and middle levels tend to show moderate effectiveness. These results point to the importance of designing leadership development programs that are sensitive to the specific contexts and needs of school leaders at different educational stages. Policy measures should emphasize building the capacities of women principals at foundational levels by providing equitable access to mentoring, professional peer networks, and ongoing training opportunities.
Training programs should focus on developing skills such as emotional intelligence, effective team management, and ethical decision-making, drawing on principles from transformational and situational leadership theories. Future investigations could examine how leadership behaviors influence student achievement, incorporate perspectives from teachers and other stakeholders, and track changes in leadership effectiveness over time across various regions and socio-economic backgrounds. Gaining deeper insight into the systemic challenges faced by women leaders in rural settings will further support the creation of gender-responsive educational leadership policies.
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