mlq final report

8/11/2019 MLQ Final Report

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A study on transformational leadership

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FACULTY OF HUMANITIES

TRIBHUVAN UNIVERSITY

RECOMMENDATION LETTER

This is to certify that Mr. Ankit Suwal has been recommended to prepare this research report on

"Multifactor leadership Questionnaire" under my guidance and supervision for the partial

fulfillment of the requirement for the Bachelors of Arts in Social Work (B.A.S.W) degree.

I do forward it with recommendation for approval.

..

Mr. Keshav Mishra

Lecturer

Xavier International College

Kalopul, Kathmandu

Date:


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LETTER OF APPROVAL

This is to certify that Mr. Ankit Suwal of B.A.S.W 3rd

year has been approved to conduct

research report on the topic "Multifactor Leadership Questionnaire" which was recommended to

him as per his interest by the Department of Social Work, Xavier International College, Kalopul.

EVALUATION COMMITTEE

External Examiner

Internal Examiner

Mr. Keshav Mishra

Date:


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Acknowledgements

I would like to express my sincere gratitude to my faculty at Xavier International College

for this opportunity to carry out research on Multifactor Leadership among teachers. I would liketo thank Mr. Keshav Mishra (Department of Psychology, Lecturer and Research Guide) for his

support and guideduring the research.

I would also like to thank the Modern Indian School, Patan College and Golden Gate College for

cooperating with me during this project. I express my thanks to the teachers for frankly and

actively providing the information I required for my project.

AnkitSuwal

BASW 3rd

Year

Xavier International College


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Abstract

This study is aimed at the comparison of transformational leadership among male and female

teachers in educational institutions by performing survey on 60 teachers in Modern Indian

School, Patan College and Golden Gate College. Positivist designs with cross sectional field

surveys, non-experimental designs that do not control for or manipulate independent variables or

treatments, but measures there variables and test their effects using statistical methods, were

used.The sample size of n= 60 was taken as standard number of sample size for this research.

The sample consists of 30 male teachers and 30 female teachers. The result of the study shows

that the male candidates had more leadership qualities in every factor compared to female

candidates except for factor 4.


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Table of Contents

Topics Pages

Letter of Recommendation.. 1

Letter of Approval 2

Acknowledges.. 3

Abstract. 4

Table of contents5

Introduction6

1.1 Background 6

1.2 Statement of the problem. 7

1.3 Objectives 8

1.3.1 Broad objectives 8

1.3.2 Specific objectives 8

1.4 Significance of the study 8

1.5 Limitation of the study 8

Chapter 2........................................................................................................................ 10

Chapter 3: Methodology .. 12

3.1 Research design12

3.2 Sample design...........................12

3.3 Study area. 12

3.4 Sampling method.. 12

3.5 Data collection method. 12

3.6Data Collection tools 13

Chapter 4: Presentation of result 15

Chapter 5: 5.1Discussion and 5.2 Conclusion.. 16

References..17

Appendixes.18


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Chapter 1: Introduction

1.1 Background

Contemporary leadership research has widely focused on transformational and charismatic

leadership on followers motivation and performance that emerged in educational, psychological

and management literature during the mid-1980s and lengthened into the 1990s. Three majors

leadership behaviors-transformational leadership, transactional leadership, and laissez-faire

leadership have been proposed by Burns (1978), Bass &Avolio (1997). This study deals with the

transformational leadership behavior of teachers with respect to gender-wise similarities and

differences.

Transformational leadership can be defined as a process in which a leader tries to increase

followers awareness of what is right and important and to motivate followers to perform

beyond expectation. Bass & Avolio (1997) suggests that transformational leaders usually

display their behaviors associate with the following characteristics:

1. Idealized Influence

It is described when a leader acts as a role model for his/her followers. The leader

encouragesthe followers to share a common greater goals and visions by providing a

sense of purpose. It is the ability of the leader to inspire honor and pride in follower through

recognition of their contributions towards the goal. Idealized influence requires sacrifice self-

gain on the side of the leader in ligning the followers values withhis own or the

companys, sometimes even inspiring the similar sacrifice on behalf of the followers too. The

leader must show immense confidence in the greater good of the vision, dedication to thegoal and perseverance. The leader not only displays confidence in the goal but also in the

people who contribute to its completion. The leader is dynamic, charismatic, evidently in

charge and leads with a sense of mission.

2. Inspirational Motivation

It represents behaviors when a leader expresses the importance of the goals and visions

simple ways,communicates high level of expectations and provides followers with work that

is meaningful and challenging. It involves a dimension produced through behaviors that

facilitate a feeling of commitment and optimism. Inspirational Motivation gives meaning tothe work of the followers. A processwhere leaders arouse followers by being visionary,

motivational and powerful, confident and captivating defines inspirational motivation and

idealized influence. The leaders displaying charismatic leadership are capable of using

expressive language that is appeal to the needs and values of the followers emotionally and

Communicate a clear vision.


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3. Intellectual Stimulation

Intellectual Stimulation is the process of stimulating followers to develop new and different

solutions to common problems and conducting work in new ways. In this process, the leaders

challenge the process, confrontthe old and outdated assumptions, traditions and processes.

The leaders facilitatethe followers in the discussion and stimulate new and independent ways

of thinking. According to Northouse (2001), This is leadership that stimulates followers to

be creative and innovative, and to challenge their own beliefs and values as well as those of

the leader and the organization. This type of leadership supports followers as they try new

approaches and develop innovative ways of dealing with organizational issues. It promotes

followers thinkingthings out on their own and engaging in careful problem solving.

4. Individualized Consideration

Individualized Consideration refers to leaders who approach teaching and coaching thefollowers on individual basis. The leaders pay heed to the needs and values of the followers,

coaching them by advising, supporting, and paying attention to the individual needs of

followers through issues and, and thus, allowing them to develop and self-actualize. The

leader acts as mentor or coach to the follower as per the followers specific motivations,

hopes, needs and dreams. He/she gives empathy and support through open communication

and placing the need-based challenge for the followers. Individualised consideration

encompasses the need for respect and appreciates the individual contribution that each

individual can make towards the goal. Here, leaders listen, learn and develop not only their

own ways of thinking but those around them. It facilitates an environment of will and

aspiration for self-development and intrinsic motivation. According to Northouse (2001),This factor is representative of leader who provides asupportive climate in which they listen

carefully to the individual needs of followers. Leaders act as coaches and advisors while

trying to assist individuals in becoming fully actualized. These leaders may use delegation as

a means to help followers grow though personal challenges.

1.2 Statement of Problem

This study measures and compares the leadership of male and female teachers through aMLQ-6S test, based on seven factors related to transformational leadership. The purpose of

this test is to determine gender-specific leadership roles, strengths, weaknesses, performance

and development of teachers.

Transformational leaders are those who continually strive towards improving their leadership

qualities and also stimulate their followers to exhibit outstanding performance. They enable

effective functioning of an organization. Since change is inevitable in any enterprise,


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especially in an educational institution, teachers as leaders are required to manage

change effectively and improve overall productivity and results.

Teachers who inspire perform better than teachers who control. Teachers who adopt

transformational leadership make the team understand the purpose of education and

other minor goals and help them adopt the same. They are open, down-to-earth and

approachable. They are also high risk-takers and not hesitant in condemning unethical

behavior. Some of these factors are gender and personality dependent. This study

gives a reflection on sex differences in transformational leadership behavior.

Until recently, leadership positions have predominantly been held by men and men

were thereforestereotyped to be more effective leaders. Women were rarely seen in

seniorleadershippositions leading to a lack of data on how they behave in such

positions.

This study attempts to look at leadership in terms of the behaviors employed by men

and by women. A number of universal attributes that contribute to the practice of

transformational leadership that apply across genders. They include motive arouser,foresight, encouraging, communicative, trustworthy, dynamic, positive, confidence

builder, and motivational. The study also found that there were a number of

genderspecific attributes. Those include enthusiastic, risk taking, ambitious, self-

effacing, unique, self-sacrificial, sincere, sensitive, compassionate, and willful.

1.3Objectives

1.3.1 Broad objectives:

To understand the different leadership behaviors and roles shown by men

and women in educational organization.To explore the general and gender-specific attitude towards

transformational leadership.

1.3.2 Specific objectives

to study the sex differences in leadership behaviors in educational

institutions.

To recognize the perceptions and stereotypes in leadership of men and

women.

To study the performance of men and women as leaders

1.4 Significance and Limitation of Study

Significance: Transformational leadership impacts individuals' self-growth and helps

transform members of a group into individuals who transcend beyond self-actualization and

their own self-interests for the sake of the group or organization. Under transformational

leadership, at the team level, you can find members that care, stimulate, inspire and motivate
http://en.wikipedia.org/wiki/Stereotypehttp://en.wikipedia.org/wiki/Leadershiphttp://en.wikipedia.org/wiki/Leadershiphttp://en.wikipedia.org/wiki/Stereotype


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each other. It can effectively be applied to militaristic, industrial, hospital and educational

settings. In an educational setting, it is necessary to define leadership, identify myths and

stereotypes and develop visions. It is also important to understand the significance of

situational leadership, interpersonal and intrapersonal leadership similarities and differences.

This study deals with these topics along with topic of ethics and empowerment.

Limitations: This study was performed among 60 teachers of which 30 were men and 30

were women, hence specific to teachers. The study focuses only on gender comparison and

does not take into consideration the personal, cultural and universal attributes. The study is

limited to only high schools and does not consider the transformational leadership behaviors

at higher study levels. The study categorizes teachers of different grades and classes in the

same data pool.


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this organizational result exists has been widely verified. These studies showed that there may

actually be different styles of leadership employed by men and women, which could account for

the disparity in promotion to higher level leadership positions. At the same time, it should be

noted that there is also ample evidence to suggest that men and women do not use different

leadership styles (Grant, 1988; Mandell&Pherwani, 2003). While the evidence on leadership

style differences between men and women is conflicting, the evidence on the results they attain isnot. Perhaps, therefore, looking at leadership from a style perspective is not helpful. In contrast,

this study attempts to look at leadership in terms of the behaviors employed by men and by

women. The GLOBE study (Den Hartog, et al., 1999) found that there are a number of universal

attributes that contribute to the practice of transformational leadership that apply across cultures.

They include motive arouser, foresight, encouraging, communicative, trustworthy, dynamic,

positive, confidence builder, and motivational. The study also found that there were a number of

culture specific attributes. Those include enthusiastic, risk taking, ambitious, self-effacing,

unique, self-sacrificial, sincere, sensitive, compassionate, and willful. These are attributes that

contribute to leadership performance in some cultures but not in others. Den Hartog and

colleagues point out that while both the universal and the culture specific attributes are known,the specific behaviors that are associated with an attribute that are employed by leaders in

different cultures may not be the same. For example, an encouraging leader in one culture may

use different encouraging behaviors than an encouraging leader in a different culture.Koopman

et al. (1999) and Brodbeck et al. (2000) found there are cultural differences that can be

distinguished across European countries that account for leadership prototypes. These

differences in the concepts or prototypes that followers hold about effective and ineffective

leadership behaviors predict readiness or lack of readiness to follow a given leader. That is, if a

leader behaves in a way that fits the followers prototype, that follower will be more likely to

follow the leader. This could be a partial explanation for the glass ceiling and how it operates.

Let us assume that women, even though they are as effective as men in terms of the results theyachieve, employ behaviors that do not fit with the leadership prototype that is held by followers

and by the female leaders managers. This disconnect would, according to the theory, lead to

lower performance evaluations in spite of the actual results achieved by the women.


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Chapter 3: Methodology

3.1 Sample Design

Sampling is concerned with the selection of a subset of individuals from within

a statistical population to estimate characteristics of the whole population.

Each observation measures one or more properties of observable bodies distinguished as

independent objects or individuals. Researcher designed the samples by planning where to

conduct the research, from whom to take sample and how to compare samples taken. Researcher

decided to conduct the research in schools and colleges, to take sample from the teachers there

and to compare the multifactor leadership quality among male and female teachers.

3.2 Study Area

Study area is the place where the research is to be conducted. Researcher chooses 4

schools and colleges i.e. Golden Gate College, Modern Indian School, Patan Campus and British

College.

3.3 Sampling Method

Researcher used non-probability sampling method. Non-probability sampling is a

sampling technique where the samples are gathered in a process that does not give all the

individuals in the population equal chances of being selected.

3.4 Data Collection methods

Data were collected with likert scale type of questionnaires. A psychometric response

scale primarily used in questionnaires to obtain participants preferences or degree of agreement

with a statement or set of statements. Likert scales are a noncomparative scaling technique and

are unidimensional (only measure a single trait) in nature. Respondents are asked to indicate

their level of agreement with a given statement by way of an ordinal scale.

Researcher selected likert scale type of questionnaires to find out the level of leadership

ability amongst the teachers and compare them separately by dividing them into male and female

category.

3.5 Data Collection Tool

Data was collecting using the likert scale questionnaire. A list of 21 questions related to

Multifactor Leadership Questionnaire (MLQ) was used. There are 7 factors according to MLQ

prepared. They are


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Factor 1. Idealized influence indicates whether you hold subordinates trusts, maintain

their faith and respect, show dedication to them, appeal to their hopes and dreams, and act

as their role model.

Factor 2. Inspirational motivation measures the degree to which you provide a vision, use

appropriate symbols and images to help others focus on their work, and try to make

others feel their work is significant.

Factor 3. Intellectual motivation measures the degree to which you provide a vision, use



Factor 4. Individualized consideration indicates the degree to which you show interest in

others well-being, assign projects individually, and pay attention to those who seem less

involved in the group.

Factor 5. Contingent reward shows the degree to which you tell others what to do in order

to be rewarded, emphasize what you expect from them, and recognize their

accomplishments.

Factor 6. Management-by-exception assesses whether you tell others the job

requirements, are content with standard performance, and are a believer in if it isnt

broke, dont fix it.

Factor 7. Laissez-faire measures whether you require little of others, are content to letthings ride and let others do their own thing.

The factors were divided according to the question on the questionnaire. The format of a typical five-

level Likert item were

0=No at all 1=Sometimes 2=frequently 3=Once in a while 4=Fairly Open 5=Always

The score range was put up as follows:

Score range:

High = 9-12, Moderate = 5-8, Low = 0-4


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Chapter 4: Presentation of Results

After the survey in various schools and colleges, researcher came with the results as

follows:

Factors Male Female

Factor 1 8.02 7.3

Factor 2 7.88 6.4

Factor 3 6.62 5.2

Factor 4 6.86 6.88

Factor 5 8.30 6.65

Factor 6 7.56 6.85

Factor 7 6.47 6.34

Source: Field Study, 2014

The results were calculated by taking average of all the factors of 30 male and female

teachers each. Thus, the results show that males have more leadership quality compared to

female in every factor except for factor 4 which is also excided by only 0.01.


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Chapter 5: Discussion and Conclusion

5.1 Discussion

The survey was conducted successfully from the teachers of various schools and colleges.

The motto of the survey was to find out the multifactor leadership quality of the teachers in theschool.This study was aimed at the comparison of transformational leadership among male and

female teachers in educational institutions by performing survey on 60 teachers in Modern

Indian School, Patan College and Golden Gate College. Positivist designs with cross sectional

field surveys, non-experimental designs that do not control for or manipulate independent

variables or treatments, but measures there variables and test their effects using statistical

methods, were used.The sample size of n= 60 was taken as standard number of sample size for

this research. The sample consists of 30 male teachers and 30 female teachers. The result of the

study shows that the male candidates had more leadership qualities in every factor compared to

female candidates except for factor 4.

Factor 4 states that individualized consideration indicates the degree to which you show

interest in others well-being, assign projects individually, and pay attention to those who seem

less involved in the group. This shows that female teachers are more affectionate in terms of

leadership quality.

5.2 Conclusion

To improve this situation, female candidates must also be active and push themselves to

their limits to make a better leader out of themselves. Though the data is not 100% accurate and

reliable, it does gives a brief picture of the multifactor leadership situation of the female teachers

in school and colleges. In order to improve these female teachers must be given proper guidance

and counseling to develop their leadership potential. Only then the situation can reach a

competition level.


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References

Wikipedia

MIND GARDEN, Inc., www.mindgarden.com from the Multifactor Leadership Questionnaireby

Bernard M. Bass and Bruce J. Avolio. Copyright 1995, 2000

(Grant, 1988; Mandell&Pherwani, 2003)

The GLOBE study (Den Hartog, et al., 1999)


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Appendixes

Multifactor Leadership Questionnaire (MLQ)

Name: Occupation:

Age: Caste/Ethnicity:

Gender: Male/Female Address:

INSTRUCTION:This questionnaire provides a description of your leadership style. Twenty-

one Descriptive statements are listed below. Judge how frequently each statement fits you. The

word others may mean your followers, clients, or group members.

Keys:0 = Not at all 1 = Sometimes 2 = Frequently, if not always

3 = Once in a while 4 = Fairly Open 5 = Always

1. I make others feel good to be around me.

0=No at all 1=Sometimes 2=frequently 3=Once in a while 4=Fairly Open

5=Always

2. I express with a few simple words what we could and should do


5=Always

3. I enable others to think about old problems in new ways


5=Always

4. I help others develop themselves


5=Always

5. I tell others what to do if they want to be rewarded for their work


5=Always

6. I am satisfied when others meet agreed-upon standards


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5=Always

7. I am content to let others continue working in the same way as always


5=Always

8. Others have complete faith in me


5=Always

9. I provide appealing images about what we can do


5=Always

10.I provide others with new ways of looking at puzzling things


5=Always

11.I let others know how I think they are doing.


5=Always

12.I provide recognition/rewards when others reach their goals.0=No at all 1=Sometimes 2=frequently 3=Once in a while 4=Fairly Open

5=Always

13.As long as things are working, I do not try to change anything.


5=Always

14.Whatever others want to do is OK with me.


5=Always

15.Others are proud to be associated with me


5=Always


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16.I help others find meaning in their work


5=Always

17.I get others to rethink ideas that they had never questioned before.


5=Always

18.I give personal attention to others who seem rejected


5=Always

19.I call attention to what others can get for what they accomplish.


5=Always

20.I tell others the standards they have to know to carry out their work


5=Always

21.I ask no more of others than what is absolutely essential.


5=Always


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Scoring

The MLQ-6S measures your leadership on seven factors related to transformational

leadership. Your score for each factor is determined by summing three specified items on

the questionnaire. For example, to determine by your score for Factor 1, Idealized

Influence, sum your responses for items 1, 8 and 15. Complete this procedure for allseven factors.

Total

Idealized influence (items 1, 8, and 15)

___Factor 1

Inspirational motivation (items 2, 9 and 16)

___Factor 2

Intellectual stimulation (items 3, 10, and 17)

___Factor 3Individualized consideration (items 4, 11 and 18)

___Factor 4

Contingent reward (items 5, 12 and 19)

___Factor 5

Management-by-exception (items 6, 13 and 20)

___Factor 6

Laissez-faire Leadership (items 7, 14 and 21)

___Factor 7

Score range:

High = 9-12, Moderate = 5-8, Low = 0-4

Scoring Interpretation

Factor 1. Idealized influence indicates whether you hold subordinates trusts, maintain

their faith and respect, show dedication to them, appeal to their hopes and dreams, and act

as their role model.

Factor 2. Inspirational motivation measures the degree to which you provide a vision, use

appropriate symbols and images to help others focus on their work, and try to makeothers feel their work is significant.

Factor 3. Intellectual motivation measures the degree to which you provide a vision, use




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Factor 4. Individualized consideration indicates the degree to which you show interest in

others well-being, assign projects individually, and pay attention to those who seem less

involved in the group.

Factor 5. Contingent reward shows the degree to which you tell others what to do in order

to be rewarded, emphasize what you expect from them, and recognize their

accomplishments.

Factor 6. Management-by-exception assesses whether you tell others the job

requirements, are content with standard performance, and are a believer in if it isnt

broke, dont fix it.

Factor 7. Laissez-faire measures whether you require little of others, are content to let

things ride and let others do their own thing.

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