Laissez-faire and derailed leadership behavior as predictors of teachers’ social engagement with students and colleagues

Abstract

ABSTRACT This study examines the effects of derailed (DrLB) and laissez-faire leadership (LLB) on teachers’ social engagement with students (TSES) and colleagues (TSEC). A correlational predictive design with a quantitative approach was employed. A total of 397 teachers and 366 students were participants. Data were collected using questionnaires and analyzed using descriptive and inferential statistics. DrLB and LLB exhibited in CTEs (t (396) = 20.61, Cohn’s d = 1.03, p < 0.01) and (t (396) = 26.76, Cohn’s d = 1.35, p < 0.01), respectively. Teachers were engaged with students and colleagues (t (396) = 24.34, Cohn’s d = 1.22, p < 0.01) and (t (396) = 20.18, Cohn’s d = 1.01, p < 0.0) and (t (365) = 7.94, Cohn’s d = 0.42, p < 0.01) and (t (365) = 12.45, Cohn’s d = 0.66, p < 0.01) from teachers and students’ data. There was a significant relationship between TSEC and LLB (r = .751, p < 0.01). DrLB and LLB predict TSES and TEC (Wilks’ Λ = .164, F (60, 813) = 9.18, p < .01, partial η2 = .42) and LLB (Wilks’ Λ = .17, F (55, 804) = 9.03, p < .01, partial η2 = .4.), respectively. Thus, it can be concluded that teachers are struggling with d DrLB and LLB. Finally, recommendations were forwarded to potential stakeholders such as the regional education bureau, deans, teachers and board members of CTEs.