Teachers are called to be leaders of children. This implies that teachers need to understand different leadership styles even if all the details of leadership do not apply in the context of children. Blake and Mouton (1999) developed a leadership grid that helps to identify different styles of leadership that a person may have that apply to the context of the business management world. In this post, we will look at these leadership styles within the context of the classroom
Blake and Mouton identified 5 types of leadership
- Status quo
These five leadership styles are based on concerns for production and concerns for people. Each will be discussed below
Indifferent leadership is an evasive and elusive style of leading. In this style, people have little concern for production or for the people. Leaders of this type avoid taking responsibility for outcomes and want to avoid problems.
A teacher with this leadership style is not worried about student outcomes or the students. Such a teacher blames others for poor results and avoids dealing with problems when they arise. It is difficult to have this leadership style as a teacher as students will quickly discern a teacher’s indifference and take full advantage of it.
Accommodating leaders have a high concern for people and low concern for production. The primary goal is harmony and maintaining enthusiasm. A leader of this type is going to yield and comply when facing a challenge.
Teachers with an accommodating leadership style are generally popular teachers. They make students feel good by making the student learn too much. This focus on relationships and indifference to production allows these teachers to connect with students without being the “bad guy.” As mentioned early, students love this type of teacher until they move to the next level of learning and realize they were not prepared for it properly.
A controlling leader is an individual that establishes control and states what they want clearly. This type of leader is concerned with production and has little concern for people. People are held accountable and there is no accommodating of excuses. The key characteristics of this type of leader are directing and dominating.
A teacher with this style of leadership is often viewed as a “task-master” by students. This teacher is tough but fair and holds students to high standards. Students may generally hate this type of teacher but will grow to appreciate the strictness when they move forward in life and see how they were prepared for future challenges.
A leader with a sound style has high concern not only for production but also for people. This leader encourages involvement and commitment from subordinates and explores multiple positions. Of course, this is a difficult balancing act and thus it is hard to find sound leaders.
A teacher with a sound leadership style will push students while also supporting them. This type of teacher will also listen to and hear the concerns of students while maintaining high standards. As already mentioned, it is difficult to balance performance with the emotional needs and concerns of students.
A status quo leader is an individual with moderate concern for production and people. They look for popular yet cautious results and seek to achieve consensus wherever possible. Generally, this style of leader will do what it takes to keep things the way they are.
Status quo teachers focus on keeping things the way they are. There is little desire for pushing students but rather a desire to make sure they don’t fall behind. As such, this type of teacher is simply looking to do their job.
There is a time and place for each of these styles. An indifferent leadership style can be successful in a highly unique classroom. It is equally possible that a sound leadership style could be inappropriate. What excellent teachers really do is adjust their style to the students they are teaching.