Le Leadership situationnel des chefs d'établissement scolaire et la motivation des enseignants selon le modèle de Hersey Blanchard

Situational leadership of school heads and teacher motivation according to the Hersey Blanchard model

Abstract

This article explores the impact of headteacher leadership styles on teacher motivation in Côte d'Ivoire. Referring to Hersey and Blanchard's situational leadership model, semi-structured interviews and a questionnaire were administered to 35 headteachers and 150 teachers. Quantitative analyses revealed that the participative and delegative styles generated higher teacher motivation and buy-in to educational projects, and improved pedagogical practices for better school results, in contrast to the directive style, which was perceived as less unifying.

The results underline the important role of adaptive leadership in the educational context of Côte d'Ivoire, where motivation is a key determinant of school performance and improvement in the quality of education. Training of school heads in situational leadership and future research perspectives that incorporate performance indicators are recommended.