A study on the relationship between self-rataing and rating-by-pupils of teachers' leadership behavior in classroom

Abstract

The purpose of this study was to investigate the relationship between self-rating and rating-by-pupils of teachers' leadership behavior in classroom. The subjects were 2469 pupils (5th or 6th grade) in 67 classes of elementary school and 67 teachers in their classes. The main results were as follows: 1) By factor analysis (the principal axis method and varimax rotation) of 46 teachers' leadership items, each five significant factors were extracted in both ratings. Three factors were found common: factor of “training and discipline in living and learning”, “training and discipline in sociality and morality”, “teachers' consideration for pupils”. (TABLE 3) Depending upon Misumi's P-M leadership theory (1964), each five factors were integrated into two factors: P factor (Group Performance Factor), and M factor (Group Maintenace Factor). The results of the comparison between P factor's relative variance contribution and M factor's showed that the P factor was twice as high as the M factor in self-rating and a little lower than the M factor in rating-by-pupils. 2) As a result of the comparison between self-rating and rating-by-pupils of teachers' leadership scales consisting of each ten items for use in measuring P-behavior (group goal achievement-oriented leadership behavior) and M-behavior (group maintenance-oriented leadership behavir) developed by Misumi et al. (1976, 1977), there was a cognitive discrepancy between them. In other words, selfrating in both P and M scores was significantly higher than rating-by-pupils.(TABLE 4) 3) The correlation between self-rating and rating-by-pupils was rather strong (r=.535) in P scores ane rather weak (r=.220) in M scores. Also, the correlation between P and M scores was rather strong (r=.649) in self-rating and rather weak (r=.16) in rating-by pupils. (TABLE 7) 4) As a result of the examination of the relationship between leadership types based on selfrating and leadership types based on rating-by-pupils, the teachers who rated themselves PM type or P type were almost rated PM type or P type, but as to M dimension, self-rating and rating-by-pupils were independent of each other. (TABLE 9.10.11) From the above analysis, it was concluded that teachers' self-rating and rating-by-pupils constituted qualitatively the same leadership space in P dimension, but they were fairly different in M dimension. © 1978, The Japanese Association of Educational Psychology. All rights reserved.