Leadership Values Communication

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INFLUENCE OF LEADERSHIP VALUES COMMUNICATION ON THE BEHAVIOUR OF STUDENTS IN SELECTED SECONDARY SCHOOLS IN ETI-OSA LOCAL GOVERNMENT AREA, LAGOS STATE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
Communicating leadership values transcends the goals of learners to attain a purpose that redirects the student’s skills. Also, communication improves knowledge, induces virtues, enhances the cultural orientation of the students and structures their dispositions. Often, this leads to increased student-centred learning which is focused on supporting learners’ practical cognition that exposes the weaknesses of leaders. Fundamentally, it is imperative to enhance students’ leadership competencies through higher levels of intrinsic goal orientation
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The contingency or situational school of thought
Based on the weakness of the behavioural leadership style, there are conclusions that this is not a single leadership style that is appropriate for every situation. Contingencies-situational theories thus arose to fill this gap and state that the leadership style to be used is contingent upon the situations, task, people, environment and organisation around the situation. Some of the major contingency or situational theory includes; the fielder’s contingency model, the hersey-blanchard model of leadership, the tannenbaum and Schmidt’s leadership continuum, and the adair’s action-centered leadership model.
The Fielder’s Contingency Model
This theory postulates that there is no single fitted way that is best used by managers in leading. Situation and circumstances around them will determine the leadership style that will be employed by the managers. This means that the approach or style of leadership to use is contingent on the factors that give rise to the situation. For example, a dynamic environment will demand the leader to apply more of a participatory style, while a routine environment will demand the use of a directive leadership
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Directive behaviour includes; clear communication of follower’s role, one-way communication and supervision of performance at close range. Supportive behaviour includes’ facilitation of interactions that involve the subordinates in making of decision, two-way communication, and also, listening and providing supports. Blanchard’s opinion of major situational variables in the determinants of the right leadership style is the subordinate developmental level or their readiness. This thus leads to specification of four results of leadership styles; directing, coaching, supporting and
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