Data Presentation, Analysis and Discussion

This chapter presents analyses and discusses the data collected from the empirical study from a sample of educators from the six schools under the Mahatma Gandhi Institute network. The findings were analysed, processed and discussed as per the objective of the research questions for the study.

Table of Contents
CHAPTER FOUR................................................................................................................................2
DATA PRESENTATION, ANALYSIS AND DISCUSSION............................................................2
4.1 INTRODUCTION......................................................................................................................2
4.2 RESPONSE RATE.....................................................................................................................2
4.3 BACKGROUND INFORMATION...........................................................................................3
4.3.1 Gender..................................................................................................................................3
4.3.2 Age.......................................................................................................................................4
4.3.3 Academic qualifications.......................................................................................................5
4.3.4 Teaching experience............................................................................................................6
4.4 CONTEXTUAL DESCRIPTIONS OF RESEARCH FINDINGS.......................................7
4.4.1 Research Question 1: What are the leadership styles commonly practiced by the rectors? 7
4.4.1.1 The commonly used leadership style by rectors in the secondary schools...................7
4.4.1.2 Does the leadership style applied by the rector affect the teaching and learning
process in your school?.............................................................................................................8
4.4.1.3 Factors influencing the leadership style of the rector..............................................9
4.4.1.4 Student’s academic performance trends for Cambridge SC and HSC examinations for
the past five years....................................................................................................................10
4.4.1.5 Student’s academic performance at Cambridge SC and HSC examinations is
dependent on the leadership style used by the school rector...................................................12
1

CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
4.1 INTRODUCTION
This chapter presents analyses and discusses the data collected from the empirical study from a
sample of educators from the six schools under the Mahatma Gandhi Institute network. The
findings were analysed, processed and discussed as per the objective of the research questions for
the study. Analysis was made easier by use of Statistical Package for Social Sciences (SPSS). In
addition, the findings were presented systematically in tables and charts in brief, starting with
background information of the respondents as obtained from questionnaires while other important
findings were arranged in accordance with the research questions that focused on the rector’s
2

leadership styles and their effects on teaching and learning process and the students’ academic
performances in the schools under scrutiny. The research findings also focused on leadership style
commonly practised by the heads of schools.
4.2 RESPONSE RATE
A total of 100 questionnaires were distributed to school educators of the Mahatma Gandhi Institute
network, comprising of 6 schools located in various regions of the country. All questionnaires were
duly filled and returned. This represented a 100 percent response rate from educators. This was
made possible because confidentiality was observed and the information gathered was meant for
academic purposes only. This made the respondents give a high response rate which was considered
suitable enough to give a true reflection of the issues under study.
4.3 BACKGROUND INFORMATION
The background information involved the issues such as category of respondents by gender, age
teaching experience, and level of education of educators who participated in answering
questionnaires. The essence of using the background characteristics of the various respondents who
3

participated in the survey was to enable researcher to describe the characteristics of the target
population and to gather aspects of the six schools under the MGI network which would be seen as
helpful to elaborate the findings. Their characteristics have a strong bearing on the study’s findings
relating to the hypotheses. Questionnaires among educators were administered because they were
the direct focus of the study and due to their unique role in student’s academic performance. This
helped to grasp essential information on the influence of the leadership styles of rectors on student’s
academic performance. Data gathered were arranged based on the gender, age, teaching experience
and the level of education obtained.
4.3.1 Gender
Figure 4.1 below indicates the percentage of respondents based on gender characteristics.
Male
38%
Femal
e
62%
Gender
Figure 4.1: The category of educators in Rabindranath Tagore and Mahatma Gandhi
secondary schools of Mauritius
4

The pie chart above shows the percentage of educators based on gender characteristics involved in
responding to the questionnaires. It indicates that most educators in the studied area are female
(62%) than female (38%). This shows that the six schools of the Mahatma Gandhi Institute
including the Rabindranath Tagore secondary school are dominated more by female than male. The
imbalance in gender raises doubt as to whether the leadership styles applied in these secondary
schools is gender sensitive. The nature of leadership imposed by leaders in these schools favours
female more than male and hence giving a different working environment to male educators.
4.3.2 Age
The age of respondents was also analysed and the findings revealed as shown in Table 4.1 below
shows that more than half of the educators (62%) who participated in the study were between the
ages of 31 and 40 years, followed by (26%) between the ages of 20 and 30 and a small percentage
(10%) were between the ages of 41 and 50 years. Most of the opinions of the respondents on the
relationship between leadership styles and their effect on student’s academic performance in the
secondary schools emerged from the age range of 31-40 and few opinions expressed by the other
age groups.
Since the majority of educators in Rabindranath Tagore and Mahatma Gandhi secondary schools of
Mauritius are in their thirties (30s), this explains why the study was dominated by participants from
this age group.
Age of respondents
20 - 30 years 31 - 40 years 41 - 50 years above 51 years
Count Count Count Count
5

Gender Male 12 20 4 2
Female 14 42 6 0
Table 4.1: Age of Respondents
4.3.3 Academic qualifications
The researcher also wanted to know the characteristics of respondents based on their level of
education. Table 4.2 below indicates the level of education of educators in Rabindranath Tagore
and Mahatma Gandhi secondary schools of Mauritius.
Level of Education Frequency (f) Percentage (%)
Diploma 1 1.0
Degree 31 31.0
Masters 58 58.0
PhD 2 2.0
Other 8 8.0
Total 100 100.0
Table 4.2: Frequencies and percentages of responses on the highest academic qualifications of
educators
Table 4.2 indicates the number of educators and their highest education levels in the six schools
under the Mahatma Gandhi Institute network. The study indicates that most of the educators in the
secondary schools under scrutiny in Mauritius hold a postgraduate qualification. They count for
6

58%, followed by 31% for degree holders, 8% for other qualifications such LLB and PGCE, 2% for
PHD and 1% for diploma holder. This shows that the facts provided by educators on the leadership
styles are factual and living one as the majority of the respondents were of the postgraduate level of
education.
4.3.4 Teaching experience
The researcher also wanted to know the characteristics of respondents based on the number of years
of teaching experience. Table 4.3 below indicates number of years of teaching experience of
educators in Rabindranath Tagore and Mahatma Gandhi secondary schools of Mauritius.
Number of years of teaching experience Frequency (f) Percent (%)
0 - 2 years 6 6.0
3 - 5 years 16 16.0
6 - 8 years 16 16.0
9 - 12 years 30 30.0
More than 12 years 32 32.0
7

Total 100 100.0
Table 4.3: Frequencies and percentages of responses on the number of years of teaching
experience
The information in table 4.3 above describes the teaching experience of educators in the secondary
schools under study. The data indicates that most educators have at least nine years of teaching
experience making 62% of the total number of educators involved in the study. This implies that the
information gathered by the researcher can be considered as accurate because the respondents have
experienced various influences of leadership styles from different rectors on student’s academic
performance for more than one year.
Based on the number of years of experience of educators, it can be deduced that the leadership style
commonly applied by different heads of schools have been noticed them. It also indicates that
educators are well familiar with various leadership styles imposed by their top hierarchical leaders.
In addition, data from Table 4.3 shows that educators with experience of more than twelve years are
more than others and they might have experienced varieties of working conditions, different quality
of schooling in the secondary schools and relationship between working educators and educators
and students. They are well familiar with some leadership strategies for the improvement of the
student academic performances.
8

4.4 CONTEXTUAL DESCRIPTIONS OF RESEARCH FINDINGS
This part describes the findings and discussions using the questionnaires collected. The respondents
were requested to answer several questions related to four research questions. The participant’s
responses to each research question are presented below.
4.4.1 Research Question 1: What are the leadership styles commonly practiced by the rectors?
This objective was purposely speculated because educational leaders play important role with the
intention to make teaching and learning more effective and to give quality education to students and
thus improving their performance. In this view, it was necessary to explore the extent to which the
rector’s leadership style influence the academic performance of students in the secondary schools of
the Mahatma Gandhi Institute system. The assumption within this objective was that, apart from
other factors influencing student’s performance is the function that can be defined in terms of what
leadership style the school leaders apply.
4.4.1.1 The commonly used leadership style by rectors in the secondary schools
In order to gauge knowledge and understanding from educators, they were asked to select from the
three leadership styles under study, commonly practiced by their school leader. The findings are
presented in Table 4.4 below.
Leadership style applied by the rector of your school Frequency (f) Percent (%)
Autocratic leadership style 26 26.0
9

Democratic leadership style 64 64.0
Laissez-faire leadership style 10 10.0
Total 100 100.0
Table 4.4: Frequencies and percentages of responses on the leadership style applied by rectors
Overall, 64% of the respondents of the researched area were of the opinion that the rector of their
respective school was applying a democratic style of leadership as compared to 26% of them that
were for an autocratic leadership style. Only 10% of the respondents were of the view that the
rector of their respective school was adopting a laissez-faire style of leadership. This implies that
leadership styles employed by different rectors in the secondary schools of the Mahatma Gandhi
Institute system are not uniform. However, educator’s knowledge on identifying the leadership style
used to administer and manage their own affairs is also questionable. This is due to the fact that
student performance in academic affairs depends upon various factors which count in leadership
style.
4.4.1.2 Does the leadership style applied by the rector affect the teaching and learning process
in your school?
This question sought to explore the extent to which rector’s leadership style normally applied affect
the teaching and learning process in the secondary schools of Mahatma Gandhi Institute system.
Respondents were required to tick on the “YES” box provided (if there is any influence imposed by
leadership style on the teaching and learning process) or tick on “NO” (if there is no influence
imposed by the leadership style on the teaching and learning process). The results from the
respondents were tabulated below.
10

Yes No
Gender Male 38 0
Female 62 0
Table 4.5: Responses of educators on whether leadership style applied by rectors affect the
teaching and learning process
From the above table, it can be deduced that all educators irrespective of their gender unanimously
agree that leadership style generally used by their head of school affect the teaching and learning
process in the secondary schools of the MGI system. This implies that there is a relationship
between the leadership style applied by heads of school and the academic performance of students.
Both educators and students should adhere to the rector’s leadership style that may lead to positive
results in internal and national examinations.
 To find a relationship between leadership style used and response of educators concerning
teaching and learning process
4.4.1.3 Factors influencing the leadership style of the rector
Furthermore, respondents were also asked to point out the factor/s from a number of factors ranging
from personality influences of the rector, professional ethics of the rector, school culture, and
pressure amongst others that may influence the leadership style of the rector. The results of the
respondents have been tabulated below.
11

Responses
Count Percent (%)
Factor/s that may influence the
leadership style of the rectora
Personality influences 84 18.4%
Professional ethics 74 16.2%
School culture 60 13.2%
Employee diversity 46 10.1%
Skills and experience of staff 60 13.2%
Pressure 38 8.3%
Feelings of security 38 8.3%
Nature of task 56 12.3%
Total 456 100.0%
a. Dichotomy group tabulated at value 1.
Table 4.6: Responses and percentages of educators on the factor/s that may influence the
leadership style of the rector
Table 4.6 above shows the responses of educators concerning the factor/s that may influence the
rector in the application of a specific leadership style in the secondary schools of the Mahatma
Gandhi Institute. The factor/s chosen by educators was further showed in terms of percentage. From
the above figures, it can be noted that personality influences (18.4%) and professional ethics
(16.2%) were among the factors that educators considered being the major influences for the
application of a certain leadership style. However, pressure (8.3%) and feelings of security (8.3%)
were the factors that educators least considered to be an influence for rectors in the adoption of a
specific leadership style. This implies that there is a relationship between a leader’s values and
student learning moderated by personal or organisational characteristics.
12

4.4.1.4 Student’s academic performance trends for Cambridge SC and HSC examinations for
the past five years
Educators were asked to state their student’s academic performance trends for Cambridge SC and
HSC examinations for the past five years. This question wanted to explore the extent to which
rector’s leadership style normally applied have affected student’s academic performance in the
secondary schools of Mahatma Gandhi Institute system. Responses of educators are shown in Table
4.7 and Figure 4.2 below.
Frequency (f) Percent (%)
Performance trends for the past five
years
Rising 6 6.0
Falling 42 42.0
Constant 16 16.0
Fluctuating 36 36.0
Total 100 100.0
Table 4.7: Responses and percentages of educators on the performance trends of students
over the past five years
13

Figure 4.2: Performance trends of students over the past five years
From Table 4.7, it can be noted that 42% of respondents were of the opinion that student’s
performance has been on a decline over the past five years while 36% of them stated that student’s
performance has been fluctuating over the past five years. Educators were further asked as to
whether the leadership style adopted by the rector during the last five years affected the student’s
performance at Cambridge SC and HSC examinations. The findings have been tabulated below.
Frequency
(f)
Percent
(%)
Valid
Percent (%)
Cumulative
Percent (%)
Valid Yes 92 92.0 92.0 92.0
No 8 8.0 8.0 100.0
Total 100 100.0 100.0
14

Table 4.8: Responses of educators and percentages on whether leadership style has affected
student’s academic performance
From the above table, it can be deduced that the majority of respondents (92%) were of the opinion
that the leadership style adopted by head of schools in the secondary schools of the Mahatma
Gandhi Institute system had an influence on student’s academic performance. It is also to be noted
that student’s performance for Cambridge SC and HSC examinations has not been that good over
the past five years. This may imply that there is a relationship between the leadership style of the
school rector and the student’s academic performance.
4.4.1.5 Student’s academic performance at Cambridge SC and HSC examinations is
dependent on the leadership style used by the school rector
15

Educators were also asked to state their agreement or disagreement concerning the following
statement: “A student’s academic performance at Cambridge SC and HSC examinations is
dependent on the leadership style used by the rector’’. Results have been shown in figure 4.3 using
a histogram.
Figure 4.3: Student’s academic performance is a dependent variable on leadership style used
This question wanted to explore the extent to educators working in the secondary schools of the
Mahatma Gandhi Institute system agree or disagree with the statement mentioned above. Majority
of the respondents indicated through high mean score (4.16) their level of agreement concerning the
influences of the rector’s leadership styles on student’s academic achievement.
16

17

SECTION C
Below is the frequency analysis of section D of the questionnaire
Decisions regarding school progress are taken exclusively by the rector and the management.
Table 4.9: Decisions regarding school progress are taken exclusively by the rector and the
management
Figure 4.9: Decisions regarding school progress are taken exclusively by the rector and the
management
18

Table 4.9 and Figure 4.9 show the frequencies of the opinions on decision regarding school
progress taken by the rector and the management. It is observed that 46 (46 %) of the respondents
agreed that the decisions regarding the school’s progress are taken by the rector and management.
26 (26 %) had a neutral opinion on the above question, 18 (18 %) of the respondent disagreed, 8 (8
%) of the respondent Strongly Agreed and 2 (2 %) totally disagreed.
All educators count on the rector for ideas and suggestions regarding school progress
Table 4.10: All educators count on the rector for ideas and suggestions regarding school
progress
19

Figure 4.10: All educators count on the rector for ideas and suggestions regarding school
progress
Table 4.10 and Figure 4.10 show the opinions of the students on whether all educators counted on
the rectors for ideas and suggestions regarding school progress.The following are the opinions of
the respondents. 30 (30 %) of the respondent had a neutral opinion, 36 (36 %) of the respondents
agreed, 26 (26 %) of the respondent disagreed and 6 (6 %) strongly disagreed.
20

The system of the organization follows a Top-down approach
Table 4.11: The system of the organization follows a Top-down approach
Figure 4.11: The system of the organization follows a Top-down approach
Table 4.11 shows the frequencies of opinion concerning the system of the organization. The
following are the statistics of the opinions obtained from the respondents. 6 (6 %) of the students
strongly disagreed, 26 (26 %) of the students disagreed, 30 (30 %) of the students had a neutral
opinion and 38 (38 %) agreed.
21

The rector prefers an authoritarian decision-making style that is educators are rarely trusted
with important tasks.
Table 4.12: The rector prefers an authoritarian decision-making style that is educators are
rarely trusted with important tasks.
Figure 4.12: The rector prefers an authoritarian decision-making style that is educators are
rarely trusted with important tasks
22

Table 4.12 shows the frequencies of the opinion received from the respondents on whether the
rector prefers an authoritarian decision-making style that is educators are rarely trusted with
important tasks. The following statistics were the opinions of the respondents. 8 (8 %) strongly
disagreed, 28 (28 %) disagreed, 26 (26 %) had a neutral opinion and 30 (30 %)
agreed and 8 (8 %) strongly agreed.
All powers are concentrated towards the rector.
Table 4.14: All powers are concentrated towards the rector.
23

Figure 4.14: All powers are concentrated towards the rector
Table 4.14 and Figure 4.14 show the frequencies on the opinion whether all powers were
concentrated towards the rector. The following statistics were the opinions of the respondents. 6 (6
%) strongly disagreed, 20 (20 %) disagreed, 26 (26 %) had a neutral opinion and 36 (36 %) agreed
and 8 (8 %) strongly agreed.
Creativity and out-of-the-box thinking tend to be discouraged by the rector
Table 4.15: Creativity and out-of-the-box thinking tend to be discouraged by the rector
24

Figure 4.15: Creativity and out-of-the-box thinking tend to be discouraged by the rector
Table 4.15 and Figure 4.15 show the frequencies if the opinion on creativity and out of the box
thinking trend. The following statistics were the opinions of the respondents. 6 (6 %) strongly
disagreed, 34 (34 %) disagreed, 38 (38 %) had a neutral opinion and 20 (20 %) agreed while 2 (2
%) strongly agreed.
Demographic
Below is the descriptive analysis for the questionnaires. It contains the frequencies and the
percentage of the frequencies.
Table 4.16: Demographic
From the tables 4.16 above the opinions of the respondents against the questions asked, it shows
that 6 (6 %) strongly disagreed, 20 (20 %) disagreed, 36 (36 %) had a neutral opinion, 30 (30 %)
agreed while 8 (8 %) strongly disagreed
Educators are encouraged to participate in decision making and to put forward their views
25

Table 4.17: Educators are encouraged to participate in decision making and to put forward
their views
Figure 4.17: Educators are encouraged to participate in decision making and to put forward
their views
Table 4.17 and Figure 4.17 show the frequencies of the responses to the question above: 6 (6%)
disagreed, 16 (16 %) had a neutral opinion, 66 (66 %) agreed while 12 (12%) strongly disagreed.
Educators are consulted before decisions relating to academic progress of the students are
taken by the rector.
26

Table 4.18: Educators are consulted before relating to academic progress of the students are
taken by the rector
Figure 4.18: Educators are consulted before relating to academic progress of the students are
taken by the rector
Table 4.18 and Figure 4.18 show the frequencies of the responses to the question above: 8 (8%)
disagreed, 26 (26 %) had a neutral opinion, 60 (60 %) agreed while 6 (6%) strongly disagreed.
The rector involves staff in making school programmes.
27

Table 4.19: The rector involves staff in making school programmes.
Figure 4.19: The rector involves staff in making school programmes
Table 4.19 and Figure 4.19 show the summary of the analysis of the response of the students:
2 (2 %) strongly disagreed, 4 (4 %) disagreed, 18 (18 %) had a neutral opinion, 64 (64 %) agreed
while 12 (12 %) strongly disagreed.
Solving managerial problems with fellow staff improves student academic progress
Table 4.20: Solving managerial problems with fellow staff improves student academic
progress
28

Figure 4.20: Solving managerial problems with fellow staff improves student academic
progress
Table 4.20 and Figure 4.20 show the frequencies and the respective percentages on the above
question: 6 (6 %) disagreed, 12 (12 %) had a neutral opinion, 66 (66 %) agreed while 16 (16 %)
strongly disagreed.
The rector takes educators on board while tackling administrative problems and student
issues
29

Table 4.21: The rector takes educators on board while tackling administrative problems and
student issues
Figure 4.21: The rector takes educators on board while tackling administrative problems and
student issues
Table 4.21 and Figure 4.21 show the frequencies and the respective percentages on the above
question: 4 (4 %) disagreed, 10 (10 %) had a neutral opinion, 66 (66 %) agreed while 20 (20 %) had
a strongly agreed.
The rector helps educators to realise their potential and skills effectively that would help to
improve student’s academic performance
30

Table 4.22: The rector helps educators to realise their potential and skills effectively that
would help to improve student’s academic performance
Figure 4.22: The rector helps educators to realise their potential and skills effectively that
would help to improve student’s academic performance
Table 4.22 and Figure 4.22 show the frequencies and the respective percentages on the above
question: 6 (6 %) disagreed, 40 (40 %) had a neutral opinion, 46 (46 %) agreed while 8 (8 %)
strongly agreed.
Academic excellence is attained when the rector works harmoniously with educators
31

Table 4.23: Academic excellence is attained when the rector works harmoniously with
educators
Figure 4.23: Academic excellence is attained when the rector works harmoniously with
educators
Table 4.23 and Figure 4.23 show the frequencies and the respective percentages on the above
question: 2 (2 %) strongly disagreed, 4 (4 %) had a neutral opinion, 46 (46 %) while 48 (48 %)
strongly agreed.
The rector shares school leadership roles with the teaching staff
Table 4.24: The rector shares school leadership roles with the teaching staff
32

Figure 4.24: The rector shares school leadership roles with the teaching staff
Table 4.24 and Figure 4.24 show the frequencies and the respective percentages on the above
question:
8 (8 %) disagreed, 30 (30 %) had neutral opinion, 52 (52 %) agreed while 10 (10 %) strongly
agreed.
Delegation of powers to educators by the rector in this school strongly exists
Table 4.25: Delegation of powers to educators by the rector in this school strongly exists
33

Figure 4.25: Delegation of powers to educators by the rector in this school strongly exists
Table 4.25 and Figure 4.25 show the frequencies and the respective percentages on the above
question: 2 (2 %) strongly disagreed, 16 (16 %) disagreed, 28 (28 %) had a neutral opinion, 52 (52
%) agreed while 2 (2 %) strongly disagreed.
Appreciation for educator’s opinions regarding school improvement and student’s
performance exists in the school
Table 4.26: Appreciation for educator’s opinions regarding school improvement and
student’s performance exists in the school
34

Figure 4.26: Appreciation for educator’s opinions regarding school improvement and
student’s performance exists in the school
Table 4.26 and Figure 4.26 show the frequencies and the respective percentages on the above
question: 2 (2 %) strongly disagreed, 8 (8 %) disagreed, 30 (30 %) had a neutral opinion while 58
(58 %) agreed.
III. Laissez-faire leadership style
Educators are free to do what they think are best for student’s academic progress.
Table 4.27: Educators are free to do what they think are best for student’s academic progress
35

Figure 4.27: Educators are free to do what they think are best for student’s academic
progress
Table 4.27 and Figure 4.27 show the frequencies and the respective percentages on the above
question:
4 (4 %) strongly disagreed, 28 (28 %) disagreed, 26 (26 %) had a neutral opinion, 36 (36 %) agreed
while 6 (6 %) strongly agreed.
Educators are allowed to make their own decisions that promote school performance
36

Table 4.28: Educators are allowed to make their own decisions that promote school
performance
Figure 4.28: Educators are allowed to make their own decisions that promote school
performance
Table 4.28 and Figure 4.28 show the frequencies and the respective percentages on the above
question:
4 (4 %) strongly disagreed, 22 (22 %) disagreed, 32 (32 %) had a neutral opinion, 34 (34 %) agreed
while 8 (8 %) strongly agreed.
37

The rector prefers collective decision making in the school
Table 4.29: The rector prefers collective decision making in the school
Figure 4.29: The rector prefers collective decision making in the school
Table 4.29 shows the frequencies and the respective percentages on the above question:
12 (12 %) disagreed, 30 (30 %) had a neutral opinion, 46 (46 %) agreed while 12 (12 %) strongly
agreed.
Decisions are taken by educators and then come to the rector later
38

Table 4.30: Decisions are taken by educators and then come to the rector later
Figure 4.30: Decisions are taken by educators and then come to the rector later
Table 4.30 and Figure 4.30 show the frequencies and the respective percentages on the above
question: 16 (16 %) strongly disagreed, 38 (38 %) disagreed, 28 (28 %) had a neutral opinion, 14
(14 %) agreed while 4 (4 %) strongly agreed.
There is free delegation of responsibilities and duties by the rector to educators for academic
progress in this school
39

Table 4.30: There is free delegation of responsibilities and duties by the rector to educators
for academic progress in this school
Figure 4.30: There is free delegation of responsibilities and duties by the rector to educators
for academic progress in this school
Table 4.30 and Figure 4.30 show the frequencies and the respective percentages on the above
question:
24 (24 %) disagreed, 48 (48 %) had a neutral opinion, 22 (22 %) agreed while 6 (6 %) strongly
agreed.
The rector allows educators to make decisions concerning school programmes and activities
without prior intervention
40

Table 4.31: The rector allows educators to make decisions concerning school programmes and
activities without prior intervention
Figure 4.31: The rector allows educators to make decisions concerning school programmes
and activities without prior intervention
Table 4.31 and Figure 4.31 show the frequencies and the respective percentages on the above
question: 6 (6 %) strongly disagreed, 32 (32 %) disagreed, 34 (34 %) had a neutral opinion, 22 (22
%) agreed while 6 (6 %) strongly agreed.
41

The rector gives you the opportunity to utilise your skills and experience to meet
organisational goals and to increase your creativity
Table 4.32: The rector gives you the opportunity to utilise your skills and experience to meet
organisational goals and to increase your creativity
Figure 4.32: The rector gives you the opportunity to utilise your skills and experience to meet
organisational goals and to increase your creativity
42

Table 4.32 and Figure 4.32 show the frequencies and the respective percentages on the above
question: 12 (12 %) disagreed, 38 (38 %) had a neutral opinion, 44 (44 %) agreed while 6 (6 %)
strongly agreed.
The rector inspires you to become your own manager and to step up to any challenges to
which you face
Table 4.33: The rector inspires you to become your own manager and to step up to any
challenges to which you face
43

Figure 4.33: The rector inspires you to become your own manager and to step up to any
challenges to which you face
Table 4.33 shows the frequencies and the respective percentages on the above question: 6 (6 %)
strongly disagreed, 14 (14 %) disagreed, 38 (38 %) had a neutral opinion, 38 (38 %) agreed while 4
(4 %) strongly disagreed.
44

SECTION D
This section discusses on the performance. It contains questions that tackle performance and the
opinion of the students on the provided questions.
The student’s performance in the school examinations and tests is.
Table 5.0: The student’s performance in the school examinations and tests is
The table 5.0 shows the frequencies of the students’ opinion on the above question. 12 (12 %)
claimed poor performance, 56 (56 %) claimed a fair performance, 28 (28 %) claimed good
performance and 4 (4 %) claimed a very good performance.
Intelligence of a student is related to his/her academic performance.
Table 5.1: Intelligence of a student is related to his/her academic performance
The table 5.1 shows the frequency of the opinion of the students to the above question. 4 (4 %)
claimed poor performance, 64 (64 %) claimed a fair performance, 24 (24 %) claimed good
performance and 8 (8 %) claimed a very good performance.
45

The intelligence of my students can be rated as:
Table 5.2: The intelligence of my students can be rated as
The table 5.2 shows the frequency of the opinion of the students to the above question. 2 (2 %)
claimed poor performance, 56 (56 %) claimed a fair performance, 34 (34 %) claimed a good
performance and 8 (8 %) claimed a very good performance.
46

.
The student’s performance in this school for Cambridge SC and HSC exams is
Table 5.3: The student’s performance in this school for Cambridge SC and HSC exams is
The table 5.3 shows the frequency of the opinion of the students to the above question
14 (14 %) claimed a poor performance, 58 (58 %) claimed fair performance, 22 (22 %) claimed a
good performance, 6 (6 %) claimed a very good performance.
Cambridge SC and HSC Examination Results
Table 5.4: Cambridge SC and HSC Examination Results
The table 5.4 shows the frequency of the opinion of the students to the above question. 10 (10 %)
had a neutral opinion, 64 (64 %) agreed while 26 (26 %) strongly agreed.
47

Internal School Examination Results
Table 5.5: Internal School Examination Results
The table 5.5 shows the frequency of the opinion of the students to the above question. 12 (12 %)
had a neutral opinion, 74 (74 %) agreed while 14 (14 %) strongly agreed
Appropriate teaching methods and regular tests
Table 5.6: Appropriate teaching methods and regular tests
The table 5.5 shows the frequency of the opinion of the students to the above question. 12 (12 %)
had a neutral opinion, 74 (74 %) agreed while 14 (14 %) strongly agreed
48

Student discipline & behavior
Table 5.7: Student discipline & behavior
The table 5.7 shows the frequency of the opinion of the students to the above question. 8 (8 %)
disagreed, 14 (14 %) had a neutral opinion, 48 (48%) agreed while 30 (30%) strongly agreed.
Schools infrastructure such as library, labs, technology, desks, etc.
Table 5.8: Schools infrastructure such as library, labs, technology, desks, etc.
The table 5.8 shows the frequency of the opinion of the students to the above question. 6 (6 %)
disagreed, 28 (28 %) had a neutral opinions, 42 (42 %) agreed while 24 (24 %) strongly agreed.
Rector’s ability to work harmoniously with educators.
Table 5.9: Rector’s ability to work harmoniously with educators
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The table 5.5 shows the frequency of the opinion of the students to the above question. 2 (2 %)
disagreed, 12 (12 %) had a neutral, 56 (56 %) agreed while 30 (30 %) strongly agreed.
To answer the first research question, the data obtained contains the following three leadership
styles:
i) Democratic
ii) Autocratic
iii) Laissez-faire
To determine whether there is any connection between the rector's leadership styles and the
outcomes of schools, a correlation will between the rector's leadership and the student's
performance (Tseng 2015, pp.269-284). To achieve this, columns containing data set for rector's
leadership style are transformed into one column. To transform the columns, one can either sum
them up or find the average score of all the columns. The same procedure is followed to transform
academic performance. Below are the results obtained during correlation analysis.
It is evident from the results below that there exist a positive relationship between the outcomes of
schools and the rector's leadership styles. This is because the Pearson Correlation obtained is a
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positive value. The Correlation between the two variables was obtained to be 9.2 %. To answer
whether the relationship between the rector's leadership styles and the outcomes of schools was
significant, we look at the significant value between the two columns. The significant value of the
two columns is obtained to be 0.364. Since the significant value is greater than the p-value i.e 0.05,
we conclude that there does not exist a significant statistical evidence that there is a significant
relationship between the outcomes of schools and rector's leadership styles Satorra and Bentle
(2010).
RESEARCH HYPOTHESIS
The hypothesis derived from the research will be conducted to determine the validity of the tests in
the study.
i) The main objective of this part is to determine the relationship between the rector’s
leadership styles and the outcomes of the schools.
The hypothesis formulated for this part was:
H0: There is no significant relationship between the leadership styles of rectors as perceived by
teachers and student academic performance in national examinations in secondary schools.
H1: There is a significant relationship between the leadership styles of rectors as perceived by
teachers and student academic performance in national examinations in the secondary schools.
To answer this question, the ANOVA test was carried out. The main focus is on the significant
value. When the significant value is greater than the 0.05 i.e. the p-value, and therefore, we accept
the alternate hypothesis. When the significant value of the test is greater than -value, we accept the
null hypothesis Wen et al. (2014). Below are the results obtained after the analysis.
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The significant value obtained is 0.499 which a way greater than the p-value and thus the null
hypothesis is accepted. Thus, we conclude that there does not exist a significant relationship
between the leadership styles of rectors as perceived by teachers and student academic performance
in the national examination in secondary schools.
ii) The main objective of this part is to find out whether there exist connection between the
leader's values and students learning significantly moderated by personal or
organizational characteristics.
To answer this objective, a null and an alternate hypothesis was formulated. The hypotheses were:
H0: There is no significant relationship between a leader's values and student learning significantly
moderated by personal or organizational characteristics.
H1: There is a significant relationship between a leader's values and student learning significantly
moderated by personal or organizational characteristics.
An ANOVA test was conducted on the relevant variables to achieve the desired results. Similarly,
the focus will be on the significant value. If the significant value is greater than the p-value, we
reject the null hypothesis otherwise we reject it and accept the alternate Hayes (2013). Below are
the results obtained after the analysis.
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From the table above, it observed that the significant value is 0.364. This value is greater than the
p-value. Statistically, this is enough evidence to accept the null hypothesis. Thus we conclude that
there is no significant relationship between a leader's values and student learning significantly
moderated by personal or organizational characteristics.
To investigate whether there was a significant difference between the gender and the leadership
skills used in the rector schools, a chi-square test is conducted. To conduct a chi-square test, the
cross-tabulation method will be applied Test (2015, pp.269-284). Before conducting the chi-square
test, a hypothesis is formulated:
H0 There is no significant difference between the gender and the leadership skills used in the rector
schools
H1 There is a significant difference between the gender and the leadership skills used in the rector
schools
Below is the result from the test.
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Since the significant value obtained from the analysis is less than 0.05, therefore, we reject the null
hypothesis (Satorra and Bentler, pp.243-248.)and we deduce that there exist a significant deviation
between the gender and the leadership skills used in the rector schools McHugh (2013 pp.143-149).
Conclusion
From the above analysis, we can confidently say that all the requirements are met. Using both
correlation and ANOVA test, we can conclude that there was no relationship between rector’s
leadership styles and student’s styles and student’s academic performance at Cambridge SC and
HSC Examination in Rabindranath Tagore and Mahatma Gandhi secondary schools. We can also
conclude that there was discrimination in leadership skills applied to gender. This was seen using
the chi-square test.
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References
Hayes, Andrew F.(2013). Introduction to Mediation, Moderation, and Conditional Process
Analysis: A Regression‐Based Approach. New York, NY: The Guilford Press. Journal of
Educational Measurement, 51(3), pp.335-337.
McHugh, M.L., 2013. The chi-square test of independence. Biochemia medica: Biochemia medica,
23(2), pp.143-149.
Satorra, A. and Bentler, P.M., 2010. Ensuring positiveness of the scaled difference chi-square test
statistic. Psychometrika, 75(2), pp.243-248.
Test, O., 2015. Your chi-square test is statistically significant±now what. Pract Assess Res Eval,
20(8), pp.2-10.
Tseng, S.M., 2010. The correlation between organizational culture and knowledge conversion on
corporate performance. Journal of knowledge management, 14(2), pp.269-284.
Wen, Z., Nguyen, H.N., Guo, Z., Lalli, M.A., Wang, X., Su, Y., Kim, N.S., Yoon, K.J., Shin, J.,
Zhang, C. and Makri, G., 2014. Synaptic dysregulation in a human iPS cell model of mental
disorders. Nature, 515(7527), p.414.
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