Case 6.3
Case synopsis and analysis
Martina Bates is the newly hired orchestra teacher who oversees orchestras for the elementary,
middle, and high schools in her area. Martina has success leading the elementary orchestra
because she focuses on technique and form and helps the kids feel as though they can play their
instruments. At the middle-school level, Martina consistently provides friendly competition and
rewards to enhance players’ skills and motivation. She has some success at this level,
Learning objectives:
• Students should be able to determine appropriate leadership behavior using path–goal
Answers to questions in the text:
1. Path–goal leadership is about how leaders can help followers reach their goals. Generally,
what are the goals for the students in each of the different orchestras? What obstacles do they
face? In what way does Martina help them address obstacles and reach their goals?
Elementary Level: The elementary students want to learn beginning techniques so they can play
basic music on their instrument. They want to feel confident in their ability to play and do not
Northouse, Leadership: Theory and Practice, Seventh Edition: Instructor Resource
2. Based on the principles of expectancy theory described in the chapter, why is Martina
effective with the elementary- and middle-school orchestras? Why do both of these groups seem
motivated to play for her? In what ways did she change her leadership style for the middle-
school students?
Within path–goal theory, motivation is conceptualized from the perspective of the Expectancy
Theory of Motivation (Vroom, 1964). The underlying assumption of expectancy theory is that
3. Martina’s competencies as a musician do not seem to help her with the students who are
becoming disinterested in orchestra. Why? Using ideas from expectancy theory, what would you
advise her to do to improve her leadership with the high-school orchestra?
The students who are becoming disinterested in orchestra are losing motivation because they feel
unsatisfied with playing music and do not believe the payoff is worthwhile. These students seem
Northouse, Leadership: Theory and Practice, Seventh Edition: Instructor Resource
4. Achievement-oriented leadership is one of the four major kinds of path–goal leadership. For
which of the three orchestras do you think this style would be most effective? Discuss.
Achievement-oriented leadership seems best with the middle-school group. These students want
to excel and seem to enjoy the challenge of difficult music. The high-school students seem
Potential teaching approaches:
This case study is conducive to small-group discussions and role plays.
Below is a way to structure a class, based on the path–goal theory and case study 6.3:
– First, hold a small group discussion: Break your class into groups of three to five
students. Have each group develop a list of the top 10 ways to motivate a team in
Exercises for this case study:
1) If the class has 30 or fewer people: The professor asks students to decide what type of
leadership behavior most motivates them: directive, supportive, participative, or achievement
2) Small-group work: Develop a plan for how to motivate the high-school students. What
exactly can Martina do to help this group gain motivation and succeed? Students should