Leadership is an important resource of all organizations and is exhibited by individuals through a broad a scope of talents and abilities (Lester, 1975). In order to improve the organizational climate continues, the present concept of leadership needs to modified and calrified (Lester, 1975). Leadership styles can vary among individuals that are placed in positions to lead, in fact their style of leadership is what sets them apart from others that previously occupied the same position. Leaders regardless to what sector they are in, are essentially important to the success of a business, which requires them to be effective. According to Cicero, Pierro, & Van Knippenberg (2010) Leadership effectiveness represents the ability of a leader to mobilize and influence followers. De Cremer and Van Knippenberg (2004) states that leadership effectiveness, is crucial in that it drives the proclivity of the of the workforce towards attainment of shared goals. Effectiveness in leadership is significant because it translates to accomplished goals, purpose and successful results. Leadership in education is not any different than other sector of business. Leadership positions in higher education institutions in the US plays a vital role in keeping the institution operational. The leaders holding different leadership positions play specific roles to ensure that everything is in accordance with the expectations of higher education (Weinberger, 2009). For the purpose of this paper, I will analyze directive and participative leadership and their application in higher education settings. In leadership many styles exist, they range from autocratic, transformational, team, cross cultural, facilitative, laissez-faire, transactional, coaching, charismatic, visionary, directive and participative. Lester (1975) states To become a more effective leader, each person must analyze his own leadership style and determine the scope of his leadership zone. It appears that effective leaders are those who exemplify interpersonal aptitudes that allow them to form solid connections with an array of individuals through which thy ass value to the latter in accordance with expectations which, in turn, leads to goal accomplishment (Solomon and Steyn, 2017). Directiveleadership and participative leaderships are two fundamentals sets ofbehaviors, leaders employ to manage teams, yet little is known about their antecedents(Li, Liu and Luo, 2018). (Lorinkova,Pearsall and Sims (2013) states that Directive leadership, is associated witha leaders positional power and is characterized by behaviors aimed at activelystructuring subordinates work through providing clear directions andexpectations regarding compliance with instructions. Lorinkova, Pearsall and Sims (2013) also statesthat directive leaders help followers resolve task and role ambiguity andprovide external monitoring and feedback on their performance, reducing processloss and allowing team to execute decisions more quickly. Lorinkova, Pearsall and Sims (2013), furtherstates that teams led by directive leaders formed routinized processes andshared cognitive structures more easily. Directive leadership entails providingsubordinates with precise guidance on what needs to be achieved, how it shouldbe done and the necessary quality level (Martin, 2013). Team membersare likely to obey accurate orders from leaders, enabling them to fully concentrateon completing speci?c team tasks (Li, Liu and Luo, 2018). Thus, socialinformation such as clear work goals, speci?c work procedures, and the frequentmonitoring of team leaders produces a sense of obligation, rules, andresponsibilities among team members, which in turn enhance team ef?ciency (Li,Liu & Luo, 2018). Li, Liu, &Luo (2018) also indicated this social information from directive leaders mightalso undermine team creativity. Cruz,Hennihgsen, & Smith (1999) stated that directive leadership has beenassociated with poor decision making. Koopman and Weirdsma (1998) definedparticipative leadership as Joint decision making, or a least shared influencein decision making, by a superior and his or her employees. Participative leadership in the simplestform is leadership where everyone participates, it more a joint venture whereideas are accepted by all. Participativeleadership is collective leadership and is assumed to be associated with highperformance. In higher education,leaders who exhibit participative leadership, are said to develop more positiveinterpersonal interactions. Participative leadership is characterized by autonomy, collaboration,and openness and it encourages team members to work innovatively by offeringcreative ideas and solutions and allowing enough time and space to make thebest decision (Lam, 2015). The articleSituation based leadership (McCrimmon, 2006) presents an argument againstparticipative leadership. McCrimmon states that participative leadership isnot possible because leadership involves one person persuading others to dosomething they would otherwise not do. He further states that Leadership is alwaysunidirectional. From McCrimmons point of view Decision making is aboutmanagement, not leadership furthermore he affirms leadership is aboutinspiring people to change direction. Leadershipis a influential position where leaders are expected to influence others in supportingthe achievement of the desired goal. Aleader can be defined as someone delegates or someone who chooses to activelycontribute to their team/staff. Regardless of the style of leadership that applied, the leader shouldportray a sense of purpose and vision, if their plan is be effective. Wecurrently reside in a world that is constantly impacted by anxiety andstress. Just the mere thought of turningon the television adds to it, because of the uncertainty that we live in. The stories range from mass school shootings,feuding political parties, to the first amendment right to protest beingscrutinized. It makes no difference what channel you turn to, its always thesame depressing storyline, one channel after the other. In the day to day demands of work, school,and family, even the most resilient individual can be affected by stress. Stress can mean different things to differentpeople; therefore, there are several definitions of the term. According to the American Institute ofStress, stress can be defined as a state of mental or emotional strain orperhaps tension resulting from adverse or very demanding circumstances. Stresscan also be defined as something that causes strong feelings of worry oranxiety. Onecommon form of stress that seems to affect many employees is work relatedstress. Work related stress is simply defined as stress involving work. This type of stress can develop as a resultof outside pressure, deadlines, demands and uncertainty in the workenvironment. The uncertainty leads to anincreased level of discomfort and stress for employees and their superiors asthey try to accomplish their day-to-day objectives and achieve theirprofessional goals (Abbott 1991). According to the Japanese National Survey of Health, the most frequentstressors are work-related problems, followed by health-related and thenfinancial problems. Conceptually, work-related stress includes a variety ofconditions, such as overwork, unemployment or job insecurity, and lack ofwork-family balance. Job stress has been linked to a range of physical and mentalhealth outcomes, such as cardiovascular disease, insomnia, depression, andanxiety. Securinga position in higher education, is considered , Leadership at its finest is not a stress-free position. Many people fail to realize that leadership inhigher education requires the leader to give much of themselves and because ofthis leader are often riddled with stress. For women administrators in highereducation, workplace factors like managing multiple roles; work bleeding into personallife; issues with leadership; discrimination and marginalization; and roleinsufficiency (i.e., ambiguity in work roles and reduced sense of control)contribute to increased workplace stress (Kersh, 2018). Leaders in highereducation must recognize increased work related stress can have consequences,particularly if work stress becomes chronic (Kersh,2018). The effects of the chronic work related stressmay result in poor job performance as well as job dissatisfaction. Leaders in higher education must recognize thesigns of work related stress and seek solutions to coping and combatingit. No one is exempt from feeling the effects of stress, the key is learning how to manage it.ReferencesAbbott A.(1981) Status and status strain in the professions. American Journal Social 86 4 819-833.Japanese Ministry of Health and Welfare: National Survey of Health 2004. Tokyo: Kosei Toukei Kyoukai; 2006.Kersh, R. (2018). Women in Higher Education: Exploring Stressful Workplace Factors and Coping Strategies. NASPA Journal About Women In Higher Education, 11(1), 56-73.Lam, C. K., Huang, X., & Chan, S. C. (2015). The threshold effect of participative leadership and the role of leader information sharing. Academy of Management Journal, 58, 836855.Lester, C. (1975) Leadership styles-a key to effectiveness. Journal of Extension 3-11.Li, G., Liu, H., & Luo, Y. (2018). Directive versus participative leadership: Dispositional antecedents and team consequences. Journal Of Occupational And Organizational PsychologyLorinkova, N. M., Pearsall, M. J., & Sims Jr., H. P. (2013). Examining The Differential Longitudinal Performance of Directive Versus Empowering Leadership in Teams. Academy of Management Journal, 56(2), 573-596.Martin, S. L., Liao, H., & Campbell, E. M. (2013). Directive Versus Empowering Leadership: AField Experiment Comparing Impacts On Task Proficiency and Proactivity. Academy Of Management Journal, 56(5), 1372-1395.McCrimmon, M. 2006. Situation based leadership. Leaders Direct.Available at: http://www.leadersdirect.com.Solomon, A., & Steyn, R. (2017). Leadership style and leadership effectiveness: Does cultural intelligence moderate the relationship? 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