"In line with contingency theory, effective leadership style harmonizes with the group's environment while retaining essential flexibility to navigate diverse and evolving situations" (Yazdanmehr et al., 2020, p. 1). An exemplary concept within this contingency theory framework is the Path-Goal Theory of leadership, which underscores adaptability based on tasks at hand and the team's dynamics. The Path-Goal Leadership approach propels motivation, obstacle removal, and clear communication to attain objectives. Leaders articulate explicit ideas and goals, facilitating a comprehensive understanding among staff and teachers of their expected roles.
The Path-Goal Leadership model encompasses four styles: Directive, Supportive, Participative, and Achievement. The Directive style entails task-specific instructions, offering clarity on execution—an asset when uncertainty lingers. Conversely, the Supportive approach fosters a secure and comfortable workspace. In the Participative style, leaders collaborate with staff to devise strategies aligned with the situation and school community. Lastly, the Achievement style sets high benchmarks, propelling teachers and team members to excel.
"In line with contingency theory, effective leadership style harmonizes with the group's environment while retaining essential flexibility to navigate diverse and evolving situations" (Yazdanmehr et al., 2020, p. 1). An exemplary concept within this contingency theory framework is the Path-Goal Theory of leadership, which underscores adaptability based on tasks at hand and the team's dynamics. The Path-Goal Leadership approach propels motivation, obstacle removal, and clear communication to attain objectives. Leaders articulate explicit ideas and goals, facilitating a comprehensive understanding among staff and teachers of their expected roles.
The Path-Goal Leadership model encompasses four styles: Directive, Supportive, Participative, and Achievement. The Directive style entails task-specific instructions, offering clarity on execution—an asset when uncertainty lingers. Conversely, the Supportive approach fosters a secure and comfortable workspace. In the Participative style, leaders collaborate with staff to devise strategies aligned with the situation and school community. Lastly, the Achievement style sets high benchmarks, propelling teachers and team members to excel.
The article titled 'Teacher Leadership and Conflict Management in English as a Foreign Language Classroom in the Light of the Contingency Theory of Human Resource Management: An Interdisciplinary Study' explores the impact of the Path-Goal Theory on educators in English as a Foreign Language (EFL) classrooms. Remarkably, the integration of contingency theory's key tenets, including context sensitivity, leadership, task accomplishment, and conflict resolution, remains relatively unexplored in the realm of English Language Teaching (ELT). This study aims to fill this gap by investigating teacher leadership and classroom management (Yazdanmehr et al., 2020, p. 2).
The study establishes that educators in English as a Foreign Language classrooms are encouraged to adopt the Path-Goal Leadership style as a means to effectively manage their classrooms. The conclusion drawn is that the Path-Goal Leadership model can serve as an apt framework for addressing classroom management challenges in English Language Teaching (ELT) settings (Yazdanmehr et al., 2020). In essence, the article underscores the utility of this approach for enhancing the educational landscape through strategic leadership practices.
Reference.
Yazdanmehr, E., Ramezani, Y., & Aghdassi, F. (2020). Teacher leadership and conflict management in efl classroom in the light of the contingency theory of human resource management: an interdisciplinary study. Theory and Practice in Language Studies, 10(8), 916–927. https://doi.org/10.17507/tpls.1008.09
