Epistemological Beliefs and Leadership Style among School Principals

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1 International Education Journal Vol 4, No 3, Epistemological Beliefs and Leadership Style among School Principals Dr. Bakhtiar Shabani Varaki Associate Professor of Education, Ferdowsi University of Mashhad, Iran The purpose of this research is to identify the differences in epistemological beliefs among school principals at primary and high school levels as well as to measure and assess the impacts of such differences on their leadership styles both, task-oriented and relationship-oriented. A total of 96 questionnaires were sent to school principals to assess their assumptions about the nature of knowledge including: simple, certain, innate, and quick (SCIQ). Ex-post facto research, t-test, and Lambda test were used to analyse the data. The result indicates that there is a strong relationship between the principals epistemological beliefs and their leadership styles. The administrators with low levels of belief in SCIQ knowledge have stronger relationship-oriented leadership styles than those who showed a higher belief level in SCIQ knowledge. The research also shows a significant relationship between the epistemological beliefs of the administrators and their work levels. This means, that the secondary principals scored lower in epistemological beliefs than primary school principals. The data indicate that secondary school principals implement relationship-oriented leadership while the primary school principals apply task-oriented style. epistemological beliefs, leadership style, school, Principals INTRODUCTION Educational scientists believe that administrators play an important role in the organization and operation of schools. Most of these experts consider administrators as the main source and the driving force for the organizational development and academic growth of students (Mirkamali, 1995). The success of administrators is due to the methods used in the administration process. The administrators leadership style influences the effectiveness and efficacy of the organization, and is the function of several inter-related factors, such as the employees level of psychological and social maturation at work; their main expectations (Alagheband, 1997, p.131); as well as their epistemological assumptions (Rezaian, 1996, p.13). Therefore, the person s assumptions and his or her attitude toward other human beings are the foundation of X and Y management theory. The person s cognition and attitude are the foundations for behavioural modification of individuals, groups, and organization (Hersi and Blanchard, 1993, p.3-5). Figure 1 demonstrates the stages of change and the level of difficulty at each stage. The principals' style in leadership is based on his/her assumptions about human beings, human learning, and human nature. These assumptions, conscious or unconscious, are the foundation for decision making and choosing a leadership style (Bayat, 1998, p.37).

2 Varaki 225 Likewise, epistemological beliefs influence all aspects of education especially on educational methods and leadership (Greise, 1981, p.185). Group and organizational behaviour Personal behaviour Attitude Cognition Short time needed Long much difficulty Few Figure 1. The stages of different changes according to time and mode of difficulty (adopted from Hersi and Blanchard, 1988, p. 5) EPISTEMOLOGICAL BELIEFS The principals epistemological beliefs (EB) are conceptualized according to Schommer s taxonomy (Schommer, 1990). Schommer recasts epistemological beliefs as a system of more or less independent beliefs. By system, it is meant that there is more than one belief to consider, and by more or less independent, it is meant that a learner could be sophisticated in some beliefs but not necessarily sophisticated in other beliefs (Schommer, 1993, p.407). Four beliefs were hypothesized. Stated from the naive perspective, they are the following beliefs. 1) Belief in Simple knowledge Knowledge is best characterized as isolated facts. People perceive knowledge as separate and unrelated facts and consider scientific information as interrelated elements. 2) Belief in Certain knowledge Those who believe in certainty of knowledge argue that there is no mistake or error in scientific discoveries and knowledge is absolute. Opponents of certain knowledge argue that knowledge is relative and that scientific discoveries are tentative not absolute. 3) Belief in Innate ability Believers of innate ability assume that human ability is not the product of achievement and is not subject to improvement. Therefore, learning ability is not changeable. 4) Belief in Quick learning Learning is quick or not-at-all (Schommer, 1993, pp ). Therefore those who believe in quick learning assume that learning is not a gradual process. LEADERSHIP STYLE Leadership consists of knowledge and skills which influence and direct others activities (Khalili, 1995, p.47). Therefore, a person s leadership style is the behavioural patterns which he or she uses while directing others to do the job. These patterns can be classified as relationship-oriented or, task oriented behaviour, or a combination of both.

3 226 Epistemological Beliefs and Leadership Style among School Principals The relationship-oriented style The relationship-oriented style of administration is built upon informal, personal and social interaction. This behaviour is demonstrated through mutual trust, social affection, personal support, protection, and friendship (Slocum, 1996, p.453). The task-oriented style The task-oriented leadership style focuses on formal relationships between the leader and his or her followers. The leader provides directions and instruction and the followers do the tasks accordingly. METHOD This research assumed that the epistemological beliefs have already been formed in principals. Therefore, the ex-post facto research method was designed to measure the impact of epistemological beliefs on leadership styles among the primary and high school principals in the academic year in the city of Tabas, a North West city in Iran. In order to measure the principals epistemological beliefs, Schommer s questionnaire of epistemological beliefs (1996) was used. This questionnaire is the tool with 63 items, which measures people s beliefs about the nature and process of knowledge and learning. It has 63 items in 12 sub-sets. The leadership styles of participants were identified through Luthans leadership questionnaire (1985). It has 35 items. Schommer, who used Cronbach s Alpha and test-retest method in 1990, has assessed the reliability of the epistemological beliefs questionnaire. The coefficient of 0.74 was obtained. Moreover, the reliability of each factor was in the range of 0.63 to In 1993, Schommer reviewed the questionnaire and then reassessed the reliability coefficient and found it in the range of 0.45 to Marzughi (1997) examined the reliability of this questionnaire in Iran and the coefficient was 0.76 (Emami, 1998). In this study, I used the revised version of Schommer s questionnaire. Its reliability was assessed using Cronbach s Alpha with a coefficient of Ebrahimi (1997) and Ghani (1995) by using a test-retest method, assessed the reliability of the leadership style questionnaire and found 0.95 and 0.89 reliability coefficients. In this study, also by using a test-retest method, the reliability was found to be Both questionnaires were derived from the current psychological and management theories; therefore they have sufficient validity. RESULTS The principals epistemological beliefs and leadership style Table 1 and 2 show that most secondary school principals (57%) achieved a high score in epistemological beliefs (EB). This means that the secondary school principals believed in simple knowledge, absolute knowledge, innate knowledge and quick learning. Only 21 per cent of the primary school principals got a low score in epistemological beliefs and they believe little in them. The results derived from Table 2 yield the following findings. First 4.8 per cent of the secondary school principals have weak relationship-oriented and task-oriented leadership style, while 50.7 per cent of primary school principals follow this style.

4 Varaki 227 Second, 28.6 per cent of the secondary school principals have high relationship-oriented and low scores in task-oriented leadership style, while 20 per cent of the primary school principals follow this style. Table 1. The primary and secondary schools principals beliefs Primary School Secondary School Total % Frequency % Frequency % Frequency Desirable EB Partly desirable Total Table 2. The primary and secondary school principals' leadership style Leadership style Low relationship Low task High relationship Low task High relationship High task Low relationship High task Total % Absolute abundance % F % F % F % F Secondary Primary Total Third, 57 per cent of the secondary school principals have strong scores in relationshiporiented and task-oriented leadership style, while 20 per cent of the primary school principals follow this style. Fourth, there is almost no difference between primary and secondary school principals in their belief in low relationship-oriented and high task-oriented leadership style: 9.5 and 9.3 per cent of them follow this kind of leadership style. For analysing the assumption related to the epistemological beliefs and the leadership style of principals, analysis of variance (ANOVA) has been used and the results are presented in Table 3. Table 3. The results of analysis of variance in principals' epistemological beliefs Source Degree free Sum of squares Mean squares within groups between groups Total F=52 P<0.05 As presented in Table 3, there is a significant difference between the epistemological beliefs of the principals who have different leadership styles. The LSD test revealed that the epistemological beliefs scores of the principals who have strong relationship-oriented and task-oriented leadership styles are significantly lower than the epistemological beliefs scores of the principals who follow another leadership style. Therefore the principals, who use strong relationship-oriented and task-oriented styles, believe a little in simple, quick, certain and innate knowledge and learning. For analysing the assumptions related to the primary and secondary school principals epistemological belief differences, the t-test has been used. The results are presented in Table 4. According to Table 4, there is a significant difference in primary and secondary school principals epistemological beliefs. The epistemological belief scores of secondary school principals are lower than primary school principals scores. It means that the secondary

5 228 Epistemological Beliefs and Leadership Style among School Principals school principals have weaker beliefs about simple, certain, quick and innate knowledge and learning. Table 4. The primary and secondary school principals epistemological beliefs Type of school Number Avarage Standard deviation Standard error Secondary Primary A Lambda table has been used for analyzing the assumptions related to the relationship between kind of school and leadership style. The results are presented in Table 5. Table 5. Leadership style and kind of school Leadership style Low relationship Low task High relationship Low task High relationship High task Low relationship High task % F % F % F % F % F Secondary Primary Total λ=0.315 The coefficient derived from Table 5 indicates that the amount of prediction of the principals' leadership style regarding the type of school (primary and secondary) is 31 per cent. Moreover, according to Table 5, it can be demonstrate that 57 per cent of the secondary school principals use high relationship-oriented and high task-oriented style, while only 28 per cent of the primary school principals follow this style. ANOVA has been used for analysing the assumption related to the difference in secondary school principals epistemological beliefs. The results are presented in Table 6. Table 6. The difference between secondary school principals' epistemological beliefs Source Degree free Sum of squares Mean squares Within groups Between groups Total F = 9.27 P < 0.05 As presented from Table 6, it can be seen that there is a significant difference in secondary school principals epistemological beliefs. Also the ESD test of significance confirms the relation between epistemological beliefs and the leadership style in secondary schools and indicates that the principals who have strong relationship-oriented and task-oriented leadership styles have a significant difference with other principals regarding commitment to epistemological beliefs. Coefficient η 2 has been used for examining the effects of each of these epistemological beliefs on leadership style. The results are presented in Table 7. Table 7. The Effects of the epistemological beliefs on the leadership style of the secondary school principals EB η η 2 Simple knowledge Certain knowledge Innate ability Quick learning Total Total

6 Varaki 229 Table 7 shows that amount epistemological beliefs, simple knowledge explains 0.65 of the variance of leadership style while innate knowledge can only predict 0.26 of these changes. In sum, the epistemological beliefs results indicate that 0.62 of the principals leadership style differences in secondary schools are related to their epistemological beliefs. Analysis of variance (ANOVA) has been used for analyzing the assumptions related to the differences between the primary school principals. The results are presented in Table 8. Table 8. The results of the ANOVA in primary school principals epistemological beliefs and leadership style Source Degree free Sum of squares Mean squares Within groups Between groups Total F=28.86 P<0.05 It is seen from Table 8 that there is a significant difference in the principals epistemological beliefs and leadership style. The results indicate that the principals with strong relationshiporiented and weak task-oriented styles, compare to principals with weak relationshiporiented and task-oriented styles are significantly different in epistemological beliefs. Coefficient η 2 has been used for measuring the effects of each epistemological beliefs on leadership style. The results are presented in Table 9. Table 9. The effects of the epistemological beliefs on leadership style of the primary school principals EB η η 2 Simple knowledge Certain knowledge Innate ability Quick learning Total It can be shown from Table 9 that of the epistemological beliefs, simple knowledge has the most effect and quick learning has the least effect on the principals leadership style in primary school. In other words, simple knowledge predicts 0.47 of leadership style changes, while quick learning can explain 0.28 of these changes. In total the primary school principals epistemological beliefs predicts 0.55 of their leadership style changes. CONCLUSION These results indicate that principals use different leadership styles. The secondary school principals use strong relationship-oriented and task-oriented leadership styles more than primary school principals.this is congruent with Hersey and Blanchard s situation-oriented theory (1996) and Kerman s cycle of life (Hersey and Blanchard, 1996).According to Hersey and Blanchard principals leadership style in lower grades regarding the maturation in work, education and experience, which operate at lower levels, should be task-oriented. Higher grades of education, whose members have higher education and higher experience, use relationship-oriented styles. Accordingly, although the primary school principals would use weak relationship-oriented leadership styles; it seems that on the basis of these theorists they have acted according to the primary school situation. The only difference in the results of this study from Heresy and Blanchard s conception and also Kerman s is that in the present study, the secondary school principals use strong

7 230 Epistemological Beliefs and Leadership Style among School Principals relationship-oriented and task-oriented leadership styles. In other words, it is indicated in this study that secondary school principals use both styles. This result is congruent with what Halpin has presented in his research report. Halpin holds that the characteristic of desirable and influential leadership behaviour should have high scores in both relationshiporiented and task-oriented leadership styles. On the other hand, the undesirable and uninfluential leadership behaviour would be characterized by low scores (Hovey and Miskel, 1997, 1998). Another finding of this study is that the principals epistemological beliefs are influential in their leadership style; therefore the principals with strong relationship-oriented and taskoriented leadership styles believe in simple, quick, certain and innate knowledge. In other words, this group of principals hold the following four beliefs. 1. Scientific knowledge is systemic; and relationships are integratedwith each other. 2. Human knowledge is relative. 3. Knowledge is acquired, though the talent of learning is innate. 4. The process of learning scientific knowledge is a gradual process, so it needs continuous activity. A glance at the different theories and studies about epistemological beliefs and their relations to the different variables indicate that these beliefs will influence all aspects of education. Furthermore, theory indicates that the anthropological conceptions are the basic factors influencing people s action and behaviour and Greise (1983) contends that the epistemological concepts are influenced by metaphysical visions (Cosmology and anthropology). The results of the present study both confirm the relation between epistemological beliefs and leadership style and indicate the effects of each epistemological belief on leadership style are in a high level. Moreover, the studies done on this relationship, including Perry (1970), Schommer (1993), Bandikson (1994), Ardondo (1996), Marzoghi (1998) and Emami (1993), indicate that there is a significant relationship between epistemological beliefs and other different aspects of education such as educational performance, learning strategies, judgement, behaviour and teaching methods. So the results prove that epistemological beliefs have strong influences on educational methods and leadership style. There can be at least two consequences from this result. First, according to principals epistemological beliefs, their leadership style can be predicted. Secondly, by reinforcing principals positive beliefs, their leadership styles can be more easily influenced by the expertise of today s educational-administration experts. RECOMMENDATIONS 1. Since there is a significant relation between epistemological beliefs and leadership style, it is suggested that principals epistemological beliefs should be regarded when they are hired. 2. Regarding the influence of a desirable leadership style on organization efficiency and achievement, short-term training in service in relation to the active and positive epistemological beliefs (not regarding the knowledge and learning as absolute, simple, innate and gradual) should be prepared. 3. The training discussed should be presented in training school centres, higher education and training colleges.

8 Varaki Regarding the influence of education and training on the form of epistemological beliefs and considering that primary level is the foundation of formal training and has a special importance, it is suggested that at the primary level like the secondary school level, at least the possession of a Bachelor of Art should be regarded as a minimal requirement for teachers and principals. REFERENCES Abbaszadegan, M. (1995) Educational Management. Oromieh University, Oromieh, Iran. Arrendondo, D. and Rucinski, T. (1996) Paper Presented at the Annual Meeting of the University Council for Educational Administration, Louisville. Azazee, S. (1997) The Study of Relationship Between Supervisor Educational Philosophy and their Practice. Tehran University, Tehran, Iran. Basri, N. (1990) Administrators Attitudes and their Practices. Tehran University, Tehran, Iran. Bayat, M. (1998) Leadership Style and Job Satisfaction. Tehran University, Tehran, Iran. Bendixen, L. and Dunkle, M. (1994) Epistemological Beliefs and Reflective Judgment. Journal of Psychology Report, 1(5), Emami, S. (1998) Epistemological Beliefs, Academic Achievement, and their Relationships with Learning Strategies. Tehran University, Tehran, Iran. Fahimnia, M. (1990) Comparative Study of the Relationship-oriented and Task-oriented Leadership Styles. Ferdowsi University of Mashhad, Mashhad, Iran. Greise, A. (1983) Your Philosophy of Education: what is it? Goodyear, Santa Monica, California. Hashweh, Z. and Maher. Z. (1996) Effects of Science Teacher's Epistemological Beliefs in Teaching. Research in Science Teaching, 33 (1), Hersey, P. and Blanchard, K. (1993) Management of Organizational behaviour. New York, Prentice Hall. Khalili S. (1994) Leadership Theories and their Applications in the Iranian Management system. Tehran, Iran. King, P.M. and Kitchener, K.S., et al (1983) The Justification of Beliefs in Young adults: A Longitudinal Study. Human Development, 26 (3), Luthans, P. (1989) Organisational Behaviour. New York, McGraw Hill. Marzoghi, R. (1995) Epistemological Beliefs between Gifted and Normal Student. Tehran University, Tehran, Iran. Perry, w. G. (1970) Forms of Intellectual and Ethical Development in the College years: A Scheme. New York, Holt Rinehart and Winston. Rezaeyan, A. (1995) Principles of Management. Tehran, Iran. Ryan. M. P. (1984) Conceptions of prose coherence: Individual Differences in Epistemological Standards. Journal of Educational Psychology, 76 (2), Schommer, M. (1990) Effects of beliefs about the Nature of Knowledge on Comprehension. Journal of Educational psychology, 82 (3) Schommer, M. (1993) Epistemological Development and Academic Performance among Secondary Students. Journal of Educational psychology, 85 (3) IEJ

STUDENTS EPISTEMOLOGICAL BELIEFS ABOUT SCIENCE: THE IMPACT OF SCHOOL SCIENCE EXPERIENCE

STUDENTS EPISTEMOLOGICAL BELIEFS ABOUT SCIENCE: THE IMPACT OF SCHOOL SCIENCE EXPERIENCE Jarina Peer Lourdusamy Atputhasamy National Institute of Education Nanyang Technological University Singapore The