European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
doi: 10.5281/zenodo.233008
Volume 3 │ Issue 1 │ 2017
INFLUENCE OF SELF CONCEPT AND
EMOTIONAL MATURITY ON LEADERSHIP BEHAVIOUR OF
SECONDARY SCHOOLS HEADS IN KERALA, INDIA
Rafeedali E.i
Dr., Assistant Professor, Maulana Azad National Urdu University,
College Of Teacher Education, Srinagar, India
Abstract:
The present study tried to find out the influence of Self Concept and Emotional
Maturity and their influence of interaction on Leadership Behaviour of secondary
school Heads in Kerala in terms of their gender, age, experience and type of
management of their school. The investigator approached 260 heads of the secondary
schools throughout the Kerala to collect information regarding their Self Concept,
Emotional Maturity and Leader Behaviour. The study found that the Self Concept of
heads of secondary schools in Kerala does not have any significant influence on their
Leadership Behavior for the total sample and subsamples of males, females, age group
one, experience group one, experience group two and government schools. But the
influence is significant in the case of age group two heads and the heads of aided
secondary schools. The influence of Emotional Maturity on Leadership Behavior of
heads for the total sample and subsamples of males, age group two, experience group
one, experience group two and heads of government schools is significant whereas it is
not significant in the case of females, age group one and heads of aided schools. The
influence of interaction of Self Concept and Emotional Maturity on Leadership
Behaviour is not significant for the total sample and all the subsamples other than male
heads and it is significant in the case of male heads. The study also reveals that the Self
Concept and Emotional Maturity jointly contribute significantly in Predicting
Leadership Behaviour of heads of Secondary Schools in Kerala. The percentage of joint
contribution of Self Concept and Emotional Maturity in predicting Leadership
Behaviour is 13.31 percent. The individual contributions of Self Concept and Emotional
Maturity in predicting Leadership Behaviour is 0.024 percent and 13.14 percent
i
Correspondence email: rafeedaliamu@yahoo.com
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
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ON LEADERSHIP BEHAVIOUR OF SECONDARY SCHOOLS HEADS IN KERALA, INDIA
respectively. The study recommends for organizing various effective training
programme for heads of the school to enhance their Self Concept, Emotional Maturity
and Leadership Behaviour.
Keywords: self-concept, emotional maturity, leadership behaviour
1. Introduction
Self-Concept can be defined as the totality of a complex, organized, and dynamic
system of learned beliefs, attitudes and opinions that each person holds to be true about
his or her personal existence (Purkey, 1988). It is an organized collection of beliefs and
self-perceptions about oneself. In other words it operates as basic schema. The selfprovide a frame work that determines how human beings process information about
their selves including motives, emotional status, self-evaluation and abilities. One has to
work hard to protect his self-image from threatening information to maintain selfconsistency and find excuses for any inconsistencies. Thus people tend to resist changes
and to explain why the inconsistency with their self-concept. A self-schema is the sum
of everything that a person remembers, knows and can image about him or herself. Self
is the centre of a person’s individuality as well as social world.
Emotional maturity represents capacity of an individual to manage and to check
emotions, to evaluate others’ emotional state and to persuade their judgment and
actions. It implies controlling emotions rather than letting emotions get the better of.
According to Smitson (1974) “Emotional maturity is a process in which the personality is
continuously striving for greater sense of emotional health, both intra-physically and intrapersonally”. Encyclopaedic Dictionary of Psychology (2001) defines “Emotional maturity
is an adult level of emotional control and expression as opposed to childish emotional behaviour”.
Leadership is a boosting attribute that accelerates the performance of a group. A
great leader can inspire the entire community by his thoughts and deeds. The
effectiveness and efficiency of the leader influences and energize the performance of the
institution, which will result optimum output in the field of education. Successful
implementation of the educational programmes of every institution relies upon the
leadership effectiveness of the classroom teachers, headmasters, supervisors, and
administrators of concerned institutions. In a period of crisis and transition the position
of the educational leader is more significant than at any other time. According to Bennis
and Nanus (1985) “Leadership seems to be the marshalling of skills processed by a majority but
used by a minority. But it is something that can be learned by any one, taught to everyone,
denied to no one”.
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2. Need and Significance of the Study
Leadership is a social phenomenon as well as critical factor in organizing successful
institutions. In a group, the members who like to dominate often take advantage of all
group situations and organize, channelize and direct the total energy of the group
towards the achievement of group goals. Consequently they become leaders in the
group. Thus a leader is one who is capable of exerting his influence on others to a much
greater extent than others influence him. Even a small group may gain wonders with
effective and motivated leadership. But a large group without an effective leader may
achieve nothing. Like that, leadership of headmaster is a determining factor in the
success of any programme in schools.. Heads of secondary schools in Kerala may lead
scores of teaching and non-teaching staff in a school and the smooth functioning of the
school depends on their leadership behaviour.
Like leadership, the concept of self is also a vital factor in ones’ life. It determines
success in one’s life. It is the one’s awareness on himself such as his personal strengths
and limitations etc. awareness of the same will help a person to analyze and reason the
things accordingly. Another important factor needed for a head of the institution is
emotional maturity. Emotional maturity is the ability of a person to make effective
adjustment with himself, members of his family, subordinates, society and so forth. The
emotional maturity of secondary school heads is relevant in this context.
In this study, the investigator attempts to find out whether the self-concept and
emotional maturity influences the leadership behaviour of heads of secondary schools
in Kerala. A good leader must be aware of his self (abilities and inabilities) and be
fledged with great degree of emotional maturity, because they must have to deal with a
number of explosive situations. In such a situation, he must be able to keep his
emotional health. So a leader without self-concept and emotional maturity may destroy
the soul of a group or an organization or a school or a country. It is the need of the time
to answer all the questions regarding this. Therefore, the study.
3. Review of Related Literature
The investigator has gone through many studies related to self-concept, Emotional
maturity and Leadership Behaviour for the purpose of review of related literature. The
summary of important studies is presented below.
Skariah (1994) studied creativity of teacher trainees' in relation to their selfconcept, attitude towards teaching profession and success in teaching. He found that
there is positive relationship between self-concept and success in teaching. The result
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INFLUENCE OF SELF CONCEPT AND EMOTIONAL MATURITY
ON LEADERSHIP BEHAVIOUR OF SECONDARY SCHOOLS HEADS IN KERALA, INDIA
also shows that high teaching success group and high attitude towards teaching group
are more creative than the other groups.
Ahmad, Ghazali, and Hassan (2011) studied the relationship between selfconcept and ability to handle stress on academic achievement of student leaders in
university Putra Malaysia. They found that there is no significant relationship between
self-concept and academic achievement. The result also shows that there is no
significant difference in the mean score of male and female leaders’ self-concept.
Linda (2007) conducted study on effective leadership through Emotional
Maturity. The study revealed that two basic factors, contribute to one’s ability or
inability to implement proper leadership techniques: first emotional intelligence, the
cognitive understanding and acceptance of basic leadership principles and second the
ability to implement those principles Emotional Maturity.
Keith (2009) explored the lived experiences of school principals with respect to
their perceptions of the influence of emotional intelligence on their leadership. He
found that principals have an effect on students’ achievement and emotional
intelligence effects the leadership performance on their school administration. Further
he found that there is a positive relationship between the emotional intelligence and
effective leadership.
Srilatha and Vanaja (2013) investigated the emotional maturity, social maturity
and moral judgment of the student teachers of Guntur District. They found that gender,
age, religion are influencing the emotional maturity among the teacher students while
locale is not shown any influence on these variables. Emotional maturity of the student
teacher is dependent on their marital status but social maturity and moral judgment are
not. Family annual income does not have any impact on the student teachers emotional
maturity, social maturity and moral judgment.
Finnigan (2012) conducted a study on Principal Leadership in Low-Performing
Schools. This qualitative study of teachers in three low-performing elementary schools
in Chicago revealed that transformational leadership behaviors were important to
teacher motivation, affecting whether they believed that they could improve student
performance as the accountability policy required. The findings suggest that principal
leadership is critical to turning around low-performing schools. Implications include
developing policies to hire principals with proven track records and increasing the
capacity of current principals to ensure that they are able to support and motivate
teachers in low-performing schools.
Vilkinas and Ladyshewsky (2012) conducted a study on leadership behaviour
and effectiveness of university academic program directors that have responsibility for
managing a program or course of study. The results lead to the conclusions that these
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INFLUENCE OF SELF CONCEPT AND EMOTIONAL MATURITY
ON LEADERSHIP BEHAVIOUR OF SECONDARY SCHOOLS HEADS IN KERALA, INDIA
academic program directors were reasonably effective and had the ability to implement
and further develop their leadership capabilities, even though they had no formal
authority. In their role, these directors mainly focused on "getting the job done" and
"working with people". At the same time, they placed less emphasis on monitoring their
programs, maintaining networks and introducing changes, thereby putting their
programs at risk.
Alsaeedi and Male (2013) explored the attitudes of school principals in a Kuwaiti
local authority towards the need for transformational leadership, the use of its
behaviours, whether these school leaders are ready to behave in diverse ways or
whether there are any barriers that prevent them from acting in such a manner. The
findings of this study demonstrate that the participants agreed on the need for
transformational leadership and had positive attitudes towards its behaviours.
Although the participants identified some barriers to the application of this leadership
style, the results indicated that the participants were generally ready to promote
transformational leadership behaviours
Reviewing the above cited literature the investigator found that many studies
related to self-concept, emotional maturity and leadership behavior were conducted
among the school teachers, principals students etc. but there is no study was identifies
where it solve the question of influence of self-concept and emotional maturity of heads
of secondary schools particularly in the Kerala context. Hence by exploring the above
stated related studies the investigator identified that a research gap and decided to
study the “Influence of Self Concept and Emotional Maturity on Leadership Behaviour
of Heads of Secondary Schools in Kerala”. The review also helped the researcher to
design the present study particularly in clarifying objectives; hypotheses as well as
identifying suitable methodology.
4. Objectives of the Study
1. To study the influence of Self Concept and Emotional Maturity and their
influence of interaction on Leadership Behaviour of heads of secondary schools
in Kerala for the total sample and the relevant subsamples.
2. To find out the individual and combined contributions of Self Concept and
Emotional Maturity on Leadership Behaviour of heads of secondary schools in
Kerala for the total sample.
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5. Hypotheses of the Study
1. There exist significant influence of Self Concept and Emotional Maturity and
their influence of interaction on Leadership Behaviour of heads of secondary
schools in Kerala for the total sample and the relevant subsamples.
2. There exist significant individual and combined contributions of Self Concept
and Emotional Maturity on Leadership Behaviour of heads of secondary schools
in Kerala for the total sample.
6. Methodology of the Study
The present study was indented to investigate the influence of Self Concept and
Emotional Maturity on Leadership Behaviour of heads of secondary schools in Kerala.
For the study the investigator collected the data from 130 heads of secondary schools in
Kerala. Stratified random sampling technique was used for collection of data.
The self-version of Andrew and Halpin’s Leadership Behaviour description
questionnaire (LBDQ), Self Concept Scale by Pillai, Emotional Maturity Scale developed
by Sing and Bargava were used for data collection purposes. Gender, age, experience as
head and the type of management of their school were treated as subsamples of the
study. Hence the heads were classified in to two, which are males and females on the
basis of gender. They were also classified in to age group one (below 50 years) and age
group two (50 years and above). Experience was another classificatory variable. Heads
were classified accordingly to experience group one (below 5 years of experience as
head) and experience group two (experience of five years and above as head). In the
type of management two categories (government schools and aided schools) were
identified. To find out the influence of Self Concept and Emotional Maturity on
Leadership Behaviour the investigator categorized the independent variables such as
Self Concept and Emotional Maturity into two levels, that is, high and low, the mean
sores being the cut off scores between the levels.
The influence was identified by using 2X2 Factorial ANOVA. To predict the
individual and joint contribution of independent variables on the dependent variable,
multiple regression analysis was used. Multiple regression was done using enter
method in which all independent variables were entered simultaneously. A regression
equation was also developed to predict the dependent variable from select independent
variables.
.
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ON LEADERSHIP BEHAVIOUR OF SECONDARY SCHOOLS HEADS IN KERALA, INDIA
7. Results and Discussion
The investigator collected the data regarding the Self Concept, Emotional Maturity and
Leadership Behaviour of the interested population to find out the objectives of the
study. The result of the study is presented in two parts as given below. Part one shows
the discussion regarding the influence of Self Concept and Emotional Maturity and
their influence of interaction on Leadership Behaviour of heads of secondary schools for
total sample as well as subsamples. Part second describes the individual as well as
combined contribution of the Self Concept, Emotional Maturity on Leadership
Behaviour of the secondary school heads.
7.1 Part 1: Influence of Self-concept and Emotional Maturity on Leadership
Behaviour of Secondary Schools Heads
The estimated data and respective discussion on the influence of independent variables
such as self-concept and emotional maturity on dependent variable; that is leadership
behaviour are presented below.
Table 1: Summary of 2X2 Factorial Design ANOVA of Leadership Behaviour with respect to
Self Concept and Emotional Maturity for the Total Sample
Source of Variance
df
SS
MSS
F-Value
Level of Significance
Self-Concept
1
125.902
125.902
1.76
NS
Emotional Maturity
1
782.877
782.877
10.95
0.01
Self-Concept X Emotional Maturity
1
75.654
75.654
1.05
NS
126
9004.872
71.467
Error
Table 1 show that the ‘F’ value for Self Concept is 1.76 which is not significant. It means
that there is no significant influence of Self Concept on Leadership Behaviour for the
total sample. From the Table it can also be seen that the ‘F’ value for Emotional
Maturity is 10.95 which is significant at 0.01 level with df =1/126. It means that mean
scores of Leadership Behaviour of secondary school heads belonging to low and high
level of Emotional Maturity groups differ significantly. So, there is significant influence
of Emotional Maturity on Leadership Behaviour for the total sample.
The ‘F’ value for the influence of interaction of Self Concept and Emotional
Maturity on Leadership Behaviour for the total sample is 1.05 which is not significant. It
reveals that there exists no significant influence of interaction of Self Concept and
Emotional Maturity on Leadership Behaviour of heads of secondary schools for the
total sample.
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Table 2: Summary of 2X2 Factorial Design ANOVA of Leadership Behaviour with respect to
Self Concept and Emotional Maturity for Male Heads
Source of Variance
df
SS
MSS
F-Value
Level of Significance
Self-Concept
1
211.570
211.570
3.46
NS
Emotional Maturity
1
622.899
622.899
10.21
0.01
Self-Concept X Emotional Maturity
1
345.350
345.350
5.66
0.05
74
4512.526
60.980
Error
Table 2 reveals that the ‘F’ value for Self Concept is 3.46 which is not significant. It
means that there is no significant influence of Self Concept on Leadership Behaviour of
male heads of secondary schools. From the Table it can also be seen that the ‘F’ value for
Emotional Maturity is 10.21 which is significant at 0.01 level with df =1/74. It means that
mean scores of Leadership Behaviour of male secondary school heads belonging to low
and high level of Emotional Maturity groups differ significantly. So, there is significant
influence of Emotional Maturity on Leadership Behaviour of male heads of secondary
schools.
The ‘F’ value for the interaction of Self Concept and Emotional Maturity on
Leadership Behaviour for total sample is 5.66 which is significant at 0.05 level with df
1/74. It shows that the mean scores of Leadership Behaviour of Low and High Self
Concept groups and Low and High Emotional Maturity groups differ significantly. It
indicates that there exists significant influence of interaction of Self Concept and
Emotional Maturity on Leadership Behaviour of male heads of secondary schools.
Table 3: Summary of 2X2 Factorial Design ANOVA of Leadership Behaviour with respect to
Self Concept and Emotional Maturity for Female Heads
Source of Variance
df
SS
MSS
F-Value
Level of Significance
Self-Concept
1
0.021
0.021
0.00
NS
Emotional Maturity
1
274.013
274.013
3.25
NS
Self-Concept X Emotional Maturity
1
64.914
64.914
0.77
NS
48
4038.333
84.132
Error
Table 3 exhibits that the ‘F’ value for Self Concept is 0.00. This means that there is no
significant influence of Self Concept on Leadership Behaviour of female heads of
secondary schools. The Table again shows that ‘F’ value for Emotional Maturity is 3.25
which is not significant. It means that there is no significant influence of Emotional
Maturity on Leadership Behaviour of female heads of secondary schools.
The ‘F’ value for the interaction of Self Concept and Emotional Maturity on
Leadership Behaviour for female heads is 0.77 which is not significant. It reveals that
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ON LEADERSHIP BEHAVIOUR OF SECONDARY SCHOOLS HEADS IN KERALA, INDIA
there exists no significant influence of interaction of Self Concept and Emotional
Maturity on Leadership Behaviour of female heads of secondary schools.
Table 4: Summary of 2X2 Factorial Design ANOVA of Leadership Behaviour with respect to
Self Concept and Emotional Maturity for Age Group One Heads
Source of Variance
df
SS
MSS
F-Value
Level of Significance
Self-Concept
1
48.688
48.688
0.69
NS
Emotional Maturity
1
159.717
159.717
2.27
NS
0.60
NS
Self-Concept X Emotional Maturity
Error
1
42.117
42.117
32
2245.833
70.182
Table 4 shows that ‘F’ value for Self Concept is 0.69 which is not significant. It means
that there is no significant influence of Self Concept on Leadership Behaviour of age
group one secondary school heads. The table also reveals that the ‘F’ value for
Emotional Maturity is 2.27 which is not significant. It means that there is no significant
influence of Emotional Maturity on Leadership Behaviour of age group one heads.
The ‘F’ value for the interaction of Self Concept and Emotional Maturity on
Leadership Behaviour for age group one heads is 0.60 which is not significant. It reveals
that there exists no significant influence of interaction of Self Concept and Emotional
Maturity on Leadership Behaviour of heads of secondary schools belonging to age
group one.
Table 5: Summary of 2X2 Factorial Design ANOVA of Leadership Behaviour with respect to
Self Concept and Emotional Maturity for Age Group Two Heads
Source of Variance
df
SS
MSS
F-Value
Level of Significance
Self-Concept
1
288.635
288.635
4.013
0.05
Emotional Maturity
1
584.586
584.586
8.127
0.01
Self-Concept X Emotional Maturity
1
17.715
17.715
0.246
NS
90
6473.846
71.932
Error
From Table 5 it is clear that the ‘F’ value for Self Concept is 4.01 which is significant at
0.05 level with df= 1/90 .It shows that the mean scores of Leadership Behaviour of Low
and High Self Concept groups differ significantly. It reveals that there exists significant
influence of Self Concept on Leadership Behaviour of heads of secondary schools from
age group two that is heads below fifty years of age.
The Table again shows that the ‘F’ value for Emotional Maturity is 8.12 which is
significant at 0.01 level with df= 1/90. It is evident that the mean scores of Leadership
Behaviour of Low and High Emotional Maturity groups differ significantly. It indicates
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that there exists significant influence of Emotional Maturity on Leadership Behaviour of
heads of secondary schools belonging to age group two.
The ‘F’ value for the interaction of Self Concept and Emotional Maturity on
Leadership Behaviour for age group two is 0.24 which is not significant. It reveals that
there exists no significant influence of interaction of Self Concept and Emotional
Maturity on Leadership Behaviour of heads of secondary schools for age group two.
Table 6: Summary of 2X2 Factorial Design ANOVA of Leadership Behaviour with respect to
Self Concept and Emotional Maturity for Experience Group One Heads
Source of Variance
df
SS
MSS
F-Value
Level of Significance
Self-Concept
1
50.804
50.804
0.66
NS
Emotional Maturity
1
355.545
355.545
4.61
0.05
Self-Concept X Emotional Maturity
1
125.658
125.658
1.63
NS
93
7163.927
77.031
Error
Table 6 reveals that the ‘F’ value for Self Concept is 0.66 which is not significant. It
means that there is no significant influence of Self Concept on Leadership Behaviour of
experience group one secondary school heads. From the table 6 it can also be observed
that the ‘F’ value for Emotional Maturity is 4.61 which is significant at 0.05 level with df
=1/93. It means that the mean scores of Leadership Behaviour of experience group one
heads of secondary schools belonging to low and high level of Emotional Maturity
groups differ significantly. So, there is significant influence of Emotional Maturity on
Leadership Behaviour for experience group one heads.
The ‘F’ value for the interaction of Self Concept and Emotional Maturity on
Leadership Behaviour for experience group one is 1.63 which is not significant. It
reveals that there exists no significant influence of interaction of Self Concept and
Emotional Maturity on Leadership Behaviour of heads of secondary schools belonging
to experience group one.
Table 7: Summary of 2X2 Factorial Design ANOVA of Leadership Behaviour with respect to
Self Concept and Emotional Maturity for Experience Group Two Heads
Source of Variance
df
SS
MSS
F-Value
Level of Significance
Self-Concept
1
77.525
77.525
1.33
NS
Emotional Maturity
1
503.125
503.125
8.66
0.01
Self-Concept X Emotional Maturity
1
2.540
2.540
0.04
NS
29
1684.639
58.091
Error
Table 7 depicts that the ‘F’ value for Self Concept is 1.33 which is not significant. It
means that there is no significant influence of Self Concept on Leadership Behaviour for
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experience group two secondary school heads. The table also shows that the ‘F’ value
for Emotional Maturity is 8.66 which is significant at 0.01 level with df =1/29. It means
that mean scores of Leadership Behaviour of experience group two heads of secondary
school belonging to low and high level of Emotional Maturity groups differ
significantly. So, there is significant influence of Emotional Maturity on Leadership
Behaviour of experience group two heads.
The ‘F’ value for the interaction of Self Concept and Emotional Maturity on
Leadership Behaviour for experience group two is 0.04 which is not significant. It
reveals that there exists no significant influence of interaction of Self Concept and
Emotional Maturity on Leadership Behaviour of heads of secondary schools of
experience group two.
Table 8: Summary of 2X2 Factorial Design ANOVA of Leadership Behaviour with respect to
Self Concept and Emotional Maturity for Government School Heads
Source of Variance
df
SS
MSS
F-Value
Level of Significance
Self-Concept
1
30.952
30.952
0.52
NS
Emotional Maturity
1
667.532
667.532
11.25
0.01
Self-Concept X Emotional Maturity
1
126.471
126.471
2.13
NS
69
4092.539
59.312
Error
Table 8 exhibits that the ‘F’ value for Self Concept is 0.52 which is not significant. It
means that there is no significant influence of Self Concept on Leadership Behaviour of
heads of government secondary schools. From the Table it can also be observed that the
‘F’ value for Emotional Maturity is 11.25 which is significant at 0.01 level with df =1/69.
It means that the mean scores of Leadership Behaviour of government secondary school
heads belonging to low and high level of Emotional Maturity groups differ
significantly. So, there is significant influence of Emotional Maturity on Leadership
Behaviour for heads of government secondary schools.
The ‘F’ value for the interaction of Self Concept and Emotional Maturity on
Leadership Behaviour for government schools heads is 2.13 which is not significant. It
reveals that there exists no significant influence of interaction of Self Concept and
Emotional Maturity on Leadership Behaviour of heads of government secondary
schools.
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ON LEADERSHIP BEHAVIOUR OF SECONDARY SCHOOLS HEADS IN KERALA, INDIA
Table 9: Summary of 2X2 Factorial Design ANOVA of Leadership Behaviour with respect to
Self Concept and Emotional Maturity for Aided School Heads
Source of Variance
df
SS
MSS
F-Value
Level of Significance
Self-Concept
1
534.908
534.908
6.72
0.05
Emotional Maturity
1
123.520
123.520
1.55
NS
Self-Concept X Emotional Maturity
1
1.116
1.116
0.01
NS
53
4218
79.599
Error
Table 9 exhibits that the ‘F’ value for Self Concept is 6.72 which is significant at 0.05
level with df =1/74. It means that mean scores of Leadership Behaviour of heads of
aided secondary school belonging to low and high level of Self Concept groups differ
significantly. So, there is significant influence of Self Concept on Leadership Behaviour
of heads of aided secondary schools. From the Table it can also be seen that the ‘F’ value
for Emotional Maturity is 1.55 which is not significant. It means that there is no
significant influence of Emotional Maturity on Leadership Behaviour of heads of aided
secondary schools.
The ‘F’ value for the interaction of Self Concept and Emotional Maturity on
Leadership Behaviour for aided school heads is 0.014 which is not significant. It reveals
that there exists no significant influence of interaction of Self Concept and Emotional
Maturity on Leadership Behaviour of heads of aided secondary schools.
7.2 Part 2: Individual and Combined Contribution of Self Concept and Emotional
Maturity on Leadership Behaviour of Secondary School Heads
Multiple Correlation and Regression Analysis using enter method was employed to
find out the individual and joint contributions of Self Concept and Emotional maturity
in predicting Leadership Behaviour of heads of secondary school. The data of intercorrelation of criterion variable with two predictor variables are given in Table 10.
Table 10: Correlation Matrix of Leadership Behaviour (Dependent Variable) and Self Concept
and Emotional Maturity (Independent Variable)
Variables
Leadership Behaviour
Self-Concept
Emotional Maturity
1
0.01
0.36
Self-Concept
0.01
1
-0.03
Emotional Maturity
0.36
-0.03
1
Leadership Behaviour
Table 10 shows that the predictor variable Emotional Maturity obtained highest
correlation coefficient (r=0.36) with the criterion variable. The correlation coefficient of
Self Concept is (r=0.01). The model summary of multiple regression analysis is
presented in Table 11.
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Table 11: Model Summary of Multiple Correlation Coefficient for Leadership Behaviour
(Dependent Variable) and Self Concept and Emotional Maturity (Independent Variable)
Predictors
Self-Concept
R
R2
Level of Significance
0.365
0.133
0.01
Emotional Maturity
Table 11 shows that the multiple correlation co-efficient is found to be 0.365 which is
significant at 0.01 level. It means that Self Concept and Emotional Maturity jointly
contribute significantly in Predicting Leadership Behaviour of heads of Secondary
Schools in Kerala. Further 13.31 percentage of the variance in Leadership Behaviour of
heads of secondary schools in Kerala is accounted for Self Concept and Emotional
Maturity taken together. In order to know the individual contributions, the data were
further analysed with the help of regression analysis and the results are presented in
Table 12.
Table 12: Variable-wise Beta Coefficients, Percentage of Contribution and t Values in
Predicting Leadership Behaviour
Predictors
Beta
% of
t- Value
Level of
Coefficients
Contribution
Self-Concept
0.024
0.024
0.287
NS
Emotional Maturity
0.365
13.14
4.417
0.01
Significance
From Table 12 it is evident that beta Coefficient for Self Concept is 0.024 which is not
significant while the beta coefficient of Emotional Maturity is 0.365 which is significant
at 0.01 level. Further, the individual contributions of Self Concept and Emotional
Maturity in predicting Leadership Behaviour is 0.024 percent and 13.14 percent
respectively. Looking at the individual contribution, it can be said that Emotional
Maturity contributes more to Leadership Behaviour while contribution of Self Concept
is negligible. Thus Leadership Behaviour can be enhanced by improving their
Emotional Maturity. For Predicting Leadership Behaviour from two predictor variables,
viz Self Concept, Emotional Maturity the regression equation is calculated and
presented as follows:
Y=0.016X1+ 0.14X2+94.21
Where
Y=Leadership Behaviour
X1=Self Concept
X2=Emotional Maturity
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INFLUENCE OF SELF CONCEPT AND EMOTIONAL MATURITY
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This equation can be used for predicting Leadership Behaviour of heads of
secondary schools in Kerala using their scores of Self Concept and Emotional Maturity
taken together.
8. Educational Implications
Based on the findings of the study the investigator put forward certain suggestions to
the stakeholders which may improve the secondary education system.
As per the findings of the study it is suggested that special training programmes
should be undertaken by the responsible department for heads of secondary schools to
improve their leader efficacy as well as self-concept and emotional maturity. Selfawareness programmes and mental health training should be the compulsory part of
professional development programme for the in service training. Performance based
incentives may be introduced to those heads who brings radical and innovative changes
in their schools.
It is also suggested to create an Indian Education Service/Kerala Education
Service to groom academic administrators from qualified and experienced teachers with
good leadership qualities. Academic administrators in the rank of heads of schools and
above may be selected from this system which will definitely improve the education
sector of the country.
9. Suggestions for Further Research
The investigator while working on his study has felt certain related areas for further
research. They are the following.
1) Parallel studies may be conducted on heads of elementary and higher
secondary schools
2) A qualitative study may be conducted to study the Leadership Behavior of
secondary schools heads
3) Research may be conducted on the relationship between administrative skills
of heads and the academic performance of the schools.
4) Job burden, stress and crisis management capacity of the secondary schools
heads may be investigated
5) Self-esteem, social relation, community participation of heads of secondary
schools may be studied
6) Studies may be conducted on managerial efficacy of secondary schools heads.
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10. Conclusion
Kerala is a state where education and health sector are getting high priority from the
government. Various innovative measures are undertaken by the government as well as
NGOs to enhance the quality in educational sector. Each and every programme
depends on the effective implementation of the projects. Behavior of the leader is crucial
factor in this regard. Emotional maturity, self-concept are other important element
which enhance the quality of one’s personal as well as professional life. The present
study was to find out the influence and contribution of self-concept and emotional
maturity on Leadership Behaviour of heads of secondary school heads in Kerala. The
result shows that the Self Concept of heads of secondary schools does not have any
significant influence on the Leadership Behavior for the total sample as well as
subsamples of males, females, age group one, experience group one, experience group
two and government schools. But the influence is significant in the case of age group
two heads and the heads of aided secondary schools. The influence of Emotional
Maturity on Leadership Behavior of heads for the total sample and subsamples of
males, age group two, experience group one, experience group two and heads of
government schools is significant whereas it is not significant in the case of females, age
group one and heads of aided schools. The influence of interaction of Self Concept and
Emotional Maturity on Leadership Behaviour is not significant for the total sample and
all the subsamples other than male heads and it is significant in the case of male heads.
The multiple correlation co-efficient is 0.365 which is significant at 0.01 level which
means that Self Concept and Emotional Maturity jointly contribute significantly in
Predicting Leadership Behaviour of heads of Secondary Schools in Kerala. The
percentage of joint contribution of Self Concept and Emotional Maturity in predicting
Leadership Behaviour is 13.31 percent. The individual contributions of Self Concept and
Emotional Maturity in predicting Leadership Behaviour is 0.024 percent and 13.14
percent respectively. The regression equation for predicting Leadership Behaviour from
two predictor variables, viz Self Concept and Emotional Maturity is Y=0.016X1+
0.14X2+94.21.
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