Classroom Leadership Styles and Their Relationship to Achievement Motivation among First-Year Students : A Field Study at the Higher School for Teachers of Technological Education in Azzaba (Skikda)

Abstract

This study aimed to identify the nature of the relationship between classroom leadership styles (the authoritarian style, the democratic style, and the laissez-faire style) prevailing at the Higher School for Teachers of Technological Education in Skikda and achievement motivation among first-year students. The descriptive method was adopted, relying on a questionnaire as the main tool for collecting information and data. The questionnaire consisted of 43 items and was administered to a sample of 100 students selected through a combination of stratified and simple random sampling. After collecting, organizing, and analyzing the data using various appropriate statistical methods through the SPSS program, the following results were reached:

There is a moderate positive correlation between the authoritarian leadership style and achievement motivation among first-year students at the Higher School for Teachers of Technological Education in Skikda.

There is a moderate positive correlation between the democratic leadership style and achievement motivation among first-year students at the Higher School for Teachers of Technological Education in Skikda.

There is a weak positive correlation between the laissez-faire (chaotic) leadership style and achievement motivation among first-year students at the Higher School for Teachers of Technological Education in Skikda.

Based on the foregoing, it can be said that the general hypothesis has been confirmed, namely, that there is a moderate positive correlation between the classroom leadership styles applied and achievement motivation among the study sample.