The democratic leadership theory, autocratic leadership theory, laissez-
faire economics theory, and transformational leadership theory
Democratic leadership Theory
The democratic theory is about the popular rule (Held, 2006). This theory proposes that
everyone should govern in such a way that everyone is active in legislation, deciding on
general policy, administering the government, and enforcing laws. Everyone has a say in
how general legislation and policy problems are decided. Leaders are chosen and held
responsible for the people they lead. Leaders are their spokesmen, and they should act in
their followers' best interests.
According to Woods (2020), democratic leadership is a leadership style that a headteacher
can use to make others, such as staff and pupils, feel heard and involved. A democratic
leadership perspective promotes not only power-sharing and changing the conversation to
increase understanding (rather than encroaching on people's existing views as well as self-
interests), but also holistic learning as well-rounded, ethical citizens of the organization as
well as relational well-being through a community that fosters both belonging and
individuality.
Autocratic Leadership Theory
Harness (2018) refers to the autocratic leadership theory as the authoritarian leadership
theory, which requires taking authority of a group in the same way as a dictator might
take the power of a country. An authoritarian leader will ignore the advice of her
employees and make all high-level decisions on her own. While autocratic leadership is
not ideal in most scenarios, it can be useful in high-stakes situations that necessitate
quick choices or in companies where entry-level employees require extensive training.
When the work environment is stressful, authoritarian leadership is beneficial because
individuals may focus on their specific responsibilities instead of making complex
decisions since those decisions will be dealt with by the group's leader. Experienced
teachers will frequently reject to work under a boss who employs authoritarian
leadership techniques. This stems from their perception that their knowledge is
overlooked, their skills are neglected, and their abilities are undervalued. Authoritarian
leadership, on the other hand, is frequently effective in departments where several
teachers are new to the profession, require guidance, and have few new or useful ideas to
offer to workplace problems.
Laissez-Faire Economic Theory
Laissez-faire economics theory as postulated by Amadeo (2020) is a theory that limits
government intervention in the economy. It claims that when the government's sole
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purpose is to preserve people's rights, the economy is at its best. Laissez-faire means "leave
us alone" in French. To put it another way, let the market run its course. The rules of
supply and demand will efficiently direct the creation of products and services if they are
left alone. In a laissez-faire economy, the government's sole function is to avoid coercion
against individuals.
Laissez-faire leadership, according to Wellman and LePine (2017), is a passive kind of
leadership in which all power is given to the teachers. The headteacher leads indirectly
and has no authority over the school's power; he or she does not define any goals or
objectives, nor does he or she make any decisions. The headteacher delegated authority
to the instructors and allowed them to make their own decisions. This means that this
leadership style can be effective if the personnel is well-motivated and experienced. The
laissez-faire leadership style can cause failure when teachers are unreliable, dishonest,
and deceptive. This type of non-leadership is interpreted as a lack of concern for other
issues by the headteacher (Wellman & LePine, 2017).
Transformational Leadership Theory
Burns proposed the transformational leadership theory in 1978. The four scopes of
transformational leadership theory are all perfectly effective. Individual consideration,
rational inspiration, and inspirational motivation lead to performance beyond expectations
theory Burns embodies the transformational leadership theory model (1978).
Transformational leadership theory has been shown to have a considerable impact on JS in
empirical studies. According to the belief, because leaders do not labor for personal benefit,
they are always able to get a high level of output from their followers. The leader
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also empowers followers by giving them inspirational missions that allow them to achieve
institutional goals that are greater than their self-interest while also improving institutional
performance (Kalkan et al., 2020). A leader can use transformational leadership to affect
change in both people and institutions. These characteristics give a compelling vision and
leadership and inspire organizational followers by addressing their requirements and
making them innovative while also challenging the status quo and motivating staff.
The four results are achieved through four different leadership processes (Bass, 1985).
Leaders raise followers' conscience levels on what is vital to the institution and its
associated importance to the desired results; how the outcomes will be attained, as part
of these four leadership processes. Leaders incentivize supporters to go beyond their
egocentricities for the sake of the institution by presenting challenges and allowing them
to solve problems, offer solutions, challenge the status quo, and demonstrate care for
their individual needs. They also try to excite and inspire their followers so that they can
stay focused on the goal, which is the organization's goals, and the methods for
achieving the intended outcomes and results. If this is achieved, employees, particularly
those in international schools in Nairobi County, will become motivated and perform
above expectations.
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