J. Appl. Environ. Biol. Sci. , 8(1)184-191, 2018 ISSN: 2090-4274 Journal of Applied Environmental © 2018, TextRoad Publication and Biological Sciences www.textroad.com

Comparison of Leadership Attributes Among Students at and Public Sectors

Muhammad Amjid1, Shazia Zamir

Department of Education National of Modern Languages,

Received: September 13, 2017 Accepted: December 3, 2017 ABSTRACT

Leadership is a whole practice in that an individual directs, supports and provides help and the other person pursue and complete the specific task. A leader used to pursue various ways and tactics of leadership characteristics relating to the requirements of the situation, idea for constructive leadership and achieving the specific purposes of his/her followers. This research was focused to compare the transformational and transactional leadership style of students studying in Cadet and Public sector colleges. The population of this study was comprised of all Cadet and Public Colleges of (Pakistan). Two hundred students studying in Cadet and two hundred students studying in Public sector colleges were included in the sample. Random Sampling technique was used to select sample of the study. The study was descriptive in nature therefore a questionnaire was used as an instrument to collect the data. The researcher developed the questionnaire by using five point Likert Scale on the basis of literature, related studies and under the guidance of supervisor. The questionnaire was consisting forty statements related to the transformational and transactional leadership style. Findings based on transformational and transactional leadership style of students studying in Cadet and Public sectors colleges showed that public sectors ’s students opinions regarded transformational and transactional leadership style is significantly better than that of cadet college students. Keeping in view the objectives of the study the statistical analysis and findings of the study the following conclusions were derived that the public college students opinion regarded transformational leadership style and its dimensions idealized influence, inspirational motivation and individual consideration and about the transactional leadership style and its dimensions contingent reward, management by exception, heightened to attained designated outcomes and performance beyond expectations were of high level than that of cadet colleges students. KEYWORDS: Leadership, Transformational leadership style, Transactional leadership style, Cadet colleges, Public colleges, Khyber Pakhtunkhwa Pakistan.

INTRODUCTION

Leadership is a practice through which the leaders inspire the approach, manners, and worth of others (Hagen et al,1998). Leadership is the practice of chief and co-worker approaching jointly by an inspire association and looking for visualized revolutionize that replicate their shared goals. with no knowledge of leadership, students are incapable to develop into efficient representatives of constructive revolutionize in their own lives, in the institutions they perform in, and in the larger society. Student leaders in official or casual situation care for characteristics in themselves and others relating to produce an ethical societal effect in large society. Student’s leadership improving and produce ability in young students to know their real skills. Students leadership too named student voice, student society and student contribution. Student’s leadership may assist to improve significant characteristics like as motivation and self-assurance. Student leadership research studies identify a chains of skills that students leader may achieve through leadership regulations including public discussion, decision-making, setting up time management, interpersonal communication, collaboration and problem solving plans(Hine,2012).

REVIEW OF LITERATURE

The leadership is an ancient perception and a universal reality in human history (Bass, 1990). From the early to the present history, leadership has contributed a vital part in improving groups, communities and nations. from the centuries, leadership has been explained in the term of leader’s manners. Bass tried to explain the conception of leadership in the typical of Western, Egyptian, Greek, and Chinese literature in the beginning of the 6th century BC. The past and present evidence and the typical of Homer, Plato, Aristotle, and Confucius noticed the responsibility of leaders. Like civilization and management complexity and closely improve in history by history. Perceptions of leadership may be followed to ancient history, but meaning and categorization of leadership began from the early 20 th century (Rost, 1991). In the last 50 years, there have been more than 65

*Corresponding Author: Muhammad Amjid, Department of Education National University of Modern Languages, Pakistan. Email: [email protected],

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various categorization system to explain the leadership dimensions (Northouse,1997). Leadership is the ability to obtain all connections of the institutions to perform tasks essential to achieve the organization’s objectives and goals. Excellent leadership is essential if schools are to be improved. Good leadership creates a feelings of zeal regarding teaching learning process in the and community by focusing on students, parents and community visions and expectations (Astin and Astin, 2001). Leadership is an inspiring practice. Leadership then transfer to people curve the encouragement and performance of others to attain several objectives (Cuban,1988). It represents that the practice of inspiration is effective and it is structured to guide to particular results. The concept of invitational leadership is to clear how the leaders perform in schools. Leadership is regarding communicating invitational points to the personal and groups with those the leadership interact in related to place up and act on a joint and developing dreams of developed educational knowledge for students (Bass, 1990).

Leadership begins with the character of leaders, spoken in conditions of individual worth, self- consciousness and enthusiasm and ethical capability (Brook-smith,2003). Twelve schools in England and Wales were focused on heads who were explained effectively by the headquarter for standard in education. The leaders, have these qualities: Feelings of respect for others, equality and fairness, related for the betterment and total improvement of pupils and staff, truthfulness and sincerity (Day, Harris and Hadfield ,2001). Principal must be competent to perform with others to set up the vision in the institutions and practice of the school. They may be capable to interact the vision to the employees of that must become (Astin and Astin, 2001). Leadership represents creating and sustaining a feelings of dream customs and interpersonal relations. Leadership is a vast conception as compare to management. Management is a sub-competency of leadership in that achieving institutional objective is of highest importance (Okumbe,2001). Leadership involves performing with and by the people thus as to attain planned objective. The qualities approaches persists that leadership includes working with and through people so as to achieve set goals. The characteristic approach insist that leadership is natural. Studies shows that transformational leadership are capable of transferring the people and customs in an institution (Masumoto & Brown Welty, 2009; Pepper, 2010). It is recommended that leaders who use transformational leadership performances create excellent amendments in an institution (Kouzes and Posner2007). Institutions of and substitute training program should educate principals transformational leadership performance to get them ready to use answerability and attainment data to take instruction, serve up like an pedagogical trainer, face up to the status, encourage and guide employees, supervise employees, grip disturbance inside and outside of the , and know financial, societal, scientific, and worldwide change on education (Sadeghi & Pihie, 2012; Styron &Lemire, 2009). The growing appeal of the directorship need leadership plans to create modification to their plans and curriculum. Leadership programs must use a curriculum that involves a collection of arranged leadership process(Kouzes and Posner,2007).Experimental study shows that efficient and able transformational leaderships are necessary to the achievement of improvement hard works(Al-Omari & Sharaah; 2012, Knab, 2009; Pugh, Fillingim, Blackbourn, Bunch, & Thomas, 2011).Heads in standard performing educational institution produce constructive amendment in their institute through making confidence amongst the collaborators and producing a strong school customs (Leithwood et al., 2008). Transformational leadership is described as a management approach that produces improvement in the collaborators, school customs, and instructional institutions (Burton & Peachey,2009). Transformational leadership was viewed an ethical attempt that move up the confidence and encouragement of the leader and follower to a superior point (Pepper, 2010). Bass engaged the effort of Burns to extend the complete Range Leadership Model (Hoy & Miskel, 2008). Transformational leaders are explained liked demonstrating inspirational motivation, intellectual stimulation, idealized influence, and individual consideration. The study group of Kouzes and Posner has developed our knowledge of transformational leadership. Transformational leadership, as recognized by Kouzes and Posner (2007), serve up as the base of this research study. The study group stressed leadership is a collection of educated performance that may be used by a personal eager to formulate a differentiation. The transformational leadership process permit the principal leader to attain the objectives place by the institute and attain outstanding outcomes. The five performances of efficient leadership were recognized during examining about 75,000 leaders over the past 30 years. The five transformational leadership performances involve modeling the method, affecting a collective visualization, demanding the practice, caballing others to perform, and motivating the heart (Abu-Tineh et al., 2009; Kouzes& Posner, 2007). A transformational leader is an individual who encourage and influence followers to attain excellent results (Robbins and Coulter, 2007). He/she give concentration to the related and progressive requirements of personal followers; they vary followers’ consciousness of problems by assisting them to come across at previous problems in a novel method; and they are capable to stimulate, enthusiast and influence followers to place out more attempt to attain team objectives. Transformational leadership theory is related to the leadership

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that produces constructive change in the followers whereby they careful of one another's well-being and perform in the well-being of the team as an entire (Warrilow, 2012). The idea of transformational leadership was brought out by James Macgregor Burns in 1978 in his explanatory study about political leaders, but its practice has extended into organizational psychology and administration with additional change by B.M Bass and J.B Avalio (Jung &Sosik, 2002). Transformational leadership insisted the encouragement, confidence, and presentation of followers by a selection of systems. These comprise linking the follower's intellect of identification and self to the plan and the joint identification of the institute; being a role model for followers that influences them and forms them attracted; demanding followers to get larger possession for their performance, and knowing the powers and weak points of followers, so the leader may line up followers with responsibilities that improve their presentation. Transactional Leadership, too identified as managerial leadership, concentrates on the character of management, organization, and team presentation; transactional leadership is an approach of leadership in that the leader improves fulfillment of his followers by equally prizes and sentences. Not like Transformational leadership, leaders utilizing the transactional ideas are not seeing to change the future, they are seeing to just maintain things the similar as. These leaders give concentration to followers' effort in regard to discover mistakes and divergences. This kind of leadership is efficient in calamity and crisis conditions, like as while plans require to be perform in a particular style. In the background of Maslow's hierarchy of needs, transactional leadership performs at the fundamental point of requirement contentment, where transactional leaders concentrate on the inferior points of the hierarchy. Transactional leaders utilize an exchange model, with prizes being presented for excellent performance or constructive products. Equally, people with this leadership method too may penalize weak performance or unconstructive products, till the difficulty is accurate. One method that transactional leadership concentrates on inferior points requirements is by pressing particular assignment presentation (Hargis et al, 2001). Transactional leaders are efficient in attaining particular assignments accomplished by organizing every section independently. Transactional leaders are related with practices quite than forward-thinking concepts. These kinds of leaders concentrate on contingent reward or contingent punishment. Contingent rewards are granted while the plan objectives are completed timely, before of time, or to maintain assistants performing at a excellent speed at various times during accomplishment. Contingent punishments are given while presentation excellence or amount drops under production standards or objectives and assignments are not get together entirely. Frequently, contingent sentences are left on a management-by-exception foundation, in which the exception is something breaking down. In management-by-exception, there are lively and inactive ways. Lively management-by-exception represents that the leader constantly seems at every subordinate's work and forms modification to the subordinate's performance to creates accuracy all over the practice. Inactive management- by-exception leaders await for problems to occurs prior to setting up them. With transactional leadership being practiced to the inferior-point requires and being additional managerial in method, it is a base for transformational leadership which employs to superior-point requirements. Transactional leaders utilize prize and penalty to achieve fulfillment from their followers. They are external motivators that bring minimum fulfillment from followers. They admit objectives, formation, and the customs of the current organization. Transactional leaders contribute to be instructive and performance-oriented. Transactional leaders are ready to work in present systems and discuss to achieve objectives of the organization. They lean to think in the box while resolving difficulties. Transactional leadership is mainly inactive. The conducts mainly related with this kind of leadership are creating the standard for prizing followers and keeping the status quo. In transactional leadership, there are two elements, contingent reward and management- by-exception. Contingent reward presents prizes for attempts and identifies good quality presentation. Management-by exception sustains the status quo, interfere when subordinates do not meet up satisfactory presentation degrees, and starts remedial act to develop presentation. Students leadership function develop their examination scores, political status in class create in them the qualities of charming creativeness and powerful belief of their attainment (Levin, 1998; Wallin,2003). Student leadership involvement gives students chances to perform a series of leadership competencies in a supportive, knowledge and societal environment “success “and errors “and performance and assessed (Bisland, 2004). Indication and expression have been showed to develop self-assurance and the characteristics of problem solving in students. (Hay, Byrne, & Butler, 2000). As the young grow up they set out in the practical life or advanced education where leadership skill turn into more risk; opportunity for leadership come in the form of common performing daily actions (Brungardt,1997). Regularly wide literature put students participation as a pre-condition for higher contribution of student in the process of learning, recommending the schools, allow students to become active contributor in their schooling, involving contributing in decision related that what and how they understood, and how the evaluation of their understanding is made (Black, R. 2009). This literature planned that the process of participation gives student a strong recognition of school’s as well as beginners (McInerney, 2009) It

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recommends participation and leadership as a mean of improving the educational association of those young age group mostly hoped to become isolated from school (Stokes & Turnbull, 2008). Significant literature explains the leadership of student as a way of carrying effective modifications school and community source of bringing positive changes school and society, as a mean of achieving the participation of school and community (Freire, 2006). It search to educate students as important doer and societal representative capable of guess in a developed community and carrying out to produce the environment for wishing society(Giroux, 2003) A previous examination of student leadership carry out in schools investigated that while some schools provides understanding directions in leadership for the reported students leader this direction be tending to be one off, quite than supporting students through a constant learning process (Lavery and Hine, 2013). These characteristics are replicated in qualitative research studies (Thompson, 2012; Dempster, Stevens and Keefe, 2011). Although, there is small evidence of powerful practical trying in the leadership research studies. Student leadership development comprise giving students opportunities to carry out leadership competencies in supporting learning environment. It is stated that leadership may be carefully developed so that it showed much excellence in plan setting signs, problem solving, team constructing, making judgment, effective communication and network, various solutions; much consideration and self-assurance. These twelve skills are too related to the four academic skills: Interpersonal relationship, motivation, study competencies and connection. Using this formation it is proved the leadership of student can be placed in the school curriculum.

RESEARCH HYPOTHESIS The following null hypothesis were formulated for this study: 1. There is no significant difference in transformational leadership style among students at cadet and public sector colleges. 2. There is no significant difference in transactional leadership style among students at cadet and public sector colleges.

RESEARCH QUESTIONS The following research questions are answered in this study: 1. Is there any significant difference between the transformational leadership style of students at cadet and public sectors colleges? 2. Is there any significant difference between the transactional leadership style of students at Cadet and Public sectors colleges? RESEARCH METHODOLOGY

Population All the cadet and public sector colleges of Khyber Pukhtunkhawa were the focus of this study. Sample A random sampling technique was used for the selection of the sample. Total ten colleges included five cadet and five public sector colleges in the sample. Two hundred students from cadet and two hundred students from public sectors colleges were selected randomly as the sample of the study. Tools of Research The study was descriptive in nature; therefore, two questionnaires about leadership for the students were used as an instrument to collect the data. The researcher developed the questionnaires by using five point Likert Scale on the basis of literature, regarded studies and in the guidance of supervisor. The student leadership were consisted of two subscales those measured two kinds of leadership attributes i.e. transformational and transactional leadership. Data Collection Procedure Research was carried out after pilot testing of questionnaires before administration to the sample of the study and was assessed by the specialists. The mean scores were compared. The differences calculated by using the statistical methods of t-test, and interpreted accordingly through computer software program statistical package for social sciences (SPSS). Data Analysis and Results After collecting the data from respondents it was tabulated and analyzed. Following statistical techniques were utilized to analyze data 1. Means were computed for every of dimensions of leadership attributes. 2. A t-test for equality of means was used to determine the significant difference in leadership attributes among cadet and public and students due to demographic variable sector. 3. Cranach’s alpha was used for analysis of internal consistency of items of leadership scales.

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Table: 1 Mean of Transformational Leadership Style of cadet colleges students. S.No. Variables Mean Remarks 1 Idealized Influence. 3.93 Usually true

2 Inspirational Motivation. 4.03 Usually true

3 Intellectual Stimulation. 3.62 Usually true

4 Individual Consideration. 3.83 Usually true

Table 1 shows mean of variables of transformational leadership style of cadet colleges students is 3.93 for idealizes influence, 4.03 for inspiration motivation, 3.62 intellectual stimulation and 3.83 for individual consideration and overall mean of transformational leadership style of cadet colleges students is 3.85.

Table: 2 Mean of Transactional Leadership Style of cadet colleges students. S.No. Variables Mean Remarks 1 Contingent Reward. 4.14 Usually true

2 Management –by-exception. 3.73 Usually true

3 Heightened to attained designated outcomes. 4.01 Usually true

4 Performance beyond expectation. 3.90 Usually true

Table 2 shows mean of variables of transactional leadership style is .4.14 for contingent reward, 3.73 for management-by-exception, and 4.01 for heightened to attained designated outcomes, 3.90 for performance beyond expectation and overall mean of transactional leadership style is 3.94.

Table: 3 Mean of Transformational Leadership Style of public colleges students. S.No. Variables Mean Remarks 1 Idealized Influence. 4.02 Usually true

2 Inspirational Motivation. 4.05 Usually true

3 Intellectual Stimulation. 3.77 Usually true

4 Individual Consideration. 3.97 Usually true

Table 3 shows mean of variables of transformational leadership style.4.02 for idealizes influence, 4.05 for inspiration motivation, 3.77 intellectual stimulation and 3.97 for individual consideration and overall mean of transformational leadership style is 3.95.

Table: 4 Mean of Transactional Leadership Style of public colleges students. S.No. Variables Mean Remarks 1 Contingent Reward. 4.20 Usually true

2 Management –by-exception. 3.86 Usually true

3 Heightened to attained designated outcomes. 4.03 Usually true

4 Performance beyond expectation. 3.97 Usually true

Table 4 shows mean of variables of transactional leadership style.4.20 for contingent reward, 3.86 for management-by-exception, and 4.03 for heightened to attained designated outcomes, 3.97 for performance beyond expectation and overall mean of transactional leadership style is 4.01.

Table: 5 Difference between transformational leadership style of cadet and public sector colleges students. Sector N Mean Std. Deviation t Df Sig.

Cadet 200 77.00 10.00 2.1 398 0.05 Public 200 79.00 11.00 Level of significance: 0.05

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Table No.5 shows that ‘t’ value (2.1) is significant at 0.05 level of significance, So the null hypothesis stating that there is no significant difference between leadership attributes of cadet and public sector colleges students is rejected and it is concluded that that there is significant difference between transformational leadership style of cadet and public sector colleges students.

Table 6 Difference between transactional leadership style of cadet and public sector colleges students. Sector N Mean Std. Deviation t Df Sig. Cadet 200 73.42 14.182 5.4 398 0.00 Public 200 80.398 14.021

Level of significance: 0.05 Table No.6 shows that ‘t’ value (5.4) is significant at 0.05 level of significance, So the null hypothesis stating that there is no significant difference between leadership attributes of cadet and public sector colleges teachers is rejected and it is concluded that that there is significant difference between transactional leadership style of cadet and public sector colleges students. Findings: 1.Mean of transformational leadership style of cadet colleges students is 3.85(Table1) 2.Mean of transactional leadership style of cadet colleges students is 3.94 (Table 2). 3.Mean of transformational leadership style of public colleges students is 3.95(Table 3). 4.Mean of transactional leadership style of public colleges teachers 4.01 (Table 4). 5.Significant difference was found between transformational leadership style of cadet and public sector colleges students (Table 5). 6.Significant difference was found between transactional leadership style of cadet and public sector colleges students (Table 6).

CONCLUSION

1. It was experimented that public sectors college’s students opinions regarded transformational leadership style and its dimensions idealized influence, inspirational motivation and individual consideration were of high level than that of cadet college’s student. The results of this finding describe that in cadet colleges there is very severe discipline and the are always under keen observation while in public sector college’s relaxed circumstance the students are always freely contributing in the leadership activities. 2. It was concluded that the opinions of public sector college’s students about transactional leadership styles were of high level than that of cadet colleges students in its dimensions contingent reward, management by exception, heightened to attained designated outcomes and performance beyond expectations. The result represents the free and relaxed circumstance of public colleges where students rarely prove attention in the academic actions and constantly participate in non academic actions, the teachers are undeceiving to play their actual character in the public colleges to divert the student attentiveness to the education which is the important factor for national progress and prosperity.

Recommendations: 1.There is need to develop consciousness related the importance and effectiveness of teacher’s leadership regarded to the development of students through leadership competencies. Teachers are able to develop leadership characteristics in their students and may face every complex situation by suggestion novel solution of the educational difficulty of their students. 2. The teachers may have the characteristic of role model such as passion and ability to affect, clear set of values, commitment to the society, selflessness and acceptance of others and ability to overcome the problem of their students to make them efficient and successful citizens of the country.

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