Leader/Subordinate Interpersonal Relationships

Introduction and Review of Literature

In order to live a healthy and productive life, an individual must be able to establish satisfying - self-confirming - interpersonal relationships (Cooley, 1956; Turner, 1971; Swensen, 1973). This requires that the individual be able to define his or her relationships with others in ways which are mutual and complementary. That means both people have similar and positive expectations for their behavior together.

The research indicates that people often have difficulty defining their interpersonal relationships on the job in a mutual and complementary manner. Differing expectations for behavior in job relationships frequently result in absenteeism, accidents, grievances, resignations, and dismissals (Maier, 1973). Studies by the federal government have shown that more than 90 percent of the people who leave their jobs do so not because of a lack of technical competence but because of their inability to get along with their work associates. Hencley (1973) notes that incongruence in expectations of leader behavior held by subordinates has a negative impact on subordinate confidence in the leader, subordinate satisfaction, subordinate effectiveness and attitudes toward the work situation. Recent research by Chubb and Moe (1988) suggests such incongruence is far more likely to be prevalent in public tha

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the foregoing questions vary, if at all, between selected public and private schools? Conceptual Assumptions 1. Unfavorable working relationships result in poor communications, which ultimately lead to further deteriorations in relationships. Poor communication results in inappropriate uses of power in selected situations, with a consequent reduction in school productivity, subordinate satisfaction and further deterioration in leader/subordinate relationships and communication. 2. Nonverbal communication can be improved. 3. Improved nonverbal communication will result in better overall communication. 4. Improved communication will result in more efficacious uses of power by school leaders with respect to school productivity and subordinate satisfaction. 5. Subordinate perceptions of the uses of power by their school leaders are an accurate reflection of the power leaders actually use and are significant with regard to school productivity and subordinate satisfaction. 6. Better work related interpersonal relationships can be inferred where school leaders and their subordinates ascribe complimentary meanings and expectations for their relationship as reflected in closer and more similar interpersonal distance be
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Approximate Word count = 4919
Approximate Pages = 20 (250 words per page)

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