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The main purpose of the paper is to analyse the role of the European Parliament (EP) in the reconsideration of the EU eastern policy in the light of Russian full-scale military aggression against Ukraine. With the view to reaching the stated objective, the following research tasks are taken into consideration. First, particular attention is paid to the change of the EP approach toward the issue of eastern policy building in the aftermath of the 2019 elections and after the 24 February 2022 Russian invasion of Ukraine. In order to define the transformative potential of the EP in the institutional system of the European Union (EU) as regards the eastern dimension of its neighbourhood policy, the analysis covers selected resolutions and recommendations as well as key political addresses delivered by leaders of the EP, European Council and European Commission. Second, the study presents the context of the foreign policy structural competition between the EU and Russia putting particular emphasis on the role of institutions mentioned above in the process of foreign policy-making and on the nature of the EU support for the democratisation processes in the Eastern Partnership (EaP) region before the 24 February 2022. Finally, there is made an attempt to evaluate the steps undertaken by the EP in order to reform the EU eastern policy and enhance support for the Europeanisation processes in partner states aimed at democratic transformation of the region.

Leadership plays a very significant role in the modern world. Leadership style is normally explained by the features of the manager, the workers, and their job. Comparing public and private leadership styles is a major subject in the public administration literature, yet there have been only a few empirical studies of the differences in their respective leadership styles. The aim of this paper is to discuss the differences between the leadership styles in the public sector when compared to the private sector. The theoretical background concerning leadership styles and leader behaviour will be examined and presented. Further, the comparison will be applied to examples of leadership styles in Saudi Arabia.

Introduction: The transformation of education should originate in the school environment. Teachers, as actors of change, thus find themselves in the position of transformational leaders. Keller (2006) identifies as transformational leaders those individuals who can succeed and fulfil a vision, inspire and activate followers who respond with enthusiasm and determination to achieve goals. Part of a leader's job is the co-creation of the organizational culture being upheld in the educational setting. Organizational culture represents the nature of the workplace, approach, unwritten rules of interaction and the values of the organization (Morcos, 2018). Organizational culture as defined by Cameron and Quinn (2011) points to the fact that a leader significantly participates in its formation. These claims are confirmed by various studies conducted in different types of organizations, including schools, worldwide (f.e. Daud et al., 2015; Berkemeyer et al., 2015; Yücel et al., 2013). Goal: The aim of the present paper was to find out whether there is a relation between the school organizational culture and the characteristics of transformational leaders in education in the Slovak context. Methods: The paper consists of two studies due to the use of two different research methods assessing transformational leadership factors. Study 1: the research group consisted of 107 Slovak teachers (N = 107; AMage= 43.72; SDage= 10.51; 18.69 % men). The data were obtained through the Leadership Practices Inventory (LPI; Kouzes & Posner, 2013), assessing five types of practices - leadership practices: 1) Model the Way, 2) Inspire a Shared Vision, 3) Challenge the Process, 4) Enable Others to Act, 5) Encourage the Heart and 6) the Organizational Culture Assessment Instrument (OCAI; Cameron & Quinn, 2006), mapping four types of organizational culture - Clan, Adhoc, Market, and Hierarchy. Study 2: the research group consisted of 100 Slovak teachers (N = 100; AMage= 40.99; SDage= 7.79; 30.00 % men). The data for this study were obtained through the Czech Leadership Questionnaire (CLQ; Procházka et al., 2016) assessing eight subscales corresponding to four components of transformational leadership, three components of transactional leadership, and laissez-faire leadership. Only the four components of transformational leadership were used. The second questionnaire was also OCAI. All tools were modified and adapted to local conditions. Results: Relation analysis between the observed variables in both studies showed statistically significant positive moderately strong relations assessed by LPI, CLQ to the Clan's organizational culture of the school (LPI r = from.262** to.394**; CLQ r= from.222* to.420***). For Study 1: negative moderately strong relations between Market organizational culture and LPI factors (r = from -.224** to -.421***) and Study 2: CLQ with Hierarchical Organizational Culture (r = from -.249* to -.437***). The Clan organizational culture dominates in the monitored Slovak schools, closely related to the characteristics of transformational leaders in education as potential actors of changes in education. Conclusion: According to the findings, transformational leaders in education, being an attractive example for others, are charismatic bearers of innovative ideas, they are progressive in their approach to their followers, strengthening the school team spirit and appreciating and encouraging them. They are the leaders of the Clan organizational culture. The positive finding in both studies remains that the researched Slovak schools show a prevalence of the Clan organizational culture. [ABSTRACT FROM AUTHOR]

Introduction: The study focuses on transformational leadership in the school environment, reflecting the current need for necessary changes in modern schools. It represents a diversion from rationality emphasizing emotionality, a leader's personality strength and influence, since s/he has a potential to motivate, engage or challenge others - colleagues or students. The study aim was to ascertain the personality variables of a future leader in education - a future teaching professional, graduated from the bachelor and master degrees at Matej Bel University in Banská Bystrica (N = 205,72 % females, AMage = 20.87). Methods: Personality variables (neuroticism, extraversion, openness to experience, agreeableness, conscientiousness level) were mapped by the NEO-FFI inventory (Slovak version in Ruisel & Halama, 2007), self-esteem level by the Rosenberger's Self-Esteem Scale (RSS, 1965 in Blatný & Osecká, 1994, ɑ = 0.67), and transformational leadership practices (ability to model the way, a = 0.68, inspire a shared vision, a = 0.80, to challenge the process, a = 0.77, enable others to act, a = 0.67, encourage the heart, a = 0.81) by The Leadership Practices Inventory (LPI, Kouzes & Posner, 2012 in Kaliská, 2019). Results: Correlation and regression analysis showed that personality factors (extraversion, openness, agreeableness, conscientiousness) entered into significant positive moderate to weak (low effect size) relations with all types of leadership practices. Neuroticism entered into significant negative weak relations with the ability to challenge the process of others, the ability to inspire a shared vision for others and model the way in the future direction (with low effect size significance). The self-esteem level did not enter into any relations with various types of leadership practices. Thus, only two personality factors (conscientiousness and openness to experience) contribute to the determination of leadership practice types, where these personality factors predict in the range of 8 % to 21 % of the total variability the variance of individual leadership practices. The highest personality prediction level by these two factors was proved for the transformation practice of challenge the process for the followers (21 %), the ability to model the way to the direction of the organization (almost 21 %) and the ability to inspire a shared vision for others (20 %). Openness to experience appears to be the strongest predictor of all types of leadership practices, remaining in a significant positive weak to moderate relations (.164 = r = .386) to all types of practices when controlling for the other personality factors. Conclusion: Awareness of the personality factors of future leaders in the school system, i. e. teachers, creates a potential to set the pre-gradual educational goals so as to increase their leadership competencies. These leaders are the building blocks of a successful transformation of our education, and as such should have qualities characterized as transformational leadership features, such as the ability to think strategically, be action-oriented, support others in their visions and spread out the vision of the organization within the school system, and become a role model, inspiration, and driving force for new followers (new leaders). [ABSTRACT FROM AUTHOR]

Leadership, especially educational leadership, is one of the most frequently analyzed topics in present-day research. The Vega 1/0152/21 and APVV-17-0557 project „Psychological Approach to Creation, Implementation, and Verification of Educational Leader's Competence Model Development", with the support of which the paper was created, seeks to draw attention to the under-representation of psychological categories, whose role seems to be essential in effective leadership. The paper attempts to characterize the most current style of leadership - transformational leadership. The key activity of a transformational leader is based on building a relationship between himself and his followers, which can become a protective factor increasing not only work but also overall life satisfaction. The aim of the study was to analyze the inter-relationships of life satisfaction and individual types of leadership behavior, as well as to test the significance of differences in these variables depending on the length of teachers' practice. The research was carried out in 2020. The research group consisted of 103 elementary school teachers in central Slovakia. Transformational leadership was measured through the Leader Behavior Inventory (LPI - Kouzes & Posner, 2017) and life satisfaction was measured using the Life Satisfaction Questionnaire (Fahrenberg, 1994). The SPSS program was used to process the research data. The data were processed by correlation analysis (Spearman's correlation coefficient), testing the significance of differences (Mann-Whitney's - U test). The findings show that the respondents were most satisfied in the area of leisure (Mdn = 38), housing (Mdn = 37), and in the area of friendship (Mdn = 37). On the contrary, they achieved lowest life satisfaction in the area of finance (Mdn = 30) and in the area of their own children (Mdn = 30). Globally, it was found that respondents often do not use inspirational behavior with a common vision, but comparison showed that beginning teachers tend to be more inclined to use it than their experienced colleagues. The finding that respondents give significant preference to these types of leadership behavior points to the possibility of developing leadership potential among younger teachers, or directly during undergraduate training. The positive connection between transformational leadership and life satisfaction was mainly found in the area of work, friendship and the personality of employees in the school environment. It is teachers-leaders in the educational environment that focus their activities on students and mutual cooperation between them and the teachers, which can lead not only to increasing the quality of the school, but also the quality of their own lives. By developing leadership competencies, it may subsequently be possible to initiate changes in the Slovak education system. [ABSTRACT FROM AUTHOR]

The contemporaneous security environment is more diverse, dynamic, interconnected and far less predictable than ever. As the major Western militaries undergo continuous changes in missions and tasks, as well as in the form of their organisations, the warfighting abilities of military leaders are not the only ones required. Transformational military leadership, with leaders operating from the post-conventional level of developmental action-logic, arguably become one of the most needed capacities of a military organisation. This type of leadership has to be capable of initiating and leading transformational changes, needed to respond adequately and adaptively to contemporaneous and future security challenges. This article analyses the applicability of transformational leadership to military organisations using the developmental theory and the concept of vertical leadership development as a framework.