Abstract
Fiedler's Contingency Theory of Leadership Effectiveness postulates that task-group effectiveness is contingent upon the relationship between leadership style and favorableness of the situation. Using teacher probation committees within elementary schools, this study tested the predictions of the theory, namely, that a relationship-oriented leadership style would lead to task group effectiveness in a moderately favorable situation, while a task-oriented leadership style would lead to effectiveness in an unfavorable situation. If Fiedler's notion of leader position power is recast, then support is found for the theory.
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