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Title A Study of Educational Administrator's Personality and Management Styles in the Process of Human Resource Development

Author(s) Syed Azhar Hussain

Abstract The research was aimed to study the personality of educational administrators and their management styles. It was assumed that it is possible to study the Personality of Educational Administrators according to the Jung's Theory of Personality. The Management Styles of Educational Administrators were studied as Democratic, Autocratic and Laissez-faire. The five point Likert Scale was used for collection of data from the Principals of Government Colleges in the province of Punjab, Pakistan. The sample for study was drawn randomly keeping in view equal gender distribution. The demographic variables were also studied to understand the basic introduction of the principals of Government Colleges in the province of Punjab, Pakistan. Data was collected through registered mail and personal visits of the offices of Principals. Conclusions were derived from findings of collected data. Recommendations were made on the basis of findings and conclusions for further study. The researcher has explored that (a) there is no significant difference in the mean score of male and female Head of Institutions on Personality Determine Scale and selection of management style (b) there is no relationship between Introvert Personality Democratic, Autocratic and Laissez-fair style of management (c) there is no relationship between the Extrovert Personality and Autocratic, Democratic and Laissez-fair style of management (d) there is no relationship between Ambivert Personality and Democratic, Autocratic style of management. Therefore, it was accepted that there is no relationship between the Personality of Educational Administrators and their Management Styles. Researcher is in opinion that internal and external forces should be explored in any further studies who are determining the Management Style of Principals in their respective institutions.

Type Thesis/Dissertation PhD

Faculty Social Sciences

Department Education

Language English

Publication Date 2010-01-01

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