Abstract:
In this study different leadership theories and styles in the classroom context are discussed. It is clear that leadership styles are characterised by certain actions of the leader. Further, the situation and the task in hand influence leadership styles. Members of the group help determine the leadership style, depending on how ready they are for the task and how it is performed. Because leadership differs from one situation to the next, leaders change their style from situation to situation. Identifying teachers according to their leadership styles would therefore have to be done in different ways. Because of these differences, no single, ideal leadership style can be prescribed. It is recommended that the identified leadership styles and theories be studied before deciding upon a specific style for a particular situation. The teacher should use his leadership ability to identify and satisfy the needs of his classroom group. Through sound interaction he can guide pupils to work effectively and control and unify them. Interaction which takes place in the classroom situation may be observed through communication. Observation categories for an interaction-analysis instrument are developed to analyse leadership styles of teachers. During teacher-training no specific guidance is given regarding the development of leadership qualities. It becomes apparent that the teacher's leadership style has a definite influence on his pupils. His behaviour can elicit reaction, withdrawal or cooperation from pupils. As leadership behaviour influence pupil behaviour it could also influence the educational gains of pupils. By using the instrument designed in the study, student teachers (and teachers) can be made aware of their own leadership styles. By being aware of specific leadership styles they can learn to become more flexible in their teaching. However, by applying the instrument it appears that most teachers use a single leadership style throughout the lesson.
