According to House and Mitchell describe four styles of leadership as are follows (House and Mitchell 1974): (1) Supportive leadership – the SPM will consider the needs of the residential workers by showing concern and reproducing a non-hostile learning/working environment. Showing them support going through the Social Pedagogy programme will increase their self-esteem; especially for there could be a long gap from last earned qualification. This approach is best when the work is stressful, and the purpose is to make the job more interesting for the residential workers; (2) Directive leadership – the SPM could provide appropriate guidance along the way, by giving them topics of research to be discussed at specific times. This will keep reminding them that rewards may be increased with a better understanding of their role with providing services for the YPs because tasks could be unstructured and complex at times. This could increase the residential worker’s sense of security and control of their practise; (3) Participative leadership – the SPM could consult with the residential workers that are in the programme when making decisions for their learning, this approach is best when their input is needed; (4) Achievement-oriented leadership – by the SPM setting challenging goals, and high standards showing faith in their capabilities to succeed when the task is
According to House and Mitchell describe four styles of leadership as are follows (House and Mitchell 1974): (1) Supportive leadership – the SPM will consider the needs of the residential workers by showing concern and reproducing a non-hostile learning/working environment. Showing them support going through the Social Pedagogy programme will increase their self-esteem; especially for there could be a long gap from last earned qualification. This approach is best when the work is stressful, and the purpose is to make the job more interesting for the residential workers; (2) Directive leadership – the SPM could provide appropriate guidance along the way, by giving them topics of research to be discussed at specific times. This will keep reminding them that rewards may be increased with a better understanding of their role with providing services for the YPs because tasks could be unstructured and complex at times. This could increase the residential worker’s sense of security and control of their practise; (3) Participative leadership – the SPM could consult with the residential workers that are in the programme when making decisions for their learning, this approach is best when their input is needed; (4) Achievement-oriented leadership – by the SPM setting challenging goals, and high standards showing faith in their capabilities to succeed when the task is