Research Journal of Social Sciences & Economics Review

Vol. 4, Issue 1, 2023 (January – March)

ISSN 2707-9023 (online), ISSN 2707-9015 (Print) RJSSER
ISSN 2707-9015 (ISSN-L) Research Journal of Social
DOI: https://doi.org/10.36902/rjsser-vol4-iss1-2023(38-45) Sciences & Economics Review
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A Study of Leadership Styles of Administrators and its Perceived Impact on Morale of

Elementary School Educators in Pakistan

* Fatima Saddique, MPhil Scholar (Corresponding Author)

** Dr. Bushra Inayat Raja
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Abstract
This research investigated the influence of democratic leadership practices of elementary school
administrators on the morale of educators. It was also an attempt to explore how democratic
leadership style of administrators, develop high morale among elementary school educators in
Pakistan. For the purpose, 22 administrators and 20 school educators in federal government
educational institutes contributed to the study. Mixed methods research design was used to collect
quantitative and qualitative data that helped to answer the research questions. The Leadership styles
questionnaire developed by Northouse (2009) was used to collect quantitative information regarding
democratic, authoritarian, and laissez-fare leadership styles of the administrators. The interview
guide developed by Littleford (2007) was used to collect qualitative information of educators’ morale.
It helped to collect detailed information regarding the research variables. The educator’s personal
experiences were considered in one–on-one interview, The results indicated that out of 22 schools 16
were practicing democratic leadership style, 1 school was practicing authoritarian leadership style, 4
were practicing both democratic and authoritarian leadership style and 1 school administrator was
practicing laissez-fare leadership style. Themes induced from the qualitative data, using thematic
analysis approach of the educators’ interview indicated that administrators’ leadership styles
influenced moral of the educators. These findings showed that elementary educators' morale was high
due to democratic leadership style of the school administrators.
Keywords: Leadership Styles, School administrators, Educators, Morale, Elementary Schools.
Introduction
School leadership is a crucial component of school administration because it influences the
achievement of school goals (Gyang, 2018). School administrators are expected to do multiple tasks
at school on daily basis (Sheninger, 2011). Apart from regular management responsibilities for
example continuous supervision, dealing with parental and educator issues and dealing with
disciplinary problems. The school administrators understand that their leadership practices improve
the institution’s environment (Whitaker, 2012). Further, Mason found that school leadership also
develops the morale of instructors, management, and employees of an institution (2007). Without
teachers, the school's work cannot be completed. Establishing their support requirements will help to
ensure job satisfaction and raise morale (Barksdale, 2022).
High morale benefits the instructors, management, and learners (Mooney, n.d.); so,
management should be well-informed about leadership practices and attitudes as they are contributing
very effectively in increasing and retaining high morale within their institutions. Bentley and Rempel
(1980) confirmed that school leadership and other factors affect the instructor's morale. Further,
Morale is also influenced by educator’s attitude towards the profession, attitude towards colleagues,
pay, work division, syllabus, grade, societal help, institutional support, and societal demands (Bentley
& Rempel, 1980).
The educators develop high morale when school administrators are trustworthy and dedicated
(Meador, 2016), like-minded (Pressley, 2012), and good at communicating with staff members
(Fullan, 2011) Moreover, morale further raised up when school heads acknowledge and appreciate the
hard work of their staff members (Hodges, 2005). Similarly, staff morale boosts when there is
professional development programs for the educators (Fiore, 2009), and they can exchange ideas with
___________________________________________________________________________
* Department of Education, Virtual University, Lahore Pakistan. Email: [email protected]
** PhD in Leadership and Management from UCL Institute of Education. University of London, UK.
Email: [email protected]
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other professionals (Meador, 2016). Administrators’ qualities like being supportive (Hodges, 2005),
courteous (Wilson, 2012), and efficient at solving institutional problems (Whitaker, 2012), is
associated with the high morale of the educators. Low teacher morale is a result of stress as well as
inadequate salary, pressure from testing requirements, disrespect, and lack of support (Greene, 2019).
Statement of the Problem
The study explores the perceptions of elementary school educators about their morale that are due to
the democratic leadership style of their school administrators, by using the mixed methods approach
to the research.
Significance of Research
It is hoped that the outcome of the study will help the school administrator and teachers to develop a
conducive teaching learning environment to provide better results in terms of student’s performance.
It will help the school administrator to understand if the democratic leadership style will be taken into
account the teacher’s morale will be high. They can work in the environment of satisfaction and it
will lead to the student’s achievement. It will also help to find out how democratic leadership style is
effective to be exercised in school. It will help to recognize the importance of this variable that has an
influence on teacher’s morale at school.
Research Objectives
The research objectives were as follows:
1. To explore the influence of democratic leadership styles of administrators on the morale of
elementary school educators in Pakistan.
2. To explore how democratic leadership styles of administrators, develop high morale among
elementary school educators in Pakistan.
Research Questions
The study was directed by the following research questions:
1. What are the elementary school educators’ perceptions about the morale while teaching?
2. How democratic leadership style of elementary school administrators has a positive influence
on the morale of elementary school educators?
3. How the democratic leadership style of elementary school administrators have a negative
influence on the morale of the educators?
4. In what way democratic leadership styles of administrators influence the morale of the
educators?
Review of Related Literature
Huysman (2008) stated that educator’s morale is linked with encouragement, handwork, and work
commitment. However, the school administrator and directors of education are responsible for
educators’ morale but educational leaders should also consider other factors that influence educator
morale (Willis & Varner, 2010). Kessler & Snodgrass (2014) stated that the ability to communicate
efficiently leads to the high morale of employee A successful administrator effectively communicates
the school goals to the instructors and children” (Marzano, Waters, & McNulty, 2005).
A leader can boost productivity and morale by taking into account what motivates each
employee. A leader must figure out from the employees what aspects of the job they find most
challenging and difficult. Don't make assumptions about a staff member's preferences based on a
single conversation. Behave as though you are truly interested in what the staff member is saying by
being a good listener (Tingum, 2019)
Studies conducted by (Huysman, 2008; Mackenzie, 2007; Reed, 2010) found that non-
recognition is another aspect that influences the educator's morale. When educators realize that their
hard work has no worth, they become demoralized. Good leaders know the importance of
appreciation. They truly appreciate their employees, to increase their morale. “Day-to-day activities
of the school heads exhibit an important role in employees’ morale” (Whitaker et al., 2009, p. 105).
The educators may leave the school where the administrator does not regard or trust their abilities
(Wilson, 2012,).
According to Willis & Varner (2010) the attitude of the administration and an atmosphere
they create for educators, affects the educator's morale. Different practices that affect educators’
morale are: admiration, academic and professional help, and training. Building relationships inside the
school, assisting teachers, showing trust, and having effective communication skills all depend on

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administrative leadership. These actions, along with others, encourage strong teacher morale
(Gadson,2018).
According to Friedman and Reynolds (2011) the great administrators know that the
professional development of educators are important and they allow them to attend training
workshops. "Training courses in which administrators are active and educators are passive for a half
or entire day are famously ineffective" (p. 126). Similarly, Fiore (2009) revealed, that "all together for
staff advancement the program must be planned with consideration of the necessities and needs of the
educators" (p. 77).
Fullan (2007) revealed that trust is a basic connection between a leader and its followers.
Trust is crucial to employee’s work commitment. At the point when educators trust their school
heads, morale is improved. Further, in any event on the off chance that one has been misled,
misdirected, or let down repeatedly, the resulting doubt is negative to morale. It is the responsibility
of school leaders to consider the educators morale. They should have knowledge about the indicators
of low morale to stop the institutional decline. Among the different factors influencing educators’
morale, a few researchers have recognized that the school leadership is the most significant factor.
According to Fiore (2009), autocratic school administrators decide which activities should be
allowed. Autocratic school administrators don't look for consultation with their representatives, low
morale is mostly associated with the authority style.
“Autocratic school administrators remain at distance with their staff and do not involve the
workers in decision making process. At the point when the staff feels distanced, educators experience
low morale” (Root, 2016, para. 4). Laissez-faire school administrators consider educators’ abilities.
Moreover, laissez-faire administrative style is associated with high educators’ morale. They allow
educators to make their own decisions (Robinson, n.d.). Gill (2014b) stated that democratic school
administrators distribute tasks among educators. Further, they accept their point of view and
encourage and value them while making a decision. “Administrators who involve educators in school
affairs increases their morale and improves school result” (Root, 2016, para. 4).
Thus, taking an overview of the literature, it was concluded that the morale of educator
depends upon the administrator’s leadership styles. Therefore, an attempt has been made to explore
the relationship of educators’ morale with administrators’ democratic leadership style at elementary
school level.
Conceptual framework
Mixed methods research has been used by researchers for many decades. It has been referred by
different names (Creswell & Plano Clark, 2007. Mix-method research is employed by the researchers
to expand the scope of research. Further, it has been an attempt to lessen the weaknesses of one
approach alone (Blake 1989; Greene et al., 1989; Rossman & Wilson 1991). In order to explore the
same phenomenon in one study or succession of studies both quantitative and qualitative method is
used for collecting, analyzing, and interpreting data (Leech & Onwuegbuzie, 2008). This research is
conducted in a natural setting the researcher has interacted with the educators to know about their
perceptions of their personal morale while teaching and how the leadership style of elementary school
administrators has a positive or negative influence on the morale of elementary school educators.
Research Methodology
Research design
To study the Leadership styles of school administrators and its perceived impact on the morale of
Elementary school Educators in Pakistan, a mixed methods approach was adopted in this research.
Population and Sample
A sample of 22 female administrators was taken from 32 elementary schools of Federal Government
Elementary Institutions Cantt Garrison Rawalpindi city of Pakistan. A list of all elementary schools
was taken from the office of the federal directorate of education (FDE) Rawalpindi. By exercising
convenient sampling approach, 20 educators were chosen to be the potential participants for the
interviews. Keeping in view the ethics of research the all participants were given pseudonyms to hide
their identity.
Data Collection Tools
To get the quantitative data, the Leadership styles Questionnaire, 5x rater form, developed by
Northouse in 2009, was selected to find out the administrators’ leadership styles. It was a close ended
questionnaire. The researchers contacted the instrument developer Northouse 2009 that confirmed, no

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reliability estimates available for leadership styles questionnaire. It also confirmed that questionnaire
has content validity, the questions are closely related with the leadership styles, it was designed to
measure.
To get the qualitative data, the Interviews were conducted with the participants by using an
interview guide developed by Littleford in 2007.The said interview guide was developed after intense
review of literature about school administrators’ leadership style as well as research on high and low
morale of the teachers. Furthermore, the interview guide developer is a knowledgeable person, she
has teaching experience of more than 30 years and has observed the highs and lows of faculty morale.
Data Analysis
Section I
Quantitative Data Analysis
This section presented the findings of the quantitative data. The leadership styles questionnaire was
included 18 items of which 6 were related to the democratic leadership styles and 6 were related to
authoritarian leadership styles and the other 6 were related to laissez-faire leadership styles.
Table 1
Leadership styles of Administrators
School No Scores in Authoritarian Scores in Democratic Scores in Laissez- Leadership
Leadership Styles of Leadership styles of faire styles of
Administrators Administrators Leadership styles Administrators
of Administrators
1 19 23 20 Democratic
2 21 25 22 Democratic
3 18 27 20 Democratic
4 20 28 21 Democratic
5 23 22 25 Laissez-faire
6 16 23 19 Democratic
7 19 23 19 Democratic
8 18 24 14 Democratic
9 15 24 18 Democratic
10 25 22 18 Authoritarian
11 16 23 21 Democratic
12 22 24 13 Democratic
13 21 28 14 Democratic
14 18 24 20 Democratic
15 13 21 11 Democratic
16 25 28 25 Democratic
17 23 15 14 Authoritarian
18 22 30 16 Democratic
19 27 12 9 Authoritarian
20 19 19 14 Democratic/Aut
horitarian
21 23 15 16 Authoritarian
22 21 26 18 Democratic
The results have shown that sixteen schools 1, 2, 3, 4, 6,7, 8, 9, 11, 12, 13, 14, 15, 16, 18, and
22, administrators have a democratic leadership style and the school administrators of school 20 have
both authoritarian and democratic leadership style. Therefore, the administrators of schools 10, 17, 19
and 21 have authoritarian leadership styles and the administrator of school 5 has a laissez-faire
leadership style. The results have concluded that the democratic leadership style has been practiced
by the majority of school administrators.
Section II
Qualitative Data Analysis and Discussion
This section presented the findings of the qualitative data analysis to see the effects of administrators’
leadership styles on the morale of their educators working in the elementary schools of Rawalpindi
city. These findings have been carried out by using step by step thematic analysis approach. The
interview data were recorded and then transcribed by using open coding, axial coding and selective
coding techniques. The following eight themes have been developed from the interview data to verify

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the democratic leadership style of the administrators and its effect on the morale of the educators. For
example:
i. Building Trust
ii. Enhance Motivation
iii. Good listener motivates others
iv. Delegation of tasks makes other confident
v. Collaborative decision making makes environment a trustworthy
vi. Supportive environment facilitates teaching learning environment
vii. Good Communication boosts up collaborative environment
viii. Acknowledgement and Appreciation encourages other
Following quotes from the transcribed interviews data reflect that how these themes were
induced as per the perception of the participants. Moreover, it has also been highlighted that how
directly or indirectly these themes influence morale of the educators.
Building Trust
The research found that the morale of school educators’ was high because they experienced an
atmosphere of trust at the workplace. It was found that they have high confidence and morale due to
their administrators’ attitude. The study participants described that they have a strong and trustworthy
relationship with the school administrator’. They also revealed that their administrator was very
helpful in problem-solving. For example, one of the participants elaborated:
“I was newly appointed. There was no classification among educators by administrator. She
treats all equally and trust and believes in the abilities of others. She assigns me very responsible
tasks and gives full freedom to complete the task till the end. She never intervenes. However, when I
feel difficulty, she gives her support maximum possible. The school administrators’ support and trust
motivated me to continue my profession as an educator in this school”. (Hira)
The research findings suggested that developing trust among the employees is a fundamental
quality that administrators should possess. It certainly leaves good impact on the followers and
enhances their performance and integrity with the organizations.
Enhance Motivation
The study indicated that school administrators encouraged and appreciated the school educators and
helped them to handle daily challenges at school. The school educators were motivated to work and
teach better due to the appreciation and acknowledgement of their good performance and cooperation
received from their administrator.
A school educator explained her feelings about her motivation while teaching.
She elaborated:
“The continuous good feedback provided by the administrator motivates us to improve our
performance further. She added that in weekly meetings the administrator gives good remarks about
my performance and appreciates a lot in front of others. This encourages me to work harder for the
betterment of school”. (Irum)
The study, findings suggested that an administrator that shows interest in good work of
educators and duly acknowledges their good performance. This kind of behavior increases their
motivation level which subsequently results in the effectiveness of teaching learning process.
Good Listener Motivates Others
The participants believed that administrators' being good listeners affect educators’ morale positively.
They also elaborated that the quality of their administrator being a good listener helped them to solve
their daily problems before they get multiplied. A participant shared her point of view in these
words:
“Our administrator feels no bothersome to listen our concerns. We all have frequent and
effective communication with our administrator. No communication gap exists. She listens our
concerns attentively. We feel satisfied with her good response to our matters. The participant further
added that she never minds whenever we visit her office” such behavior of administrator made us feel
confident and relaxed”. (Amber)
The administrators being good listeners like to interact with their educators. They impose no
restriction and allow them to visit their offices, listen to their problems and help them accordingly.
When the school administrators behave like a good listener the employees feel they are
honestly concerned about their problems (Tingum, 2017).

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Delegation of the Tasks Makes Others Confident

The study participants defined that academic and non-academic tasks have been divided among the
school educators. They all were equally allocated the responsibilities and their titles. That made the
educators more responsible and confident. They were putting more effort to complete the task with
complete success. One of the participants reported:
“I was newly recruited in that school. I have no work experience. Despite of that my
administrator assigned some duties. My colleagues were not agreed with that decision. But
administrator trusted on my abilities. Thus, I performed my duties diligently and successfully. I
organized a debate competition among the students. It was good experience which boosted up my
confidence. This all become possible because my administrator had given me a chance to show my
talent”. (Farhana)
The research indicated that the delegation of power and distribution of task among the
employees helped them to show their abilities and improved their skills. Which boosted up their
moral and made their personalities stronger.
Collaborative Decision-Making Makes Environment Trustworthy
It appeared that the administrators introduced the collaborative decision-making environment. That is
one of the main abilities of a democratic leadership. One of the participants described:
“During the academic meetings the administrator welcomed the suggestions forwarded by
the educators. Whenever I presented my opinion to any of the matters under discussion, she gave full
considerations. Due to this collaborative environment nobody hesitated to express their point of
view”. (Zarnab)
The research findings have revealed that the educators were happy, motivated confident and
expressive due to this freedom of expression provided by their administrators. Which certainly
boosted up their morale.
Supportive Environment
Supportive environment facilitates teaching learning environment to enhance the morale of the
employees, the supportive environment is essential to be provided by the employer. The participants
told that such environment was also there. For instance, one of the educators said:
“The school administrator behaved very gently and politely with all of us. She was very
caring about our personal as well as professional problems. Once, I faced a pay-related issue, and
another has an allowance-related worries. Clerical staff was not cooperative. We both requested the
administrator for her attention to these matters. She very gently handled them and we got relief.
(Rabia)
The findings indicated that due to supportive environment provided by the school
administrators educators were satisfied and worked for the betterment of school without any worries.
Which resulted in effective and productive teaching learning process.
Communication Boosts up Collaborative Environment
Open communication with all stake holders brings improvements and they all stay informed with
every important information. Giving and receiving feedback is the best policy for the improvement of
the plans of action wherever is required. The school administrators exercise this practice and take all
educators and parents of the students on board and used to discuss students’ progress with them. One
of the participants expressed her opinion. She summarized:
“There is frequent communication among all of us. We have a weekly meeting with our
administrator and after every month with the parents of the students. She also visits classes and talks
with the students about their studies and the facilities provided by the school. Further, she also asks
questions relating to the course to check their learning. Moreover, she makes sure that all important
information is circulated among the educators timely, to keep them updated. Thus, no worries exist
among us. We remained relaxed”
It is evident that there was no communication gap in the school at each level. That was not
only helpful for the educators to work in better environment but for the administrators as well. It
helps them to find out the interest and abilities of the educators. The administrator’s interest and
interaction with educators increases the educator’s morale and confidence. The research also explored
that the frequent and supportive communication by educators with administrators minimized their
problems and increased their work satisfaction.

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Acknowledgement and Appreciation Encourages Others

The rewards in any form boost motivation and encourage to work more hard. The interviewees’
expressed a feeling of pleasure when the administrators acknowledged their efforts. One of the
participants said:
“When my administrator acknowledges my efforts. I feel a sense of belongingness when she
appreciated my extraordinary work. I become more motivated I want to work further hard for the
betterment of my school. (Amna)
Further to this, one of the educators shared an example:
“Once there was a student who was unable to do her homework because her parents were
illiterate. I started helping her in the break time so that she can improve her scores in examinations. I
continued this practice till the examinations. It really helped the student to improve her deficiencies.
When administrator came to know about this. She came to my class and in front of whole class
appreciated me a lot. In a function she arranged a certificate of appreciation for me. I felt so good.
This boosted my energy to work further.” (Sehar)
The current study has found that acknowledgement and appreciation of educators, developed
more motivation and eagerness among them to work further hard. This certainly contributed towards
school’s betterment.
Conclusion
The present study explored the leadership styles of school administrators and its impact on the morale
of elementary school educators. The findings suggested that the school administrators were using
democratic leadership styles in their school that positively influenced the morale of the educators. It
tends to be inferred that elementary educators' morale was high because of the specific qualities of
administrators like their effective communication with all stake holders’ trust in educators’ abilities,
the delegation of tasks to all, and their full involvement in the decision-making process of the school
matters. This research has additionally found that educators were enthusiastic, motivated and
commitment towards their job and work performance, due to the full support and cooperation
rendered by their administrators. The acknowledgment and appreciation of their hard work also made
the educators confident and self-assured. The provision of teaching and learning materials in time,
made the work environment more effective, smooth and conducive. It is concluded that the
democratic leadership style of head teachers is very effective for the better performance of the
educators because such qualities are the basic source to uplift their morale. The high morale of the
educators finally makes the teaching learning process more effective and fruitful.
Recommendations
Based on the study findings it is suggested that the training workshops about the leadership style
should be conducted for school administrators to give them awareness about the leadership styles and
their impact on the performance of teachers and students. It is also suggested that the further research
should be conducted with the big sample which would help in the better generalization of the research
findings. A similar comparative study in private and public sector schools of Pakistan can be
conducted to see the difference in results.
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