EDUCATIONAL LEADERSHIP AND SELF-DETERMINATION THEORY IN COLLECTIVIST CULTURES

Amrita Kaur, and Norman Mohammad, (2020) EDUCATIONAL LEADERSHIP AND SELF-DETERMINATION THEORY IN COLLECTIVIST CULTURES. In: Educational leadership and self-determination theory in collectivist cultures. Oxford University Press.

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Abstract

The article begins with the idea that schools are widely considered as “learning organizations” and principal as “leaders” who serve as a motivating force for sustained actions by stakeholders toward achieving the shared vision of a school. The motivation of stakeholders, especially of teachers, is significantly contingent on the quality of leadership practices. We then introduce self-determination theory (SDT) and the three basic psychological needs autonomy, competence, and relatedness—in the context of work-organization and present empirical findings to support the fact that the leadership practices that facilitate satisfaction of the three needs, in a variety of workplace settings, facilitates employees motivation and produces optimal work-related outcomes. Further in the article we argue that the nature of educational leaders’ practices is greatly shaped by the socio cultural norms that regulate it. We then briefly discuss socio cultural norms proposed by Hofstede (2011) and present an empirical review of educational leadership practice in Asian school settings. Finally, in relation to that, we propose practical guidelines on how leaders in collectivist school setting can inform their leadership practices that would support the satisfaction of the three intrinsic psychological needs for teacher motivation and favorable outcomes.

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