MLQ Final Report

A study on transformational leadership
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FACULTY OF HUMANITIES
TRIBHUVAN UNIVERSITY

RECOMMENDATION LETTER
This is to certify that Mr. Ankit Suwal has been recommended to prepare this research report on
"Multifactor leadership Questionnaire" under my guidance and supervision for the partial
fulfillment of the requirement for the Bachelors of Arts in Social Work (B.A.S.W) degree.
I do forward it with recommendation for approval.

..
Mr. Keshav Mishra
Lecturer
Xavier International College
Kalopul, Kathmandu

Date:

2

LETTER OF APPROVAL

This is to certify that Mr. Ankit Suwal of B.A.S.W 3
rd
year has been approved to conduct
research report on the topic "Multifactor Leadership Questionnaire" which was recommended to
him as per his interest by the Department of Social Work, Xavier International College, Kalopul.

EVALUATION COMMITTEE

External Examiner

Internal Examiner
Mr. Keshav Mishra

Date:

3

Acknowledgements
I would like to express my sincere gratitude to my faculty at Xavier International College
for this opportunity to carry out research on Multifactor Leadership among teachers. I would like
to thank Mr. Keshav Mishra (Department of Psychology, Lecturer and Research Guide) for his
support and guideduring the research.
I would also like to thank the Modern Indian School, Patan College and Golden Gate College for
cooperating with me during this project. I express my thanks to the teachers for frankly and
actively providing the information I required for my project.

AnkitSuwal
BASW 3
rd
Year
Xavier International College


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Abstract
This study is aimed at the comparison of transformational leadership among male and female
teachers in educational institutions by performing survey on 60 teachers in Modern Indian
School, Patan College and Golden Gate College. Positivist designs with cross sectional field
surveys, non-experimental designs that do not control for or manipulate independent variables or
treatments, but measures there variables and test their effects using statistical methods, were
used.The sample size of n= 60 was taken as standard number of sample size for this research.
The sample consists of 30 male teachers and 30 female teachers. The result of the study shows
that the male candidates had more leadership qualities in every factor compared to female
candidates except for factor 4.


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Table of Contents
Topics Pages
Letter of Recommendation.. 1
Letter of Approval 2
Acknowledges.. 3
Abstract. 4
Table of contents5
Introduction6
1.1 Background 6
1.2 Statement of the problem. 7
1.3 Objectives 8
1.3.1 Broad objectives 8
1.3.2 Specific objectives 8
1.4 Significance of the study 8
1.5 Limitation of the study 8
Chapter 2........................................................................................................................ 10
Chapter 3: Methodology .. 12
3.1 Research design12
3.2 Sample design...........................12
3.3 Study area. 12
3.4 Sampling method.. 12
3.5 Data collection method. 12
3.6Data Collection tools 13
Chapter 4: Presentation of result 15
Chapter 5: 5.1Discussion and 5.2 Conclusion.. 16
References.. 17
Appendixes. 18

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Chapter 1: Introduction
1.1 Background
Contemporary leadership research has widely focused on transformational and charismatic
leadership on followers motivation and performance that emerged in educational, psychological
and management literature during the mid-1980s and lengthened into the 1990s. Three majors
leadership behaviors-transformational leadership, transactional leadership, and laissez-faire
leadership have been proposed by Burns (1978), Bass &Avolio (1997). This study deals with the
transformational leadership behavior of teachers with respect to gender-wise similarities and
differences.
Transformational leadership can be defined as a process in which a leader tries to increase
followers awareness of what is right and important and to motivate followers to perform
beyond expectation. Bass & Avolio (1997) suggests that transformational leaders usually
display their behaviors associate with the following characteristics:

1. Idealized Influence
It is described when a leader acts as a role model for his/her followers. The leader
encouragesthe followers to share a common greater goals and visions by providing a
sense of purpose. It is the ability of the leader to inspire honor and pride in follower through
recognition of their contributions towards the goal. Idealized influence requires sacrifice self-
gain on the side of the leader in ligning the followers values withhis own or the
companys, sometimes even inspiring the similar sacrifice on behalf of the followers too. The
leader must show immense confidence in the greater good of the vision, dedication to the
goal and perseverance. The leader not only displays confidence in the goal but also in the
people who contribute to its completion. The leader is dynamic, charismatic, evidently in
charge and leads with a sense of mission.
2. Inspirational Motivation

It represents behaviors when a leader expresses the importance of the goals and visions
simple ways,communicates high level of expectations and provides followers with work that
is meaningful and challenging. It involves a dimension produced through behaviors that
facilitate a feeling of commitment and optimism. Inspirational Motivation gives meaning to
the work of the followers. A process where leaders arouse followers by being visionary,
motivational and powerful, confident and captivating defines inspirational motivation and
idealized influence. The leaders displaying charismatic leadership are capable of using
expressive language that is appeal to the needs and values of the followers emotionally and
Communicate a clear vision.


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3. Intellectual Stimulation

Intellectual Stimulation is the process of stimulating followers to develop new and different
solutions to common problems and conducting work in new ways. In this process, the leaders
challenge the process, confrontthe old and outdated assumptions, traditions and processes.
The leaders facilitatethe followers in the discussion and stimulate new and independent ways
of thinking. According to Northouse (2001), This is leadership that stimulates followers to
be creative and innovative, and to challenge their own beliefs and values as well as those of
the leader and the organization. This type of leadership supports followers as they try new
approaches and develop innovative ways of dealing with organizational issues. It promotes
followers thinking things out on their own and engaging in careful problem solving.

4. Individualized Consideration

Individualized Consideration refers to leaders who approach teaching and coaching the
followers on individual basis. The leaders pay heed to the needs and values of the followers,
coaching them by advising, supporting, and paying attention to the individual needs of
followers through issues and, and thus, allowing them to develop and self-actualize. The
leader acts as mentor or coach to the follower as per the followers specific motivations,
hopes, needs and dreams. He/she gives empathy and support through open communication
and placing the need-based challenge for the followers. Individualised consideration
encompasses the need for respect and appreciates the individual contribution that each
individual can make towards the goal. Here, leaders listen, learn and develop not only their
own ways of thinking but those around them. It facilitates an environment of will and
aspiration for self-development and intrinsic motivation. According to Northouse (2001),
This factor is representative of leader who provides a supportive climate in which they listen
carefully to the individual needs of followers. Leaders act as coaches and advisors while
trying to assist individuals in becoming fully actualized. These leaders may use delegation as
a means to help followers grow though personal challenges.

1.2 Statement of Problem

This study measures and compares the leadership of male and female teachers through a
MLQ-6S test, based on seven factors related to transformational leadership. The purpose of
this test is to determine gender-specific leadership roles, strengths, weaknesses, performance
and development of teachers.
Transformational leaders are those who continually strive towards improving their leadership
qualities and also stimulate their followers to exhibit outstanding performance. They enable
effective functioning of an organization. Since change is inevitable in any enterprise,

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especially in an educational institution, teachers as leaders are required to manage
change effectively and improve overall productivity and results.
Teachers who inspire perform better than teachers who control. Teachers who adopt
transformational leadership make the team understand the purpose of education and
other minor goals and help them adopt the same. They are open, down-to-earth and
approachable. They are also high risk-takers and not hesitant in condemning unethical
behavior. Some of these factors are gender and personality dependent. This study
gives a reflection on sex differences in transformational leadership behavior.
Until recently, leadership positions have predominantly been held by men and men
were therefore stereotyped to be more effective leaders. Women were rarely seen in
senior leadership positions leading to a lack of data on how they behave in such
positions.
This study attempts to look at leadership in terms of the behaviors employed by men
and by women. A number of universal attributes that contribute to the practice of
transformational leadership that apply across genders. They include motive arouser,
foresight, encouraging, communicative, trustworthy, dynamic, positive, confidence
builder, and motivational. The study also found that there were a number of
genderspecific attributes. Those include enthusiastic, risk taking, ambitious, self-
effacing, unique, self-sacrificial, sincere, sensitive, compassionate, and willful.

1.3 Objectives
1.3.1 Broad objectives:
To understand the different leadership behaviors and roles shown by men
and women in educational organization.
To explore the general and gender-specific attitude towards
transformational leadership.
1.3.2 Specific objectives
to study the sex differences in leadership behaviors in educational
institutions.
To recognize the perceptions and stereotypes in leadership of men and
women.
To study the performance of men and women as leaders

1.4 Significance and Limitation of Study

Significance: Transformational leadership impacts individuals' self-growth and helps
transform members of a group into individuals who transcend beyond self-actualization and
their own self-interests for the sake of the group or organization. Under transformational
leadership, at the team level, you can find members that care, stimulate, inspire and motivate

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each other. It can effectively be applied to militaristic, industrial, hospital and educational
settings. In an educational setting, it is necessary to define leadership, identify myths and
stereotypes and develop visions. It is also important to understand the significance of
situational leadership, interpersonal and intrapersonal leadership similarities and differences.
This study deals with these topics along with topic of ethics and empowerment.
Limitations: This study was performed among 60 teachers of which 30 were men and 30
were women, hence specific to teachers. The study focuses only on gender comparison and
does not take into consideration the personal, cultural and universal attributes. The study is
limited to only high schools and does not consider the transformational leadership behaviors
at higher study levels. The study categorizes teachers of different grades and classes in the
same data pool.


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Chapter 2: Literature review

Women in high-level leadership positions, such as corporate CEOs, when studied, seem to
exhibit the same sorts of leadership behaviors as their male counterparts. That is probably
because the demands of the leadership role require certain actions and behaviors to succeed. In
addition, because of the hurdles that women must leap to get to the top (leadership and gender
expert, Alice Eagly, refers to this as the "labyrinth" that women, but not men, need to go
through), it could be the case that only women who exhibit the same sorts of leadership styles
and behaviors as male leaders make it through. So, studying leaders at the top, gives the
impression that there are no big differences in how men and women lead.
You get a somewhat different picture if you ask followers and leaders about male and
female leaders. They notice differences that are in line with stereotypes about men and women,
reporting that female leaders are more nurturing, empathic, and responsive than male leaders, but
they will also report the negative side (e.g., moody). Male leaders, on the other hand, are
perceived to be more action-oriented and more focused on tasks. As a Catalyst study concludes
that according to leaders and followers in the workplace, "women leaders take care, men leaders
take charge." Realize, however, that this involves people's perceptions of leaders, colored by
stereotypes and expectations.
Finally, there is a growing body of research that has studied the leadership styles and
leadership "potential" of men and women, typically men and women managers (but also women
in non-managerial positions). For example, using the theory of transformational leadership as an
indicator of successful leadership (transformational leaders are inspirational, positive role
models, concerned about followers, empowering, and push followers to be creative and take
chances), research shows that women, as a group, have more transformational qualities than
men. In other words, and based on this research, women have more leadership potential and tend
to lead more effectively than men
As attitudes about women leaders change (they are changing, albeit ever so slowly) and
the "labyrinth" becomes less difficult to navigate, we expect more to women attain high-level
leadership positions. Noted leadership scholar, Bernard Bass, predicted that by the year 2034 the
majority of high-level leaders will be women, based on their more transformational qualities. Of
course, men in leadership positions are also realizing that the old way of leading - taking charge
(command and control) - may not be as effective in today's world and in the future, so they learn
to adapt and change how they lead.
The idea is that systemic impact is created via formal systems (such as performance
evaluations, promotions, training, etc.) and informal systems (such as who talks with whom, who
gets to attend which events, etc.) such that it impedes the advancement of women to higher
levels. That

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this organizational result exists has been widely verified. These studies showed that there may
actually be different styles of leadership employed by men and women, which could account for
the disparity in promotion to higher level leadership positions. At the same time, it should be
noted that there is also ample evidence to suggest that men and women do not use different
leadership styles (Grant, 1988; Mandell&Pherwani, 2003). While the evidence on leadership
style differences between men and women is conflicting, the evidence on the results they attain is
not. Perhaps, therefore, looking at leadership from a style perspective is not helpful. In contrast,
this study attempts to look at leadership in terms of the behaviors employed by men and by
women. The GLOBE study (Den Hartog, et al., 1999) found that there are a number of universal
attributes that contribute to the practice of transformational leadership that apply across cultures.
They include motive arouser, foresight, encouraging, communicative, trustworthy, dynamic,
positive, confidence builder, and motivational. The study also found that there were a number of
culture specific attributes. Those include enthusiastic, risk taking, ambitious, self-effacing,
unique, self-sacrificial, sincere, sensitive, compassionate, and willful. These are attributes that
contribute to leadership performance in some cultures but not in others. Den Hartog and
colleagues point out that while both the universal and the culture specific attributes are known,
the specific behaviors that are associated with an attribute that are employed by leaders in
different cultures may not be the same. For example, an encouraging leader in one culture may
use different encouraging behaviors than an encouraging leader in a different culture.Koopman
et al. (1999) and Brodbeck et al. (2000) found there are cultural differences that can be
distinguished across European countries that account for leadership prototypes. These
differences in the concepts or prototypes that followers hold about effective and ineffective
leadership behaviors predict readiness or lack of readiness to follow a given leader. That is, if a
leader behaves in a way that fits the followers prototype, that follower will be more likely to
follow the leader. This could be a partial explanation for the glass ceiling and how it operates.
Let us assume that women, even though they are as effective as men in terms of the results they
achieve, employ behaviors that do not fit with the leadership prototype that is held by followers
and by the female leaders managers. This disconnect would, according to the theory, lead to
lower performance evaluations in spite of the actual results achieved by the women.


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Chapter 3: Methodology

3.1 Sample Design
Sampling is concerned with the selection of a subset of individuals from within
a statistical population to estimate characteristics of the whole population.
Each observation measures one or more properties of observable bodies distinguished as
independent objects or individuals. Researcher designed the samples by planning where to
conduct the research, from whom to take sample and how to compare samples taken. Researcher
decided to conduct the research in schools and colleges, to take sample from the teachers there
and to compare the multifactor leadership quality among male and female teachers.
3.2 Study Area
Study area is the place where the research is to be conducted. Researcher chooses 4
schools and colleges i.e. Golden Gate College, Modern Indian School, Patan Campus and British
College.
3.3 Sampling Method
Researcher used non-probability sampling method. Non-probability sampling is a
sampling technique where the samples are gathered in a process that does not give all the
individuals in the population equal chances of being selected.
3.4 Data Collection methods
Data were collected with likert scale type of questionnaires. A psychometric response
scale primarily used in questionnaires to obtain participants preferences or degree of agreement
with a statement or set of statements. Likert scales are a noncomparative scaling technique and
are unidimensional (only measure a single trait) in nature. Respondents are asked to indicate
their level of agreement with a given statement by way of an ordinal scale.
Researcher selected likert scale type of questionnaires to find out the level of leadership
ability amongst the teachers and compare them separately by dividing them into male and female
category.
3.5 Data Collection Tool
Data was collecting using the likert scale questionnaire. A list of 21 questions related to
Multifactor Leadership Questionnaire (MLQ) was used. There are 7 factors according to MLQ
prepared. They are

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Factor 1. Idealized influence indicates whether you hold subordinates trusts, maintain
their faith and respect, show dedication to them, appeal to their hopes and dreams, and act
as their role model.

Factor 2. Inspirational motivation measures the degree to which you provide a vision, use
appropriate symbols and images to help others focus on their work, and try to make
others feel their work is significant.

Factor 3. Intellectual motivation measures the degree to which you provide a vision, use

Factor 4. Individualized consideration indicates the degree to which you show interest in
others well-being, assign projects individually, and pay attention to those who seem less
involved in the group.

Factor 5. Contingent reward shows the degree to which you tell others what to do in order
to be rewarded, emphasize what you expect from them, and recognize their
accomplishments.

Factor 6. Management-by-exception assesses whether you tell others the job
requirements, are content with standard performance, and are a believer in if it isnt
broke, dont fix it.

Factor 7. Laissez-faire measures whether you require little of others, are content to let
things ride and let others do their own thing.

The factors were divided according to the question on the questionnaire. The format of a typical five-
level Likert item were
0=No at all 1=Sometimes 2=frequently 3=Once in a while 4=Fairly Open 5=Always
The score range was put up as follows:
Score range:
High = 9-12, Moderate = 5-8, Low = 0-4

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Chapter 4: Presentation of Results
After the survey in various schools and colleges, researcher came with the results as
follows:
Factors Male Female
Factor 1 8.02 7.3
Factor 2 7.88 6.4
Factor 3 6.62 5.2
Factor 4 6.86 6.88
Factor 5 8.30 6.65
Factor 6 7.56 6.85
Factor 7 6.47 6.34
Source: Field Study, 2014
The results were calculated by taking average of all the factors of 30 male and female
teachers each. Thus, the results show that males have more leadership quality compared to
female in every factor except for factor 4 which is also excided by only 0.01.


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Chapter 5: Discussion and Conclusion
5.1 Discussion
The survey was conducted successfully from the teachers of various schools and colleges.
The motto of the survey was to find out the multifactor leadership quality of the teachers in the
school.This study was aimed at the comparison of transformational leadership among male and
female teachers in educational institutions by performing survey on 60 teachers in Modern
Indian School, Patan College and Golden Gate College. Positivist designs with cross sectional
field surveys, non-experimental designs that do not control for or manipulate independent
variables or treatments, but measures there variables and test their effects using statistical
methods, were used.The sample size of n= 60 was taken as standard number of sample size for
this research. The sample consists of 30 male teachers and 30 female teachers. The result of the
study shows that the male candidates had more leadership qualities in every factor compared to
female candidates except for factor 4.
Factor 4 states that individualized consideration indicates the degree to which you show
interest in others well-being, assign projects individually, and pay attention to those who seem
less involved in the group. This shows that female teachers are more affectionate in terms of
leadership quality.

5.2 Conclusion
To improve this situation, female candidates must also be active and push themselves to
their limits to make a better leader out of themselves. Though the data is not 100% accurate and
reliable, it does gives a brief picture of the multifactor leadership situation of the female teachers
in school and colleges. In order to improve these female teachers must be given proper guidance
and counseling to develop their leadership potential. Only then the situation can reach a
competition level.


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References
Wikipedia
MIND GARDEN, Inc., www.mindgarden.com from the Multifactor Leadership Questionnaireby
Bernard M. Bass and Bruce J. Avolio. Copyright 1995, 2000
(Grant, 1988; Mandell&Pherwani, 2003)
The GLOBE study (Den Hartog, et al., 1999)


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Appendixes
Multifactor Leadership Questionnaire (MLQ)

Name: Occupation:
Age: Caste/Ethnicity:
Gender: Male/Female Address:
INSTRUCTION: This questionnaire provides a description of your leadership style. Twenty-
one Descriptive statements are listed below. Judge how frequently each statement fits you. The
word others may mean your followers, clients, or group members.
Keys: 0 = Not at all 1 = Sometimes 2 = Frequently, if not always
3 = Once in a while 4 = Fairly Open 5 = Always

1. I make others feel good to be around me.
0=No at all 1=Sometimes 2=frequently 3=Once in a while 4=Fairly Open
5=Always

2. I express with a few simple words what we could and should do
5=Always

3. I enable others to think about old problems in new ways
5=Always

4. I help others develop themselves
5=Always

5. I tell others what to do if they want to be rewarded for their work
5=Always

6. I am satisfied when others meet agreed-upon standards

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5=Always

7. I am content to let others continue working in the same way as always
5=Always

8. Others have complete faith in me
5=Always

9. I provide appealing images about what we can do
5=Always

10. I provide others with new ways of looking at puzzling things
5=Always

11. I let others know how I think they are doing.
5=Always

12. I provide recognition/rewards when others reach their goals.
5=Always

13. As long as things are working, I do not try to change anything.
5=Always

14. Whatever others want to do is OK with me.
5=Always

15. Others are proud to be associated with me
5=Always


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16. I help others find meaning in their work
5=Always

17. I get others to rethink ideas that they had never questioned before.
5=Always

18. I give personal attention to others who seem rejected
5=Always

19. I call attention to what others can get for what they accomplish.
5=Always

20. I tell others the standards they have to know to carry out their work
5=Always

21. I ask no more of others than what is absolutely essential.
5=Always


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Scoring
The MLQ-6S measures your leadership on seven factors related to transformational
leadership. Your score for each factor is determined by summing three specified items on
the questionnaire. For example, to determine by your score for Factor 1, Idealized
Influence, sum your responses for items 1, 8 and 15. Complete this procedure for all
seven factors.
Total
Idealized influence (items 1, 8, and 15)
___Factor 1
Inspirational motivation (items 2, 9 and 16)
___Factor 2
Intellectual stimulation (items 3, 10, and 17)
___Factor 3
Individualized consideration (items 4, 11 and 18)
___Factor 4
Contingent reward (items 5, 12 and 19)
___Factor 5
Management-by-exception (items 6, 13 and 20)
___Factor 6
Laissez-faire Leadership (items 7, 14 and 21)
___Factor 7
Score range:
High = 9-12, Moderate = 5-8, Low = 0-4
Scoring Interpretation
Factor 1. Idealized influence indicates whether you hold subordinates trusts, maintain
their faith and respect, show dedication to them, appeal to their hopes and dreams, and act
as their role model.

Factor 2. Inspirational motivation measures the degree to which you provide a vision, use

Factor 3. Intellectual motivation measures the degree to which you provide a vision, use


21

Factor 4. Individualized consideration indicates the degree to which you show interest in
others well-being, assign projects individually, and pay attention to those who seem less
involved in the group.

Factor 5. Contingent reward shows the degree to which you tell others what to do in order
to be rewarded, emphasize what you expect from them, and recognize their
accomplishments.

Factor 6. Management-by-exception assesses whether you tell others the job
requirements, are content with standard performance, and are a believer in if it isnt
broke, dont fix it.

Factor 7. Laissez-faire measures whether you require little of others, are content to let
things ride and let others do their own thing.

MLQ Final Report

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A study on transformational leadership

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