Examining Relationships Between Classroom Leadership Styles and Confucian Values: A Study of Korean EFL Learner Preferences

Abstract

Little is known about how Confucian cultural values influence the efficacy of classroom leadership styles, which may explain why classes in countries such as South Korea often remain largely teacher-centered. To find out more about Confucian values and correlating preferences for classroom leadership, 57 English as a Foreign Language learners from South Korea were given the Vannsimpco Leadership Survey and a Confucian values survey. Statistical analysis revealed that Korean learners preferred democratic classroom leadership the most. However, learners with strong preferences for traditional Confucian values also preferred autocratic-transformational and democratic-transformational leadership styles. Results appear to suggest that cultural values do indeed influence preferences for classroom leadership. This view is further supported by analysis of Korean students who lived abroad, primarily in non-Confucian countries. These students did not favor autocratic leadership as much as their counterparts, who lived only in South Korea. Overall, findings suggest that an integrated approach to classroom leadership may be needed in Confucian contexts, whereby different styles are tailored to individual needs based on cultural values and personal preferences.

Appendices

Appendix A

Survey of Classroom Leadership (Adapted from Vannsimpco Leadership Survey)

Democratic Questions

_____1 Teachers should give students authority to make important decisions.

_____2 Teachers should seek input from students when formulating policies and procedures for implementing them.

_____3 To solve problems, teachers should have meetings with students before correcting issues.

Autocratic Questions

_____4 It is the teacher’s ultimate responsibility for whether the student achieves his or her goals.

_____5 Teachers should make quick decisions in times of urgency and be more deliberate in making decisions during times of less urgency.

_____6 Teachers should assign specific tasks to key students in order to achieve specific goals.

Autocratic-Transformational

_____7 Teachers should provide the goal and allow students to work toward achieving the goal, making sure to offer them feedback concerning their efforts.

_____8 Teachers should retain control of decision-making, but they should encourage high morale so students can more effectively implement change in the classroom.

_____9 Teachers are responsible for the operation of the class, which includes the development of competencies and commitment of students.

Democratic-Transformational

_____10 Teachers should provide opportunities for students to be involved in decision-making while serving as mentors during times of change.

_____11 Teachers should be open to others’ ideas, yet he or she should guide students to become stronger workers.

_____12 Teachers should be highly concerned about developing students’ ability to contribute to making important decisions in the class.

Transformational

_____13 Teachers should rely on personal influence and relationship building rather than on position or title to get students to do work tasks.

_____14 Teachers should develop strategies to develop the students’ competence and commitment.

_____15 Teachers should look for ways to develop the strengths of students.

Appendix B

Survey of Confucian Values (Monkhouse et al., 2013, pp. 335–336)

Face Saving

• I am concerned with not bringing shame to myself.

• I am concerned with not bringing shame to others.

• I pay a lot of attention to how others see me.

• I am concerned with protecting the pride of my family.

• I feel ashamed if I lose my face.

Humility

• I avoid singing my own praises.

• I try not to openly talk about my accomplishments.

• I like to draw others’ attention to my accomplishments. (R)*

• Being boastful is a sign of weakness and insecurity.

• I only tell others about my achievements when I am asked to.

Group Orientation

• I recognize and respect social expectations, norms, and practices.

• When I am uncertain how to act in a social situation, I try to do the same as what others do.

• I usually make decisions without listening to others. (R)*

• When I buy the same things my friends buy, I feel closer to them.

• If there is a conflict between my interest and my family’s interest, I will put priority on mine. (R)*

Hierarchy

• I am happy if people look up to me.

• We have a vertical order in the society that we should respect.

• A person with high personal achievements is considered to have high social standing.

• Wealth and power are becoming important determinants of social status.

Reciprocity

• The practice of ‘give and take’ of favors is an important part of social relationships.

• I feel a sense of obligation to a person for doing me a favor.

• It is bad manners not to return favors.

• When I receive a big favor, I try to go an extra mile to do something nice in return.

• When I buy a gift to say thank you to someone I try my best to make sure the person will appreciate it.

*(R) denotes a reverse item scale.