Research Proposal

Case Study
on
Leadership Style and
Academic Achievement
In
Higher Education Institution



CHAPTER ONE

INTRODUCTION


Background of the study
There is evidence to suggest that students vary in how they receive education (Dunn&Dunn, 1979; Bargar & Cano, 1994). Torres, 1993 stated that “one of the most significant challenges university lecturers face is to be tolerant and perceptive enough to recognize learning differences among their students. Many lecturers do not realize that students vary in the way they process and understand information” (p.19). Cano and Garton (1994) suggest that learning styles plays important factors in students’ achievement. In the past studies, there are few researchers explore on the correlations in how a learner learns, measured by the learning style and how many learners learn measured by cumulative grade point average (Torres 199; Torres & Cano, 1993).



There are a lot of leadership style approaches that a leader or an educator can adapt to ensure their organization or their students achieve their goals. Leadership can be defined as the ability to inspire other people to accomplish goal. The responsibility of a leader is to motivate others to follow their actions (Kouzes, 1998). A leader has an ability to influence and help other people to accomplish their goal and strive to get the best out of all. Alan Keith stated that, “Leadership is ultimately about creating a way for people to contribute to make something extraordinary to happen. Autocratic, Bureaucratic, Democratic, Laissez Faire, Paternalistic are some of the leadership style approaches that can be adapted and use by a leader to lead. Educators can also be a leader. For example, lecturers are required to supervise thesis students and as a leader, he or she needs to guide his or her supervisees in completing student’s thesis. Supervisors can use any type of leadership styles as they desire to consult their students in order to achieve good result in their academic. Supervisors can also teach according to their leadership style and this can affect their final examination for each semester.
The following sections discuss several important aspects of leadership style including a description of what leadership is and a description of several popular styles of leadership. This article also discusses topics such as students acheivement by viewing the academic achivement in Cumulative Grade Point Average (CGPA).The study was held in the Lim Kok Wing University and Creative Technology Campus in Cyberjaya, Selangor, Malaysia . The respondent for this case study was targetted towards undergraduate students who has done their final examination in semester one. Questionnaires are the main tools in this study to determine what type of leadership style perceived by undergraduate students towards their supervisors. The study is important since we can see what type of leadership syle approaches is used in achieving academic excellence in university and what type of leadership style is favoured the most by the students. The benefit of this study is to determine what type of leadership style most favoured by the students, the relationship between the leadership style approach in teaching the students through Cumulative Grade Point Average (CGPA) evaluation and at the end of the study, the study may provide some conclusion and recommendations towards the issues raised.
In universities, lecturers are required to supervise students (University of Sussex, 2010). In some faculties, there is a programme called mentor mentees where each lecturer will have a bunch of students under them. Lecturers need to supervise and monitor the achievement of their mentees and need to become a place where when a student has difficulties in their studies, these lecturers will try to help the students (University of Sussex, 2010). Apart from that, lecturers are also required to supervise final year students who are doing a dissertation in their final semester.
For the final exam in a particular semester, it has been a standard practice for some higher education institution to incorporate at least one major assessment exercise in the final exam of a particular semester in any year of study in the form of a project or dissertation. This final assessment is viewed as the culminating learning experience and quality of student output is often used as an indicator of the quality of the programme as a whole. (Jawitz,2000).
Consequently many have little idea of what is required to do in supervising thesis students.(Isenberg and Salmon,2010). In other words, lecturers who educate students do not have any methods or approaches in educating their students. Lecturers guide students based on their own approaches and ability. The challenges for lecturers are to have effective leadership style in educating their students effectively for preparing the students’ for their final examination satisfactory.

Problem Statement
A recent study done by Hand and Clewes (2000), found that guidelines produced to assist academic staff were not valued or used consistently. However, there is not much study has been done to investigate the leadership style in guiding undergraduate student in Lim Kok Wing university.
Since there is not much study has been done to investigate the leadership style in guiding undergraduate student in Lim Kok Wing University, there is a need to investigate the leadership style suitable to be used in guiding student’s academic achievement in university. Five leadership style are clearly defined and students are to determine which leadership style is the most effective in thriving the best results for their final examination in their first semester. Autocratic, bureaucratic, democratic, laissez faire and paternalistic leadership style has been used in this study to determine the leadership style perceived by the undergraduate students towards their lecturer.
Purpose of the Study
The purpose of this study is to investigate the leadership styles used by their lecturer and students achievement on academic field. Specifically, the study aims at examining investigate leadership style perceived by the undergraduate students towards their lecturer. The study also aims to see the relationship between leadership styles towards academic achievement on undergraduate students.
Research Objectives:-
1. To identify which leadership style most preferred by undergraduate students.
2. To identify which leadership style perceived by students to achieve better academic achievement.
3. To compare the see leadership style of the lecturers and their academic achievement.

Research Questions:-
1. Which is leadership style most preferred by undergraduate students?
2. Which leadership style perceived by students to achieve better academic achievement?
3. What is the significant relationship between the leadership style of the lecturers and their academic achievement?
Significance of the Study
This study is apparently one of the first few attempts to determine the leadership style that are suitable to be use in guiding the undergraduate student’s. This study would therefore, try to provide the information of the leadership styles and determine what student’s perceived by the undergraduate students towards their lecturers. The findings of this study could also provide some of empirical data for future research in this area. It could perhaps help the university to improve the quality of the services and could assist researchers in their future studies. Perhaps the university are able to provide training for lecturers to maintain a proper leadership style for better academic achievement. Lecturers are also able to know the leadership style perceived by students to improve themselves.

Limitations
This study has been conducted in Lim Kok Wing University and Creative Technology only. The study does not include other universities in Malaysia. This study had investigate leadership style perceived by the undergraduate students based only on the questionnaires. Though every effort was made to ensure respondents gave true and honest responses, the validity of their views cannot be established. It is difficult to ascertain whether each of the 100 respondents provided socially acceptable responses or were able to verbalize and articulate their feelings honestly and accurately.
Another limitation of this study is the study only covers 5 types of leadership style approach that comprises autocratic, bureaucratic, democratic, laissez faire and paternalistic leadership approach. This study does not include other leadership style approach other than the above stated.















CHAPTER TWO
LITERATURE REVIEW










Students feedback and assessment in University
Feedback was known an essential component in the learning cycle (Weaver, 2006). However, there were opinion saying that students have utter dissatisfaction with the helpfulness of lecturers’ feedback (Hounsell et al., 2008). Students have stated that there is a need for meaningful and constructive kind of written assessment feedback (Higgins et al., 2001) to serve as a guide to their learning (Duffield and Spencer, 2002). If assessment feedback is to be effective in guiding learning, it should focus on ‘growth rather than grading’ encouraging and advancing student learning (Sadler, 1983: 60). Feedback will not advance learning if misunderstandings exist and students are not able to make sense of feedback (Gibbs and Simpson, 2004). These misunderstandings may be attributed to lecturers failing to recognize the student’s perspective (Chanock, 2000; Gibbs and Simpson, 2004; Hounsell, 2004). Lecturers who are not able listen to the student voice may be following a traditional model of providing written assessment feedback that could be described as a transmission process and considered to be about justifying the mark awarded (Nicol and MacFarlane-Dick, 2006; Weaver, 2006). Moreover, lecturers may be constrained by their own individual disciplinary perspective on what constitutes appropriate feedback. This situation may be creating differences between lecturer intentions and student perception of the feedback and their ability to use the written assessment feedback effectively (Lea and Street, 2000). To use written assessment feedback effectively, students must also be able to self-manage learning and lecturers have a role in encouraging and motivating this ability within students (Nicol and MacFarlane-Dick, 2006). There were many issues related to written assessment feedback can be exploited from the literature which may contribute to a holistic view from the student perspective which is absent and there are needs to be addressed (Carless, 2006; Higgins et al., 2002; Mutch, 2003;Weaver, 2006).To gain a deeper understanding of the student perspective and allow the formulation of a framework, it is imperative to listen to students and explore their opinions on written assessment feedback. The study reported here has evolved from questioning the practice regarding the relationship between lecturers’ effort in providing written assessment feedback, which can be considerable, and how useful students find written assessment feedback (Gibbs and Simpson, 2004).




What is Leadership?
According to Harry (1884-1972), leadership is a man who can persuade people to do what they do not want to do, or do what they are too lazy to do, and like it. U.S Air force organization defined leadership as the art of influencing people in such a way that will win their obedience, confidence, respect, and loyal cooperation in achieving common objectives. The closer definition towards this study is from Warren Bennis, President of University of Cincinnati, saying that the first job of a leader is to define a vision for organization. In the higher education, the ultimate test of practical leadership is the realization of intended, real change that meets people’s enduring needs.
Teacher or educator as a leader
The purpose as teacher or educators is fundamentally the same as leaders, to provide purpose, direction, and motivation while operating to accomplish the mission in this case is to educate (solidpaper.com, 2010). Therefore, from the statement, we can conclude that in education environment, teachers or educators are the leader and are responsible to lead their students to achievement well in academic field.
In higher education system, lecturers as supervisor and as a leader to students are responsible to ensure that their students’ needs are met. There are many leadership approaches that a leader can use to lead their students in achieving students’ academic excellent. In this article, five leadership approaches are discussed in the next sections below.
Leadership Style Approaches
In the past several decades, management experts have undergone a revolution in how they define leadership and what their attitudes are toward it. They have gone from a very classical autocratic approach to a very creative, participative approach. Somewhere along the line, it was determined that not everything old was bad and not everything new was good (essorment.com, 2010). Rather, different styles were needed for different situations and each leader needed to know when to exhibit a particular approach.
There are many ways to lead and every leader has his or her own style. Some of the more common styles include autocratic, bureaucratic, democratic, and laissez-faire and paternalistic leadership approach.

Autocratic Leadership Approach
Autocratic leadership approach is often considered as the classical approach. Autocratic leadership is a type of leadership where leaders have control over all the actions in tasks (buzzle.com, 2010). It is one in which the supervisors or educators retains as much power and decision making authority as possible (essortment.com, 2010). There is a clear line between the supervisors and the supervisees, and the flow of communication is largely up to down. The supervisors do not consult supervisees, nor are they allowed to give any input. Supervisees are expected to obey orders without receiving any explanations.
There are disadvantages of having autocratic leadership approach. Some studies says that supervisors that use autocratic leaders may seems to show that the supervisors do not trust their ability of their supervisees and supervisors usually rely on threats and punishment to influence supervisees (essortment.com, 2010). The entire decision making done by the supervisors can leads to supervisees becoming heavily dependent on the leader. Moreover, the one sided communication flow in an autocratic leadership style restricts the creative and leadership skills of the supervisees and prevents their development (Scheid, 2010). This will harm the organizations as well, where the supervisees remain incapable of assuming greater responsibilities or to perform anything outside the routine.
Yet, autocratic leadership does have the advantages. The approach can be use when supervisees do not know which tasks to perform or which procedures to follow. This approach can also be used when there is limited time in which to make a decision and effective supervision can be provided through detailed orders and instructions (essortment.com, 2010). The autocratic leadeship style is very suitable method for managing supervisees who are require close supervision to get the work done (Buzzle.com, 2010).
However, the autocratic leadership style should not be used when supervisees become tense, fearful or resentful (essortment.com, 2010).
Bureaucratic Leadership Approach
Bereaucratic leadership is where the supervisors manage according to the standards (essortment.com, 2010). Everything must be done according to procedure or policy. If it is not covered by the standards, the supervisors refer to the top management. This type of supervisors enforces the rules defined by the organizations. The supervisors ensure that all steps have been followed by them. The bureaucratic leadership style is concerned with ensuring supervisees to follow rules and procedures accurately and consistently (Oates, 2010).
This style of leadership approach is effective when supervisors are performing routine task over and over, working with dangerous or delicate equipment that requires a set of procedures to operate and performing tasks that are require handling cash (Oates, 2010).
Bureaucratic leadership does have the advantages. It increases the quality of work, increased safety and has ultimate control of the working environment and over its subordinate whereby the disadvantages of this leadership style is that it lack of creativity and lack of self fulfillment over the task that are need to complete. This may result in a lack of growth in the supervisors and supervisees mind due to the simply not to think out of the box or looking for the new areas to develop (essortment.com, 2010).
Democratic Leadership Style
Democratic leadership is the leadership style that promotes the sharing of responsibility, listens to the supervisee’s ideas and studies them, but will make the final decision at the end (essortment.com, 2010). Democratic leadership style involves the leader to be in the decision making process which are determining what to do and how to do it. This style of leadership is not a sign of weakness leadership, but rather a sign of strength that your subordinate will respect (Oates, 2010).
Supervisors that has democratic leadership style of approach has the characteristics of delegating tasks to its supervisees and give them full control and responsibility for those tasks, welcoming feedbacks on the results of initiatives and the work environment and encourages its supervisees to become leaders and be involved in the leadership development (Oates, 2010).
The advantages of having this type of leadership approach are that it will increase the positive work environment, generate critical thinking, and reduce the friction and management politics. By allowing supervisees to use the ideas, supervisors are reducing the amount of stress of the supervisees (essortment.com, 2010).
A shortcoming of this leadership style is that it has difficulty when decisions are needed in a short period of time or at the moment. Seeking consultation over every decision can lead the process to become slow (Oates, 2010).
Laissez Faire Leadership Approach
In the laissez faire leadership, the supervisors leave it on the supervisees to do the work which they are supposed to. This is a good style to be implemented if the supervisees are skilled enough and understand their responsibilities properly (Buzzle.com, 2010). Laissez-faire leadership is best implemented only within a people who shows good dynamics, is highly motivated and needs its creative space, for e.g. a research and development department (Clark, 2005). In this style, the supervisors allow the supervisees to make the decisions. However, the supervisors are still responsible for the decisions that are made. The laissez faire leadership style is also known as the hands-off style. It is one in which the supervisors provides little or no direction and gives their supervisees as much freedom as possible. All authority or power is given to their supervisees, and their supervisees need to resolve their problems on their own (Clark, 2005).This laissez faire leadership approach is effective to be used when employees are highly skilled and educated and the approach should not be used when the supervisees are insecure and did not understand what they need to do in completing their task (Clark, 2005).
Paternalistic Leadership Approach.
According to the U.S army, paternalistic leadership approach is defined as a “means of getting people to do what you want them to do. It is the means or method to achieve two ends which are operating and improving. But there is more to influencing than simply passing along orders. The example you set is just as important as the words you speak”. Through the words and example, you must communicate purpose, direction and motivation. While paternalistic leadership approach is defined as a system, under which an authority undertakes to supply needs or regulate conduct or those under its control in matters affecting them as individuals as well as in their relationship to authority and to each other (Webster, 2010). Thus, paternalism supplies needs for those under its protection or control, while leadership get things done.
According to Farh and Cheng (2000), paternalistic leadership refers to a “style that combines strong discipline and authority with fatherly benevolence and moral integrity” This construct is thought to have three dimensions: authoritarianism, benevolence, and morality (Cheng, 1995). Keeping the above in mind, it seems that some picture paternalistic behavior as almost a barbaric way of getting things accomplished. Yet, leadership is all about getting things done for the organization. That is what makes leadership styles quite interesting, ranging from paternalistic to consultative styles of decision making. This allows a wide range of individual behaviors to be dealt with, ranging from beginners to peak performers. In addition, it accounts for the fact that not everyone is the same.
In general, paternalistic leaders give more attention to the social needs and views of their subordinate. In the case of supervisors and its students, the supervisors consult students over issues and listen to their feedback or opinions. The supervisor will however make the actual decisions (in the best interests of the students) as they believe the students still needs direction and in this way, it is still somewhat of an autocratic approach (Oates, 2010).





















CHAPTER THREE
METHODOLOGY



INTRODUCTION
This study is to investigate the leadership styles used by their lecturer and students achievement on academic field. Specifically, the study is also to achieve the aims in examining the leadership style perceived by the undergraduate students towards their lecturer. The study also aims to see the relationship between leadership styles towards academic achievement on undergraduate students. The objective of this research is to able to identify which leadership style favoured the most by undergraduate students. In addition it is also to identify which leadership style perceived by students to achieve better academic achievement. Together with these, we will also be able to compare the leadership style of the lecturers and their academic achievement. The research questions focus on the following for example:-
1. What are leadership styles favoured the most by undergraduate students?
2. What is the level of undergraduate students’ academic achievement?
3. What is the leadership style perceived by students to achieve better academic achievement?
4. What is the significant relationship between the leadership style of the lecturers and their academic achievement?
SAMPLE
In this study , exploratory study is undertaken in order to be able to describe the characteristics of the variables of the students’ perceptions and satisfactionss about service quality practices provided by LUCT (Lim Kok Wing University and Creative Technology). A total of 100 students are as a sample to adopt a simple random sampling in this study. The targeted group was done towards the undergraduate students who study in LUCT (Lim Kok Wing University and Creative Technology). These students are mostly in second semester as the questionnaires are based on their first semester accumulative results.
PROCEDURES
20-items of questionnaire which was adapted and adopted were given out to the undergraduate students. The questionnaires will be distributed by LUCT representative to LUCT students.

DATA ANALYSIS
In order to assess the leadership style and academic achievement, SPSS software used to generate the data of the respondent with series of leadership style items which they rate using a Likert-type scale response format, from 1 (strongly disagree) to 6 (strongly agree). The respondent is asked to provide their own perception of their lecturers on the leadership style according to the questionnaire given. The analysis done will be by frequency which focuses on mean and standard deviation, while there are also correlate bivariate to analyse the data for the significant relationship between the leadership style and academic achievement.


















References:

Bargar, J. R., Bargar, R. R., & Cano. J.(1994). Discovering learning preferences and learning differences in the classroom. Columbus: The Ohio Agricultural Education Curriculum Materials Service, The Ohio State University.

Buzzle.com (2010). Leadership Types and Styles. Retrieved from: http://www.buzzle.com/articles/leadership-types-and-styles.html

Cano, J., & Garton, B. L. (1994). The relationship between agriculture pre-service teachers’ learning styles and performance in a method of teaching agriculture course. Journal of Agricultural Education, 35(2), 6- 10.
Cheng, B.S. (1995). Paternalistic authority and leadership: a case study of a Taiwanese CEO. Bulletin of the Institute of Ethnology Academic Sinica, Vol. 79 pp.119-73.
Clark, D. (2005). Leadership Styles. Retrieved from: http://www.nwlink.com/~donclark/leader/leadstl.html
Delft University of Technology (2010). Definition of dissertation. Retrieved from: http://www.library.tudelft.nl/tulib/glossary/index.htm
Essortment.com (2010). Styles of Leadership. Retrieved from: http://www.essortment.com/all/leadershipstyle_rrnq.htm

Farh, J.L., Cheng, B.S. (2000). A cultural analysis of paternalistic leadership in Chinese organizations. in Li, J.T., Tsui, A.S., Weldon, E. (Eds). Management and Organizations in Chinese Context.Macmillan, London, pp.94-127.

Hand,L. and Clewes,D. (2000) Marking the difference: an investigation of the criteria used for assessing undergraduate dissertations in a business school,. Assessment and Evaluation in Higher Education,25(1), pp. 5-21.

Isenberg, D.A. and Salmon, M. (2010). How to supervise a thesis – best practice. Retrieved from: http://rheumatology.oxfordjournals.org/content/39/5/560.full

Jawitz,J.(2002).Management and Assessment of Final Year Project in Engineering. TEMPUS Publications. 472-477.
Kouzes, J.M., Pozner, B.Z. (1998). Students leadership practices inventory. San Francisco, CA: Jossey-Bass Publishers.
Legacee (2009). Definitions of Leadership. Retrieved from: http://www.legacee.com/Info/Leadership/Definitions.html
Oates, S. (2010). Leadership Experts. Retrieved from: http://www.leadership-expert.co.uk/leadership-styles/
solidpapers.com (2010). Teachers as Leaders. Retrieved from: http://www.solidpapers.com/collegepapers/Education/3765.htm

Scheid, J. ( June 28, 2010). A critique of the Autocratic Leadership Style. Retrieved from: http://www.brighthub.com/office/project-management/articles/75715.aspx?

Torres, R M. (1993). The cognitive ability and learning style of students enrolled in the college of agriculture at the Ohio State Universitv. Unpublished doctoral dissertation, The Ohio State University, Columbus.

University of Sussex (2010) . Informatics for Final Year Students. Retrieved from: http://myfinalyearproject.info/students.php
University of Ulster (2010). Programme Specification. Retrieved from: www.science.ulster.ac.uk/courses/environmental/bsc
Agnes M. Rae and David K. Cochrane. (2008). Active Learning in Higher Education The online version of this article can be found at: DOI: 10.1177/1469787408095847 Active Learning in Higher Education 2008 9: 217 Listening to students : How to make written assessment feedback useful, Retrieved from http://alh.sagepub.com/content/9/3/217













APPENDIXES
Thank you for participating in this questionnaire. To receive the best results from this questionnaire, read questions and think clearly – do you really agree? Do not respond to those answers that ‘sound right’. Answer in a way that reflects your actual behaviour, not simply your ideology.




Please answer all the question below.
SECTION A (Demographic Profile) (Please choose the suitable answer and tick in the box given for each question)

1) Gender : Female Male
2) Age : 19-25 years 26-30 years
31-35 years 36 years and above
4) Previous Academic Level : Diploma
Degree
Masters
PhD
5) Are you satisfied with consultation from your supervisor?
Strongly Satisfied
Satisfied
Not Sure
Dissatisfied
Strongly Dissatisfied

6) Grade you earned for your final project in last semester (CGPA): ..........................................








Strongly Disagree
Moderately Disagree
Neutral
Moderately Agree
Strongly Agree
1
I like my supervisors to give orders to me what I need to do and I will follow all the orders accordingly without questioning back.
0
1
2
3
4
2
I like to work within a clear and structured framework of procedures.
0
1
2
3
4
3
The best decision will be the one with the largest agreement between supervisor and supervisee.
0
1
2
3
4
4
I will come up with the best working methods when given minimal instruction.
0
1
2
3
4
5
I go repeatedly to see my supervisor for advice and support and my supervisor generously give it.
0
1
2
3
4
6
I like to follow my supervisors order since I know what he/she asked me to do is the best for me.
0
1
2
3
4
7
I like to be forced to perform the task accordingly. The efficiencies gained outweigh the costs.
0
1
2
3
4
8
I like the situation where any changes made will be agreed by the both parties (supervisor and supervisee).
0
1
2
3
4
9
I like my supervisor to leave me to do my thesis and provide little assistance to me.
0
1
2
3
4
10
I like to consult with my supervisor when making decisions, and he/she tend to agree with my original idea anyway.
0
1
2
3
4
11
I like my supervisor to push me in completing my thesis.
0
1
2
3
4
12
I like my supervisor to guide me step by step. It makes my life easier.
0
1
2
3
4
13
I can ask or provide opinion to their supervisor about what I’m doing since I know I am welcome to do so.

0
1
2
3
4
14
I want my supervisor to only provide me little assistance. I can do the rest all by myself.
0
1
2
3
4
15
I like when I need opinion, my supervisors provide me the best solution to what I am trying to do.
0
1
2
3
4
16
I let my supervisor to do the decision in what should I have in my thesis.
0
1
2
3
4
17
Cost savings can be made if I do exactly what been told by supervisors, and don’t try to over-engineer solutions.
0
1
2
3
4
18
I want my supervisor to delegate as many tasks as possible in completing the thesis.
0
1
2
3
4
19
I go to see my supervisor by myself, rather than my supervisor getting in touch to me.
0
1
2
3
4
20
I want my supervisor to feel responsible for his/her students, and look after students accordingly.
0
1
2
3
4
Enter your points for each question against the question numbers below, and total up each column to paint a picture of which leadership styles your behaviour matches most closely. Turn over to the next page to discover which styles you possess!


Question
Result
Question
Result
Question
Result
Question
Result
Question
Result
1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Total

Total

Total

Total

Total


Style A

Style B

Style C

Style D

Style E

Results
Style A = Autocratic Leadership Style
Style B = Bureaucratic Leadership Style
Style C = Democratic Leadership Style
Style D = Laissez Faire Leadership Style
Style E = Paternalistic Leadership Style


Autocratic Leadership Style

It is one in which the supervisors retains as much power and decision-making authority as possible. The supervisors do not consult supervisees, nor are they allowed to give any input. Supervisees are expected to obey orders without receiving any explanations. The motivation environment is produced by creating a structured set of rewards and punishments.
Autocratic leadership is a classical leadership style with the following characteristics:
1. Supervisors make as many decisions as possible.
2. Students need to follow whatever things that have been said by the supervisors.
3. Compromises with students are minimal and decision making are in control of supervisors.
4. Every stages and steps need to be done accordingly directed by supervisors.
Bureaucratic Leadership Style
The bureaucratic leadership style is concerned with ensuring supervisees follow rules and procedures accurately and consistently. Bureaucratic leadership is where the supervisors manage “by the book¨, everything must be done according to procedure or policy.
1. Bureaucratic leadership normally has the following characteristics:
2. Supervisors expect students to display a formal, work hard attitude in the school and in their studies.
3. Students are rewarded for their ability to adhere to the rules and follow procedure perfectly.
Democratic Leadership Style
The democratic leadership style is also called the participative style as it encourages supervisee to be a part of the decision making. The democratic supervisors keep his or her supervisee informed about everything that affects their work and shares decision making responsibilities.
Democratic Leadership is the leadership style that promotes the sharing of responsibility, the exercise of delegation and continual consultation.
The style has the following characteristics:
1. Supervisors seek consultation on all major issues and decisions.
2. Supervisors effectively delegate tasks to students and give them full control and responsibility for those tasks.
3. Supervisors welcome feedback or suggestions from the students regarding the thesis work.
4. Supervisors encourage students to complete the work and be involved in learning process.

Laissez-Faire Leadership Style
The laissez-faire leadership style is also known as the “hands-off¨ style. It is one in which the manager provides little or no direction and gives employees as much freedom as possible. All authority or power is given to the employees and they must determine goals, make decisions, and resolve problems on their own.
Paternalistic Leadership Style
Paternalistic leaders give more attention to the social needs and views of their subordinate. In the case of supervisors and its students, the supervisors consult students over issues and listen to their feedback or opinions. The supervisor will however make the actual decisions (in the best interests of the students) as they believe the students still needs direction and in this way it is still somewhat of an autocratic approach.