The Social Psychology of Organizations.

HANDBOOK OF MIXED METHODS IN SOCIAL & BEHAVIORAL RESEARCH (Book)

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Management of Organizational Behavior: Utilizing Human Resources

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Doing your research project. A guide for first-time researchers

The Leadership Challenge: How to Keep Getting Extraordinary Things Done in Organizations

The Industrial Development Strategy of 2003 has shown that considerable human resource deficits in Ethiopia are the major reason for the low rate of industrial development This strategy confirms in its statement: “education and a training system that is capable of producing the manpower that is both professionally and ethically capable of carrying and sustaining the responsibility of seeing to it that our industrial development program will have achieved its goals ” (MOFED, 2003) Therefore, it called for efforts towards quality improvement of the workforce, to reverse the marginalisation of the industrial professions in the TVET system, and to build a culture of entrepreneurship and self-employment (MOFED, 2010) In 2009, the Southern Nations, Nationalities People’s Region (SNNPR) Centre of Competence (COC) conducted standard exams for those who graduated from TVETs The results were disappointing, as only 122% of the TVET graduates and 349% of the TVET instructors passed the examinations (SNNPR TVET, 2010) Hence, to solve this chronic problem, high calibre deans should be appointed In line with this idea, in the year 2003, the World Bank designed a training project to produce and assign skilled leaders in higher education in Ethiopia (World Bank, 2003) Although it failed, it was also the plan of the Ethiopian government that the percentage of TVET leaders trained in leadership would reach 100% in the year 2014 (MOFED, 2010) The TVET sector has particular significance for the reduction of poverty and for the promotion of gender equity because it stresses certain dimensions such as opportunities, skills, human resources development and empowerment However, in Ethiopia, the Ministry of Finance and Economic Development (MOFED) has introduced an emphasis on developing TVET skills only since the turn of the 21 st century As a result, the MOE has required TVET practitioners not only to link up their knowledge and skills with the past in order to understand the present situation, but also to prompt them to look beyond the present to cope with this dynamic world (MOFED, 2006) The present study assumes importance in finding out perceived effectiveness of the leadership styles of deans in Ethiopian governmental technical and vocational education and training (TVET) colleges Article visualizations:

Perceived effectiveness of the leadership styles of deans in ethiopian governmental technical and vocational education and training (tvet) colleges

Technological advancements have driven the development of dynamic work environments leading to a need for dynamic and visionary leaders who possess leadership skills and are capable of meeting the challenges and opportunities that exist in the modern workplace that is intent on promoting the change necessary for developing and maintaining the competitive edge (Burke, Stagl, Klein, Goodwin, Salas, Halpin & Winer, 2006). Again, it is even more critical that leaders of the highest calibre are identified, developed, and sharpened within educational institutions. Avolio and Bass (1991) who in their research identified three leadership styles, namely: transformational, transactional, and laissez-faire. They state that these three leadership styles can be used to identify the predictive roles of this range of leader attributes as well as the three outcomes of leadership, namely: extra effort, effectiveness and satisfaction. The FRL is regarded as a contemporary model that has the potential to explain leadership and its multidimensional nature and to measure behaviours empirically that can be used to predict leadership outcomes (Antonakis, Avolio & Sivasubramaniam, 2003; Avolio, 2010). According to Dew (1995) and Northouse (2012), leaders make an attempt to lift up motivation and morale when a transformational leadership style is put into effect. Similarly, Curtin (2004) and Conger and Kanungo (1990) propose that organisations require leadership that stimulates leaders and followers as a result of which observable change can come to the fore. For Avolio (2010), college deans should use the transformational leadership style to be the most successful. The findings of Morgenson, DeRue and Karam (2009), and Ross and Offerman (1991) have suggested that it is advantageous for organisations if they are led by lenient, more nurturing leaders. In his work, Nahavandi (2003) has tried to describe the characteristics of transformational leaders as follows: they work hard to promote self-reliance and optimism about goals and followers' ability, provide a vivid vision, initiate innovation through empowerment and rewards for followers, inspire high expectations by creating a conducive environment and, finally, form and strengthen personal relationships with followers. For Nahavandi (2003), these five characteristics of a transformational leader are of vital importance and the absence of one of these characteristics would make such a leader either ineffective or less effective in terms of his/her leadership. The present study assumes importance in finding out to what extent do the leadership styles adopted by deans have an effect on the government TVET Colleges’ perceived effectiveness as evaluated by deans, teachers, and students. Article visualizations:

https://oapub.org/soc/index.php/EJSSS/article/download/515/1094

Leadership styles of the deans in ethiopian governmental technical and vocational education and training (tvet) colleges

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Perceived effectiveness of the leadership styles of deans in ethiopian governmental technical and vocational education and training (tvet) colleges

Leadership styles of the deans in ethiopian governmental technical and vocational education and training (tvet) colleges