Journal of Instructional Research | Volume 6 (2017) 46

SUCCESSFUL INSTRUCTIONAL LEADERSHIP STYLES

IN EDUCATION
Gina Smith, Grand Canyon University
Maria Minor, Kaplan University
Henry Brashen, Clear and Effective Communications
Kristie Remaly, Walden University

ABSTRACT
The purpose of this research study was to explore the dominant leadership styles of online college
instructors. Online instructors voluntarily participated in a survey to indicate which of four leadership
styles they use in their classes: transformational, situational, democratic, or authoritarian. The surveys
indicated that the transformational leadership style was the most common style used by the online
instructors. The majority of instructors felt that their leadership style in the classroom was effective based
on feedback and evaluations, although only half of the instructors indicated that the university or college
they teach at offers leadership training.

Keyword: leadership style, transformational leadership, situational leadership, postsecondary

education, online instruction
INTRODUCTION METHODOLOGY
There are many leadership styles represented A qualitative survey was used in this study.
LQ KLJKHU HGXFDWLRQ 6SHFL¿FDOO\ WKHUH DUH D Researchers utilized social media to gather data.
variety of leadership styles used by online college The survey was sent to 100 respondents that
instructors. This study is an exploration of the teach at online institutions via LinkedIn, e-mail,
dominant leadership styles observed in online Facebook, and Twitter. Twenty-two instructors
college instructors. completed the survey for a 22% rate of response.
PURPOSE The survey design consisted of ten questions and
The purpose of this research study is to contained three questions that sought demographic
determine if there is a dominant leadership style information such as gender, age, and length of
that online college instructors tend to develop online teaching. Seven multiple choice questions,
when teaching management and leadership courses with an option to comment in an “other” category,
at the bachelor, graduate, and doctorate levels. This asked respondents for data on their leadership
UHVHDUFKZLOOFRQWULEXWHWRWKH¿HOGRISRVWVHFRQGDU\ style in the online classroom within each degree
educational studies by identifying if there is a category, if they felt their style was effective, and if
dominant leadership style online instructors tend the online institution offered classroom leadership
to develop in order to be effective instructors, or training.
if there are various leadership styles that promote The study sought to address the following
effective instruction. The data collected from this research questions:
research study will contribute to better leadership • Is there a dominant leadership style that
training of instructors at the bachelor, graduate, online teaching instructors tend to develop?
and doctorate levels. • Is there a dominant leadership style that

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online teaching instructors tend to use if they Transformational Leadership

teach multiple degree levels? %XUQV  GH¿QHG WUDQVIRUPDWLRQDO
• Do institutions support instructors by leadership as a process where leaders and followers
offering leadership training? engage in a mutual process of empowering
one another through values, self-awareness,
PARTICIPANTS
charismatic actions, and motivation. The goal in a
The participants for this study included online
transformational leadership style is to implement
college instructors. Both males and females with
literal and lasting changes in individuals and
a range of online instructional experience were
organizations in the following categories: mind,
included in the survey. The ages of participants
heart, vision, insights, understanding, purpose,
UDQJHGIURP\HDUVROGWR\HDUVRUROGHU
beliefs, principles, and values (Covey, 2004).
LITERATURE REVIEW Transformational leadership is designed to bring
There are hundreds of leadership styles to about changes that are synergizing and everlasting
research. For the purpose of this study, four (Covey, 2004). Transformational leadership also
styles were chosen that were on opposite ends includes a shared value system that is based on a
of the leadership spectrum: 1) transformational purpose and is shared as an agreement amongst
OHDGHUVKLSGHPRFUDWLFOHDGHUVKLSVLWXDWLRQDO the individuals on the team (Cawelti, 1990).
leadership, and 4) authoritarian leadership. Since Additionally, in transformational leadership every
there are other leadership styles to consider, the individual is “…valued for his or her intrinsic
survey also included an open-ended question if worth” (Pai & Adler, 2001, p. 61).
respondents preferred to write in another leadership Burns became known amongst scholars with
style that was not listed on the survey transformational leadership (Covey, 2007). He
Online Instruction branded three actions between leaders and followers
Harasim (2000) discussed a paradigm shift that in a transformational leadership style: 1) increase
occurred in the 21st century due to the invention of followers’ awareness of values, 2) increase focus on
the World Wide Web, which increased opportunities the organization as a whole and the overall vision,
DQGLPSURYHWKHDELOLW\WRUHFRJQL]HKLJKHURUGHU
IRURQOLQHLQVWUXFWLRQ:KLOHWKH¿UVWIXOO\RQOLQH
needs as they relate to purpose (Covey, 2007).
class was introduced in 1981, most advanced
Bernard Bass, a supporter of Burns’ work, added
course offerings and programs were introduced in
that transformational leaders offer characteristics
the early 1990s (Harasim, 2000).
that others trust and admire (Covey, 2007).
Online instruction includes electronically
Transformational leaders offer a clear vision
supported platforms whereby instructors and
DQG SULRULWL]H FOHDUO\GH¿QHG YDOXHV IRU WKHLU
students collaborate. Students learn through
individual followers and in the environment as a
electronic media, discussion forums, and related
whole (Cawelti, 1990). Burns (1978) rationalized
applications.
the need for values because “values can be the
There are two types of instruction in an online source of vital change” (p. 41). By applying shared
learning format: values, a transformational leader can continually
1) Synchronous Instruction: Instructional improve culture’s vision and purpose (Burns, 1978).
activities where both instructor and students are In addition, trust is a key factor in transformational
engaging in activities at the same time. leadership because the vision must be accepted by
2) Asynchronous Instruction: Instructional the followers (Evans, 2005).
activities where the instructor and/or some or all As we consider possible connections between
students engage in activities that are not necessarily transformational leadership and instructors, we
occurring simultaneously. (Cal Poly, 2016, para 4) may consider how transformational leadership
:KLOHWKHUHDUHGH¿QHGIRUPDWVRILQVWUXFWLRQ characteristics can be applied to collaborative
LQRQOLQHOHDUQLQJWKHUHLVDVLJQL¿FDQWJDSLQWKH educational cultures. Sergiovanni (2004) noted that
literature to determine what type leadership styles cultural connections include promises between one
are most effective in an online learning format. another so that mutual actions and commitments
are seen as covenants between the individuals

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Journal of Instructional Research | Volume 6 (2017) 48

within the culture (p. 20). Therefore, instructors, the leadership styles and developmental levels
VSHFL¿FDOO\RQOLQHLQVWUXFWRUVPD\EHDEOHWRFUHDWH of employees: 1) Coaching: high-directive/high
an empowering culture that includes components supportive leader behavior, 2) Directing: high-
of intrinsic needs, shared vision, values, and GLUHFWLYHORZVXSSRUWLYH OHDGHU EHKDYLRU 
covenants, which is considered a transformational Delegating: low-supportive/low-directive leader
leadership style. behavior, and 4) Supporting: high-supportive/low-
There is minimal literature on the connection directive behavior (p. 19).
between transformational leadership style and Some connections can be made between
effective instruction; however, one study included a situational leaders in an instructional setting.
¿QGLQJUHODWHGWRVWXGHQWVDWLVIDFWLRQDQGLQVWUXFWRU In a K–12 setting, Hawkinson (2016) found that
VW\OH&DVSLDQG5RFFDVIRXQGWKDWVWXGHQWV situational leadership is applicable to team teaching
LQDXQLYHUVLW\VHWWLQJZHUHPRUHVDWLV¿HGZLWKWKHLU because the teachers can use a combination of
courses when the instructor was a transformational the four leadership styles of a situational leader.
OHDGHU6LPLODUO\+DUYH\5R\DODQG6WRXW Typically; however, one would not experience team
noted that there was a direct correlation between teaching in an online setting. A study by Butaney
transformational leadership and higher instructor (2015) found that student learning is enhanced when
performance ratings. marketing instructors used situational leadership
Situational Leadership based on Hersey and Blanchard’s theory.
The life-cycle behavioral model, developed by Democratic Leadership
Hersey and Blanchard in 1969, later became more A democratic style of leadership includes
widely known as situational leadership (1996). the participation of all individuals in decision-
Hersey and Blanchard’s (1996) theory began with PDNLQJSURFHVVHV/HZLQ/LSSLW :KLWH
the idea of parenting styles and how they changed $OWKRXJKWKHOHDGHUW\SLFDOO\KDVWKH¿QDOGHFLVLRQ
based on the developmental level of children. They in this style of leadership, the followers are a part
applied this idea to leadership styles and how RI WKH SURFHVV /HZLQ HW DO  'HPRFUDWLF
they changed based on the developmental levels leadership is perceived as the opposite of autocratic,
of employees. Hersey, Blanchard, and Natemeyer or authoritarian, leadership (Smith, 2016).
(1979) discussed the importance of a leader’s ability In a study conducted by Okoroji, Anyanwu, and
to determine the maturity level of a follower and to Ukpere (2014), a democratic leadership style was
adjust leadership styles accordingly. found to be the most effective style because student
A leader’s style is dependent upon the performance is improved by the “encouragement
developmental level (competence and commitment) of class participation in decision making” (p.
RIDQLQGLYLGXDODQGWKHGLI¿FXOW\RIWKHWDVNEHLQJ 191). The authors also noted that a democratic
carried out. Based on the developmental level leadership style strengthens relationships between
RI WKH LQGLYLGXDO DQG WKH GLI¿FXOW\ RI WKH WDVN D students and teachers. In our research efforts, no
leader would use one of the following leadership VSHFL¿F OLWHUDWXUH ZDV ORFDWHG LQ WKH DSSOLFDWLRQ
DSSURDFKHVFRDFKLQJGLUHFWLQJGHOHJDWLQJ of a democratic leadership style in online college
and 4) supporting (Blanchard, 2008). “Adapt your instruction.
style to their developmental level” (Blanchard, Authoritarian Leadership
2008, p. 19). $XWKRULWDULDQOHDGHUVKLSLVGH¿QHGE\/HZLQHW
%ODQFKDUG=LJDUPLDQG=LJDUPLVWDWHG DODVDVW\OHZKHUHE\WKHOHDGHUPDLQWDLQV
that there are three skills necessary to become a maximum control over the environment. An
situational leader. A situational leader develops authoritative leader, or a leader with an autocratic
FOHDUJRDOVXVLQJWKH60$57VSHFL¿FPRWLYDWLQJ style, maintains control through strict rules,
attainable, relevant, and trackable) format. A guidelines, and negative consequences (Smith,
situational leader diagnoses the developmental 2016). An authoritarian leader does not consult
levels of employees and matches his/her leadership others in the decision-making process (Smith,
style to the needs of the individual. Blanchard 2016).
(2008) provided the following descriptors of

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Authoritarian instructors maintain a tight peers and observing student growth and learning.
classroom setting and are characterized by high The respondent that answered that he/she did not
expectations and strict rules (Baumrind, 1971). Only feel they were effective said they needed to try
certain behaviors are acceptable. An authoritarian to counteract their authoritarian style with more
instructor is also recognized by punitive actions, a servant behavior.
cold character, and restrictive behaviors. Students On being asked if their style differed when
do not have any voice in the learning environment WHDFKLQJ YDULRXV GHJUHH OHYHOV  VDLG \HV DQG
(Baumrind, 1971). 52% said no. Only one respondent said they do
,Q RXU UHVHDUFK HIIRUWV QR VSHFL¿F OLWHUDWXUH not teach different degree levels. Transformational
was located about the application of an authoritarian leadership style was selected by 57% of the
leadership style to online college instruction. respondents as being the style needed in order
RESULTS to be effective in the online classroom. This was
7KH ¿UVW TXHVWLRQ DGGUHVVHG JHQGHU 7KH IROORZHG E\  VHOHFWLQJ 6LWXDWLRQDO OHDGHUVKLS
UHVSRQGHQWVZHUHIHPDOHDQGPDOH7KH 19% Democratic, and 10% Authoritarian. While
second question collected data on the age of the 10% did not select a style they commented: I believe
respondents. Age categories were used and 5% were leaders must embrace several different styles to be
±ZHUH±ZHUH±DQG HIIHFWLYHDQGWKHQEHÀH[LEOHWRXVHZKDWZRUNVLQ
were 60 or older. The third question addressed total any given situation, and I believe we need to be able
\HDUVWHDFKLQJRQOLQH*URXSHGLQ¿YH\HDUVSDQV to adapt to our learning environment with multiple
KDG±\HDUVWHDFKLQJH[SHULHQFH± styles according to student needs.
\HDUV±\HDUV±\HDUVDQG $ ¿QDO TXHVWLRQ DVNHG ZDV LI WKH FROOHJH RU
had 21 plus years’ experience. university the respondents taught for offered
Seven questions sought data to address the OHDGHUVKLS WUDLQLQJ  VDLG \HV  VDLG QR
research questions. When asked which degree level and 19% didn’t know. One commented that some
was taught, 50% taught bachelor’s, 60% graduate, schools offer a lot of training, while others offer
and 41% doctorate. All but one respondent taught very little training.
multiple levels. The dominant leadership style DISCUSSION
used by 72% of respondents was transformational. This study was limited by a small sample size
Situational leadership was selected by 22%, 17% EXWWUHQGVZHUHLGHQWL¿HGWKDWVXJJHVWIXUWKHU
selected democratic, and 17% selected authoritarian. study is warranted. Most survey participants (90%)
Some of the comments about style included: felt their leadership style in the online classroom
• I checked Authoritarian because, in the ZDVVXFFHVVIXO$PDMRULW\LGHQWL¿HGWKHLU
context of online classes, I as the instructor leadership style as Transformational. Additionally,
have to set a clear direction for the students— 57.44% felt that Transformational leadership style
probably even more than in a live classroom. was the most needed style in the online classroom.
• I checked transformational, because my main :KLOHLWLVGLI¿FXOWWRPDNHFRQFOXVLRQVEDVHGRQ
style is to prod them to think beyond the the small sample size, it is important to recognize
REYLRXVDQGWKHLU¿UVWUHVSRQVHV that faculty leadership plays a major role in student
• Style changes based on assignment and success in the online classroom. While New
needs. Faculty Orientation programs (all new faculty in
• I would describe my style as a Servant leader. on-ground, hybrid, and online courses take this
When instructors were asked if they felt training) include topics such as learning styles,
their style was effective in the online classroom, Bloom’s taxonomy, technology instruction, and the
an overwhelming 91% said yes, 5% said no, and cultural of the university, leadership training does
4% said not sure. When questioned about how not appear to be a major component of these sessions.
they knew they were effective, eight comments Fifty percent of the respondents in this study did
were made that the student evaluations noted acknowledge that their college provided leadership
positive feedback about the instructor style. Other training, but there was no information on whether
comments included feedback from chairs and that was included in the New Faculty Orientation

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Journal of Instructional Research | Volume 6 (2017) 50

for new instructors or just offered through other participants could identify “other” as an
YHQXHV DW WKHLU FROOHJH )XUWKHU  VDLG WKHLU additional option.
college provided no leadership training and 18.18%
CONCLUSION
did not know if leadership training was provided.
Online instruction in higher education has grown
Online students often are taking online classes for
VLJQL¿FDQWO\LQWKHODVWGHFDGH,IZHFDQLGHQWLI\WKH
WKH ¿UVW WLPH DUH XQIDPLOLDU ZLWK WKH WHFKQRORJ\
leadership styles that work best in the classroom,
may have been out of the classroom for years, may
faculty can be trained to utilize them. One size does
be working full time, and may have families. These
QRWQHFHVVDULO\¿WDOODQGLIDOHDGHUVKLSVW\OHLVQRW
challenges can create stress and require strong
working, it would be advantageous for faculty to
faculty leadership.
have more leadership styles in their toolkit. Based
Students learn through interaction and there
on this study, we recommend:
PD\ EH GLIIHULQJ DQG FRQÀLFWLQJ YLHZSRLQWV LQ • Utilize a case-study approach by identifying
the classroom (Pachler & Daly, 2011). Effective
and interviewing ten successful faculty
collaboration is an integral part of leadership and
in online higher education based on self-
necessary for student success. It takes faculty
assessment, student reviews, supervisor
leadership skills to promote collaboration in
feedback, retention rate, and graduation rate
the classroom activities and projects that relate
to identify which leadership style/styles works
directly to the course content. Collaboration, as a
most effectively in the online classroom.
primary method of instruction, helps to encourage
Ten participants should be primarily
interaction among learners and is a necessary
undergraduate faculty and ten participants
trend in the online classroom. (Hillen & Landis,
primarily graduate (Master’s) faculty.
2014; Lister, 2014). Focusing on building faculty
7KHUH PD\ EH VRPH VLJQL¿FDQW GLIIHUHQFHV
leadership skills with an emphasis on increasing
between graduate and undergraduate faculty
student collaboration may lead to increased student
suggesting that there may be different styles
performance. Therefore, if leadership training
that are most effective at a certain level.
were included in New Faculty Orientation, it is
Doctoral faculty should be studied separately
reasonable to suggest that faculty would be better
as their students’ needs may be different from
prepared to promote engagement and collaboration
the needs of undergraduate and graduate
and the results may affect the overall retention rate.
(Master’s) students. There should be clear
LIMITATIONS GH¿QLWLRQV DQG H[DPSOHV RI WKH OHDGHUVKLS
There were several limitations to this study: styles addressed.
7KH VPDOO VDPSOH VL]H PDNHV LW GLI¿FXOW WR • Survey a random sample of higher education
generalize to a larger population. online universities identifying what content
In addition to the small sample size in this is covered in their New Faculty Orientation
study, participants represented both graduate and whether leadership is covered in any
and undergraduate leadership and management VLJQL¿FDQWGHSWK
FODVVHVWKXVPDNLQJLWPRUHGLI¿FXOWWRJHQHUDOL]H • %DVHG RQ WKH ¿UVW WZR UHFRPPHQGDWLRQV
¿QGLQJVIRUXQGHUJUDGXDWHDQGJUDGXDWHOHYHOV a leadership-training program for online
• The assumption that survey participants instructors could be developed and
understood the leadership styles in which implemented for a higher education institute
they were evaluating their effectiveness may to pilot.
not hold true. • Utilize successful online instructors as
• This was a self-report and participants may mentors for new instructors or instructors that
QRWKDYHDFFXUDWHO\LGHQWL¿HGWKHLUOHDGHUVKLS may need additional training and leadership
style in the classroom. development.
• Participants may actually use more than one As noted in our literature review, online
leadership style. education is new and therefore minimal research has
• Only a small number of leadership styles been conducted on leadership styles in the online
were included in this study even though the format. Further research related to leadership styles

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in the online environment is necessary to bridge

the literature gap. Further research is warranted to
determine the role of experience in online facilitation
DQGZKHWKHUWKHUHDUHVLJQL¿FDQWGLIIHUHQFHVEHWZHHQ
what undergraduate and graduate students need from
their faculty to be successful in the classroom. This
study has raised many questions and the answers
generated may well serve to provide more effective
facilitation in the classroom leading to higher student
retention and graduation rates.

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Hersey, P., Blanchard, K. H., & Natemeyer, W. E. (1979).

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