INFLUENCE OF LAISSEZ-FAIRE'S LEADERSHIP STYLE ON ACADEMIC PERFORMANCE. A CRITICAL LITERATURE REVIEW

Ms Jennifer Okwero Muturi ()

International Journal of Leadership and Governance, 2021, vol. 1, issue 1, 11 - 24

Abstract: Purpose: In laissez-faire leadership, the head teacher believes that there should be no rules and regulations since everyone has a sense of responsibility, a laissez-faire schools environment may be more creative and fulfilling for those involved in school management system. The extent to which a head teacher succeeds in attaining the school objectives, mission, vision and philosophy depends on how he/she uses suitable management styles to a specific school contextual environment. The general objective of the study was to establish influence of laissez-faire's leadership style on academic performance Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: The study concluded that servant leaders insignificantly affected performance as the schools that indicated that their head teachers apply laissez-faire leadership style scored very poor performance since everyone was left to do as they wished. Head teachers should use the most appropriate leadership that facilitates collective responsibility and which creates a conducive teaching and learning environment in schools. Recommendations: Head teacher's management and leadership skills need to be enhanced through frequent training to be able to handle human resource in their institutions positively. The Ministry of education need to check the safety standard in schools because if there are teachers who feel that their working environment is not safe and health then the student are also at risk. This can be done through regular inspection of schools

Keywords: Influence; laissez-faire's; leadership style; academic performance (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:bdu:ojijlg:v:1:y:2021:i:1:p:11-24:id:1282

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