A Conceptual Analysis of the Leadership Theories and Proposed Leadership Framework in Higher Education

Main Article Content

Muftahu Jibirin Salihu


This research paper on the critique of the leadership theories and the proposed leadership framework revolves around two key areas. The first part is an examination and critique of the different leadership theories that have emerged over the past 40 years. Second, the paper will be presenting the proposed leadership framework which could suit the role of an education leader. The proposed leadership framework will be presented in a diagrammatic and/or descriptive form with accompanying description. The critique of the leadership theories is specifically on three theories, which are the trait theory, behavioural theory, and contingency and situational theory. The rationale behind the choices of the three theories to be critiqued in this paper was because these theories are the most commonly used and applied in the areas of teaching, learning, and leadership in education.

Contingency and analysis, trait, behavioural, leadership framework.

Article Details

How to Cite
Jibirin Salihu, M. (2019). A Conceptual Analysis of the Leadership Theories and Proposed Leadership Framework in Higher Education. Asian Journal of Education and Social Studies, 5(4), 1-6. https://doi.org/10.9734/ajess/2019/v5i430164
Original Research Article


Peleg S. The role of leadership in the education system. Education Journal. 2012;1(1):5–8.

Salihu MJ, Ramadneh NMA. The need for global educators? Their significance in the present time and implication for quality education. Global Journal of Educational Studies. 2015;1(2):67 76.

Yukl G. Leadership in organizations (6th ed.). Upper Saddle River, NJ: Pearson Education; 2006.

Pounder D, Ogawa R, Adams E. Leadership as an organization-wide phenomenon: Its impact on school performance. Educational Administration Quarterly. 1995;31(4):564–88.

Rice RW, Kastenbaum DR. The contingency of leadership: Some current issues. Basic and Applied Social Psychology. 1983;4(4):373–392.

Hersey P, Blanchard KH, Natemeyer WE. Situational leadership, perception and the impact of power. Group and Organization Management. 1979;4(4): 418–428.

Vroom VH, Yetton PW. Basic considerations underlying the normative model. In V. H. Vroom & P. W. Yetton, Leadership and decision-making. Pittsburgh: University of Pittsburgh Press. 1973;10–31.

Ayman R, Chemers MM, Fiedler F. The contingency model of leadership effectiveness: Its levels of analysis. The Leadership Quarterly. 1995;6(2): 147–167.

Peters LH, Hartke DD, Pohlmann JT. Fiedler's contingency theory of leadership: An application of the meta-analysis procedures of Schmidt and Hunter. Psychological Bulletin. 1985;97(2):274–285.

Van Seters DA, Field RH. The evolution of leadership theory. Journal of Organizational Change Management. 1990;3(3):29–45.

Zaccaro SJ. Trait-based perspectives of leadership. American Psychologist. 2007; 62(1):6–16.

Stogdill RM. The study of educational leadership. 1983;217–223.

Lombard E. Gender and leadership in academic libraries. The Journal of Academic Librarianship. 2018;44(2):226–230.

Kozlowski SWJ, Gully SM, Salas E, Cannon-Bowers JA. Team leadership and development: Theory, principles, and guidelines for training leaders and teams. In MM. Beyerlein, D Johnson, & ST Beyerlein (Eds.), Advances in interdisciplinary studies of work teams: Team leadership). Bingley, UK: Emerald Group Publishing Ltd. 1996;3: 253– 291.

Tng CS. An educational leadership framework based on traditional and contemporary leadership theories. E-Leader Kuala Lumpur. 2009; 1–7.