Historical analysis of leadership styles of headmasters at Kingswood College from 1993 to 2017

Abstract

A significant interest in school educational leadership has developed over the past two decades, whereby effective leadership is required in a continually changing educational environment. This study is a historical analysis of leadership styles of headmasters at Kingswood College in Grahamstown (Eastern Cape, South Africa) from 1993 to 2017. The aim is to identify leadership style(s) of headmasters using the Full Range Leadership (FRL) model as a guiding framework; to describe and interpret these style(s) in relation to the headmaster's tenure; and to compare the headmasters' leadership styles, noting key similarities and differences. The research method consists of interviews and a historical archival analysis. The researcher's expectation is that headmasters will elicit a transformational leadership approach. Key findings were somewhat consistent with this hypothesis, as headmasters exhibit a general trend towards transformational leadership; although each headmaster identifies with a unique facet of transformational leadership, together with relevant supporting leadership style(s) that emerged from the data. Upon comparing headmasters, their primary leadership styles were as follows: Wilkinson identified with transactional, transformational and servant leadership; Hawke showed evidence of a transformational servant leader; Arguile elicited transformational and principle-based leadership; and Trafford depicted transformational and participative leadership. The researcher found that multiple factors in an ever-changing educational environment promoted the need for transformational leadership. The relationship between business management and educational leadership emerges as a key reflection, thus further research is required in this regard.