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Using effective models for continuing teacher and school leader education in developing countries is essential for long-term improvement of the education system and student outcomes. Instructional leadership approaches have been used to capacity-build school leaders, improving leader skills in working with teachers on classroom practices and also focusing on ongoing monitoring of student academic progress. Foreign aid frequently supports such initiatives concerned with turning around school systems in developing countries, with local ownership and integration within national frameworks being essential to ensure sustainability. This paper outlines a leadership programme and processes for Kiribati. Early findings and challenges are outlined within the context of instructional leadership models, as well as strategies used to address issues. The programme has relevance for other continuing education programmes in developing countries, especially within foreign aid situations. [ABSTRACT FROM AUTHOR]

We use human resources (HR) system strength theory to argue that transformational leadership leads to employee consensus on a unit's high-performance work system (HPWS), that consensus helps align employee attitudes, and that a compression in attitudes facilitates strategy execution and unit-level outcomes. Empirical tests based on a 4-year linked employee–customer panel data set, involving 255 do-it-yourself stores, support our predictions. Transformational leadership is positively related to HPWS consensus. Consensus is negatively associated with unit-level job satisfaction dispersion, which in turn relates positively to unit-level customer satisfaction. Our study makes important contributions to the strategic HR and HR system strength literatures, highlighting the roles of leadership and employee consensus in strategy execution. [ABSTRACT FROM AUTHOR]

Participatory organizational interventions are a recommended approach to improve the psychosocial work environment. As interventions of this type are shaped by employees and managers, their implementation can vary considerably, making evaluation challenging. This study contributes to our understanding of interventions by focusing on how the intervention mechanisms and the organizational context interact. In a mixed-methods design, we use multi-group structural equation modelling of pre-and post-intervention survey data (N = 204) to test multiple mediational mechanisms in three different contexts. We then analyse interviews (N = 67) and field observations of workshops to identify the role of contextual factors. The findings suggest that participatory organizational interventions do not produce one-size-fits-all results; on the contrary, intervention results are better understood as products of multiple intervention mechanisms interacting with the specific organizational contexts. [ABSTRACT FROM AUTHOR]

Excellent communication by emotionally intelligent leaders is key to ministry team health. Such communication has been noted to be the medium utilized to both motivate and develop either a subordinate or team. A leader can communicate successfully to their team and keep pace with their team's development when utilizing the Communication Process Theory, or CPT. CPT is ideal as it first leads the individual, growing them naturally into the team and pacing relationship dynamics appropriately. [ABSTRACT FROM AUTHOR]

In recent years, unethical conduct (e.g., Enron, Lehman Brothers, Oxfam, Volkswagen) has become an important issue in management; relatedly, there is growing interest regarding the nature and implications of ethical leadership. Drawing from social learning theory, we posited that ethical leadership would positively relate to team ethical voice and organizational citizenship behavior (OCB) through team moral efficacy. Furthermore, building on social information processing theory and the social intuitionist model, we expected these effects to be accentuated in teams with a strong ethical climate. Using survey data from subordinates and leaders pertaining to 150 teams from the Republic of Korea Army, ethical leadership was found to indirectly relate to increased team ethical voice and OCB directed at individuals and the organization through team moral efficacy. These relationships tended to be amplified among teams with a strong ethical climate. In addition, these findings persisted while controlling for transformational leadership, thereby highlighting the incremental value of ethical leadership for team outcomes. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

In this study of high-poverty schools in Trinidad and Tobago, we (1) identified recurring patterns and generative mechanisms for successful principal leadership and (2) explored the utility of transformational, shared, and instructional leadership models. We argued that situational and country context are central to understanding school leadership and that the universality of some models might be limited. Using the lens of critical realism, we gathered evidence from a multiple case study of seven high-poverty schools. From the data, we constructed theory bridging leadership constructs of the global North with emergent local patterns and constructions. We found three meanings for successful leadership within this context, labelled as integrative, transformational and enabling, and academic-focused. The meanings attached to the in-vivo labels were consistent with the core components of shared, transformational, and instructional leadership. We extended these leadership meanings to describe specific activities and acts. Unique to this context was the data-centric focus of transformational leadership and the use of shared leadership as an early improvement strategy. Notably, however, academic-focused leadership was evident at only a few sites, possibly explaining the overall limited improvement trajectory. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the relationship between transformational leadership (TL) and employee engagement through the mediating role of the sub constructs of psychological capital. The article has used a single cross-sectional descriptive design. The sample consisted of 450 full-time employees working in the service sector in India. The data were mainly analyzed through structural and measurement model. The result of the study revealed that TL has an influence on employee engagement. The relationship between TL and employee engagement is mediated by sub-construct hope of psychological capital. Implication of this study is of high importance for organizations continuously working to increase the level of employee engagement to further enhance competitiveness. Prior research has examined the antecedents of employee work engagement, but little is known about the role of TL and a positive psychological state, in shaping employee work engagement. Imparting TL training and style can help to generate psychological capital which will positively drive employee engagement. Organizations with transformational leaders will be able to make employees feel valued and happy by igniting feeling of hope. The engaged workforce will result in the positive social outcome. This study is original as earlier studies have not explored the important role of hope and also optimism as dimensions of psychological capital. The article supports the critical role of leadership and psychological capital in creating highly engaged employees which have not been studied in an Indian context with specific focus to the service sector. [ABSTRACT FROM AUTHOR]

Leadership provides a strategy to deal with intense competition and high customer expectations in the hotel industry. This paper analyses the ability of managers' transformational and authentic leadership to predict customer satisfaction. A sample of 18,944 customers and managers of eight hotels in the Canary Islands was used for the analysis. The data were collected using the Multifactor Leadership Questionnaire-6s, the Authentic Leadership Questionnaire and ReviewPro management software. The data were analysed to confirm the ability of transformational and authentic leadership to predict overall customer satisfaction. The results indicate that the transformational subscales of idealised influence and intellectual stimulation and the authentic subscales of relational transparency and balanced processing predict overall customer satisfaction. However, there are discrepancies between the results for self-managed service departments and outsourced service departments. This study provides a novel approach to scientific research, building upon previous studies of the effectiveness of both types of leadership, especially in relation to their impact on guest satisfaction and differences between departments. The evidence provides insight into the leadership qualities that increase customer satisfaction, which is essential in the hotel industry. [ABSTRACT FROM AUTHOR]

Purpose: Despite occasional claims for the coexistence of transformational leadership and instructional leadership in schools, the literature is dominated by views supporting an "either/or" orientation. This is especially true in the wake of recent findings that instructional leadership has a greater impact on student learning. This study, going beyond simply evaluating whether these two modes of leadership complement or contradict each other, explores how they may intersect in complex and nuanced ways. Specifically, I examine the moderating effect of transformational leadership on the impact of instructional leadership on student outcomes. Research Design : A questionnaire, composed of items to measure instructional and transformational leadership, student outcomes, school background factors, and informant's demographic variables, was sent to the vice-principals in Hong Kong schools. Hierarchical regression analysis was used to factor out the effect of informants' personal and school factors on leadership perception and student outcomes in the testing of the moderating effect. Findings : With evidence drawn from 177 aided schools, this study confirms the moderating effect of transformational leadership through the identification of a disparity in the effect of instructional leadership on student outcomes corresponding to disparate levels of transformational leadership enactment in schools. Implications : The effect of instructional behaviors on student outcomes is considered to be situationally contingent on the extent of transformational behavior enactment. Despite its lack of a direct impact on student outcomes, transformational leadership serves as a necessary, although insufficient, condition for the effective implementation of instructional monitoring measures. Limitations of the study are also discussed. [ABSTRACT FROM AUTHOR]

Funds raised from philanthropic giving have become a key element in the long-term finances of higher education institutions around the world, presenting leaders, primarily principals, with a range of novel challenges that have not, hitherto, been key drivers of leadership. This article explores the problem by reporting on qualitative research that looked at how fundraising is carried out in the Malaysian higher education system, which has recently experienced profound changes to its financial landscape. Data were generated by semi-structured interviews with fundraisers from a range of higher education settings. It was found that for fundraising efforts to succeed, they must be spearheaded by an active principal who adopts the stance of transformational leader towards potential donors, forming a long-term relationship based on a shared vision. He or she is likely to be supported by a fundraising team that will be more transactional in approach and style. [ABSTRACT FROM AUTHOR]

Using social learning theory, the job demands-resources model and idiosyncrasy credit theory, the present study casts additional light on the explanatory mechanisms underlying the effects of service leadership on service performance. We examine employee work engagement as an important mediator of this relationship and explore the moderating role of leader task-based professional and managerial skills on the indirect relationship between service leadership and service performance via work engagement. Drawing upon 903 leader–follower dyads nested in 187 teams, with data collected from two sources, we find that after controlling for transformational leadership, follower work engagement mediates the relationship between service leadership and follower service performance. Furthermore, the results support the moderating role of leader task-based professional skills, but not of managerial skills. Specifically, the indirect effect of service leadership on service performance via work engagement is stronger when leaders display high levels of task-based professional skills. Theoretical and practical implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Background: Creating and fostering innovation has long been a main concern of different organisational leaders, regardless of the size, nature, or structure of the organisation. Transformational leadership positively affects innovative work behaviour but understanding underlying mechanisms through which transformational leadership influences innovative work behaviour is critical. Aims: The purpose of this research was to examine the mediating effect of trust in leader and the moderating effect of thriving on the relationship between transformational leadership and nurses' innovative work behaviour. Methods: The sample of this cross-sectional, correlational study consisted of 326 nurses nested in 39 work groups, who were selected, on the basis of the convenience sampling method, from among the nurses working at 21 public hospitals in Pakistan. The data of the study were collected between May and July of 2018. Results: Results showed that transformational leaders instilled trust within subordinate nurses, which acted as a mediator in predicting their innovative work behaviour. Further, thriving moderated the relationship between trust in leader and nurses' innovative work behaviour. Findings also indicated that thriving nurses exhibited a greater degree of innovative work behaviour when they trusted their head nurses. Conclusions: Healthcare policies and strategies are needed to facilitate the implementation of transformational leadership by providing healthcare leaders with the appropriate environment. [ABSTRACT FROM AUTHOR]

Teacher attrition is a global concern that is particularly prevalent among beginning teachers. Teachers' intrinsic motivation to teach, affective organisational commitment and job satisfaction are considered job attitudes that stop them from dropping out of the profession. This study explores the interplay between factors at the school level (i.e. transformational leadership of the principal, professional collegial support) and the teacher level (i.e. self-efficacy) influencing these job attitudes. A sample of 292 first-year primary-school teachers participated. The results of the path analysis demonstrated that transformational leadership of the principal is directly related to teachers' job attitudes in a positive way. Moreover, transformational leadership of the principal is also indirectly related to these attitudes, via both professional collegial support and teachers' self-efficacy. Implications for the supportive role of the principal in the teachers' first year in the profession are discussed. [ABSTRACT FROM AUTHOR]

Transformational leadership is the key to achieving excellent organizational outcomes. Some authors point out that the existence of a transformational leader reduces the likelihood that their employees leave the company. In addition, the intention of abandonment is also reduced when there is a high affective commitment. In this sense, the goal of our work is to know if there is a link between transformational leadership and turnover intention, and also to analyse if such a relationship is mediated by affective commitment. The study was performed in a sample of 706 employees in a multinational company. The scales used were the transformational leadership questionnaire, the affective engagement questionnaire (ISA) and the turnover intention scale. The results show that there is a statistically significant relationship between transformational leadership and turnover intention. We also found that this relationship is mediated by affective commitment. [ABSTRACT FROM AUTHOR]

The most prominent theory in leadership studies is transformational leadership. Ironically, however, scholars who subscribe to transformational leadership have left the concept of transformation itself, unexamined and lying dormant in the background. In response to this neglect, I propose a Meadian framework of leadership that is centered on the nature of transformation in both leaders and leadership trans-actions. I present a framework that is Mead ian, and not exclusively from Mead, by integrating contemporary scholarship from a range of disciplines that corroborate and complement Mead's work and provides transformational leadership scholars a new way forward. I use Mead's I/Me distinction to answer who transformational leaders are in their embodied social selves and Mead's role-taking notion in the social act to answer what transformational leaders do in relation with followers. In doing so, I provide leadership scholars a "third way" between dichotomous conceptions of singularly influential leaders on the one hand and leaderless leadership processes on the other. [ABSTRACT FROM AUTHOR]

This article investigates how and when a firm's level of customer contact influences the collective organizational energy. For this purpose, we bridge the literature on collective human energy at work with the job impact framework and organizational sensemaking processes and argue that a firm's level of customer contact is positively linked to the collective organizational energy because a high level of customer contact might make the experience of prosocial impact across the firm more likely. However, as prior research at the individual level has indicated that customers could also deplete employees' energy, we introduce transformational leadership climate as a novel contingency factor for this linkage at the organizational level. We propose that a medium to high transformational leadership climate is necessary to derive positive meaning from customer contact, whereas firms with a low transformational leadership climate do not get energized by customer contact. We tested the proposed moderated mediation model with multilevel modeling and a multisource data set comprising 9,094 employees and 75 key informants in 75 firms. The results support our hypotheses and offer important theoretical contributions for research on collective human energy in organizations and its interplay with customers. [ABSTRACT FROM AUTHOR]

There is a deficiency in scholarly research on higher education service animal policy that has created definitive gaps in how disability services office (DSO) directors approach policy development and how higher education institutions (HEIs) ensure access for service animal handlers. This qualitative research study aims to narrow these gaps by investigating the Big Ten Academic Alliance (Big Ten) DSO directors’ approaches to service animal policy development and exploring how federal and state legislation influence service animal policies. Participants in this study were five DSO directors from Big Ten institutions in the United States who participated in semistructured interviews. Findings reveal four themes associated with the approach Big Ten DSO directors take when developing and implementing service animal policies: (a) the influence of federal and state legislation, (b) transformational leadership, (c) social justice, access, and equity, and (d) involvement of institutional stakeholders in policy development. [ABSTRACT FROM AUTHOR]

This research explored the transformational leadership traits of principal participants in the Northeast of the United States. The mixed methods case study utilized two data sources: The Leadership Practices Inventory (LPI; n = 110) and individual interviews (n = 28). Descriptive statistical data analyses highlighted the five pillars of transformative leadership and suggested that the human component of leadership was essential to participant perceptions. Three finding statements emerged from the qualitative data analysis. First, participant principals believed themselves to be transformational leaders. Second, participants considered change to be a central tenet to their understanding of transformational leadership. Finally, the intangible, human elements of leadership were fundamental to participants' perceptions of transformational leadership. Implications and recommendations are discussed. [ABSTRACT FROM AUTHOR]

Transformational leadership was once thought of as a trait-based approach to leadership rather than something that could be taught and learned, and that the process itself somehow lacked clarity. This essay sets out to demonstrate both points to be false, all the while identifying the value of educating Christian leaders on the essence and process of transformational leadership. The Momeny communication process theory explains process clarity as it relates to transformational leadership, its communication, and education. [ABSTRACT FROM AUTHOR]

In this exploratory review, I consider research on Black women principals for the period 1993 to 2017, using 57 research reports obtained from dissertations, journal articles, and a book chapter. This exploration is of particular significance given the continuous disenfranchisement and subsequent underachievement of Black children in U.S. schools and the importance of black women principals in addressing this quagmire. I highlight the methodological and theoretical traits of these studies, single out overstressed approaches, and highlight the most significant gaps in research on Black women principals. Major findings are (1) the large majority of studies on Black women principals appear in dissertations; (2) researchers studying Black women principals explore the lived experiences of Black women principals (e.g., race, gender) and aspects of the leadership of these women (e.g., transformational leadership); (3) the most common theoretical framework in these studies is Black Feminist Thought, followed by Critical Race Theory and Standpoint Theory; (4) all of the studies employed qualitative methods, while a few also included quantitative methods; (5) the principals who were studied served in elementary, middle, and high schools; and (6) spirituality, race, and gender are important to these leaders. Following a discussion of the findings, I conclude with implications for (1) future research, (2) the preparation of aspiring principals, and (3) the professional development of practicing principals. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the predictors of career satisfaction for public service employees in South Korea, using data drawn from 303 civil servants from one metropolitan government and two district governments. The effects of contextual (i.e., transformational leadership), personal (i.e., learning goal orientation), and intrinsic motivational (i.e., psychological empowerment) factors on career satisfaction were investigated. As the result of structural equation modeling analysis, accounting for 73% of the variance, transformational leadership, learning goal orientation, and psychological empowerment positively and significantly influenced career satisfaction. Based on the four Bootstrap analyses, we found learning goal orientation and psychological empowerment to be the significant mediators. This study integrated leadership, personal characteristics, motivation, and career research. Human resources and organization development professionals can help managers by providing relevant training programs and implementing developmental practices to encourage public service employees to be intrinsically motivated, empowered, and more satisfied with their careers. [ABSTRACT FROM AUTHOR]

Organizations increasingly rely on virtual teams to access geographically dispersed expertise. Yet, team dispersion introduces challenges to team communication that may negatively influence team performance. Using a sample of 53 innovation teams representing a variety of geographic dispersion configurations from completely collocated to highly dispersed, we examined the moderating role of transformational leadership on the relationship between team dispersion, team communication, and team performance. Our findings suggest that while transformational leadership is effective in reducing the negative effects of dispersion in collocated teams or ones with low levels of geographic dispersion, it is less effective helping improve the performance of highly dispersed teams. This effect may be due to a transformational leader's difficulty in facilitating team communication in highly dispersed teams, where his or her influence might actually have counterproductive effects. We discuss the implications of our findings for theory, future research, and practice. [ABSTRACT FROM AUTHOR]

In this case, a high school vice-principal encounters tension and anger when she rewrites a staff member's report card comments without his knowledge. The case narrative examines the conflict that arises when, under time constraints and pressures to produce student reports, the vice-principal acts on a decision she believes is ethically correct only to find that she incurs a significant setback with staffing relationships largely due to wavering of trust. The analysis examines how transformational leadership builds self-efficacy in all staff founded on trusting relationships. Professional reflection provides a conduit through which educational leaders can assess their own practice and implement the changes needed to sustain school improvement planning. [ABSTRACT FROM AUTHOR]

The Multifactor Leadership Questionnaire (MLQ) is the most widely used instrument for assessing dimensions of leadership style; yet, most studies have failed to reproduce the original MLQ factor structure. The current study evaluates the dimensionality and nomological validity of Bass's transactional and transformational leadership model using the MLQ in a sample of registered nurses working in acute care hospitals in Canada. A combination of exploratory and confirmatory factor analyses were used to evaluate the hypothetical factor structure of the MLQ consisting of five transformational factors, and three transactional factors. Results suggest that the eight-factor solution displayed best fit indices; however, two transactional factors should be extracted due to high interscale correlations and lack of differential relationships with the two leadership variables. The findings support a scale refinement and the need for new theory concerning the five transformational leadership and contingent reward dimensions of the MLQ. [ABSTRACT FROM AUTHOR]

Purpose: This review study aims to bridge neuroscience and educational leadership by exploring the neural mechanisms of the constructs relevant to educational leadership. Research Methods: The reviewed literature includes 69 neuroscience studies and 4 books on neuroscience. The brain activities and neurotransmitters associated with the constructs pertinent to educational leadership were coded to bridge the knowledge base of neuroscience and educational leadership. Findings: The neural mechanisms of the constructs related to educational leadership (e.g., vision, charisma, trust, and organizational justice) were organized by four different leadership approaches: charismatic, transformational, destructive, and culturally responsive school leadership. Emotions are the common thread weaving through all four leadership approaches. Implications: This study has salient theoretical, methodological, and practical implications for educational leadership. Theoretically, the findings not only accentuate the role of emotions in educational leadership, but also reveal the trade-off between emotions and analytical calculation in leaders' decision making. Methodologically, the neuroscience methods (e.g., functional magnetic resonance imaging, quantitative electroencephalography, and hormonal analysis) add to the methodological repertoire of educational leadership research. Practically, the findings warrant the emotion training and present the potential of using neurological measurements in school leadership preparation and professional development. [ABSTRACT FROM AUTHOR]

Workplace bullying is associated with a host of negative outcomes for the worker who is the target of bullying, as well as for the organization where the bullying occurs. Moreover, we know that rates of bullying are particularly high in health care settings; however, we are less familiar with the factors that may reduce workplace bullying in hospitals. Thus, this study was conducted to determine whether the humor orientation styles of individuals, including nurses working in hospitals, as well as their managers' leadership styles, can influence perceptions of bullying in the workplace. Using data from 459 workers employed in a large hospital in the Southern United States, we examined associations between the Multidimensional Sense of Humor Scale, which has four dimensions, as well as the Multifactor Leadership Questionnaire, with three leadership substyles, and their associations with the risk of being bullied. We observed that one of the four humor subscales, Humor Appreciation, did affect perceptions of bullying in the workplace. The other three, Humor Recognition, Humor Production, and Humor for Coping, did not. However, the leadership styles of managers did affect reports of negative acts. In fact, transformational leadership was associated with 22% of the variance in reports of decreased bullying activity. This work is consistent with previous work on the importance of leadership styles for creating positive work environments, particularly in hospital settings. Given these findings, we offer suggestions for leaders to further improve nursing communication. [ABSTRACT FROM AUTHOR]

Leaders whose mistakes are made public are often under pressure to relinquish their positions. The expectation that true leaders should be infallible is particularly pronounced in transformational leadership theory. Its heroic bias seems to point towards a conception of leadership that is at odds with the inevitability of human failure. In this article, we use impulses from Protestant theology to identify and critique the heroic bias in transformational leadership theory. We use theory from beyond leadership scholarship and from beyond its conventional Anglophone locations, to show that fallibility does not necessarily disable leaders from contributing to transformational changes. We show that the acknowledgement of leaders' fallibility has the potential to correct unrealistic and problematic views of leaders' influence, correct utopian expectations of processes of change and empower followers. [ABSTRACT FROM AUTHOR]

Existing conceptualizations and measures of transformational and transactional leadership have unclear theoretical bases, confound leadership and its effects, and are not necessarily suitable for public organizations. Overcoming these problems is necessary to test how leadership affects performance. Many public administration scholars apply the concepts, emphasizing the need to ensure that the concepts are applicable in both public and private organizations. The article reconceptualizes transformational and transactional leadership and develops and tests revised measures that can be employed on employees and leaders, are robust in terms of repeated use by the same respondents, and are applicable to public and private organizations alike. [ABSTRACT FROM AUTHOR]

Purpose: This article explores the effects of sensemaking interventions on a group of educators’ race-conscious problem analysis of racial discipline disparities. Research Method: I conducted this research in a predominantly White diversifying suburban high school that served roughly1,600 students. To understand how sensemaking interventions shaped teachers’ racial ways of knowing, I conducted an ethnographic content analysis of 14 transcribed teacher focus group and data retreat exchanges to identify conversational patterns related to their problem framings. Findings: I found that providing diverse data types reflecting a range of racial perspectives offered cues that enabled organizational members to notice and (partially) disrupt the personal and organizational racism and race-evasive tendencies that drive the reproduction of racial inequities in school discipline. Implications for Research and Practice: Offering teachers sensemaking opportunities that prompt collective racial awareness and critical self-reflection can instigate shifts in racial ways of knowing that are critical to understanding and addressing discipline culture and climate problems in racially diversifying schools. [ABSTRACT FROM AUTHOR]

Positionality is an often overlooked but strategic practice for analyzing race and racism within the organizational bounds of predominantly White institutions of higher education. Positionality is critical self-reflection that uncovers the tensions and areas of strength found in relationships among the researcher, the research topic, the study participants, and the data analysis process. I argue that the researcher's practice of interrogating and articulating their personal and professional knowledge, values, beliefs, experiences, and embedded assumptions about race and racism can also be applied to a practitioner who plans to engage in dismantling systemic racial inequities in higher education. This chapter will illustrate how individuals embedded within institutions of higher education can interrogate their own positions within racist organizational contexts; attend to power dynamics as educational leaders, narrators, and subjects of inquiry; and commit to transformational practice that can address Latina/o/x educational inequities. [ABSTRACT FROM AUTHOR]

The present cross-sectional study aimed to investigate the mediating role of interactional justice, in the relationship between transformational leadership and cohesion in team sports. Multilevel Structural Equation Modeling was employed to test individual- and group-level models using a sample of 315 athletes from 25 team sports. The results suggest that interactional justice acts as a mediator in the relationship between transformational leadership and cohesion. Nevertheless, results are contingent on the level of analysis (i.e. individual- or group-level) and the specific dimension of interactional justice (i.e. interpersonal or informational justice). Implications for coaches are discussed. [ABSTRACT FROM AUTHOR]

Background Global challenges in the development of a highly skilled and motivated nursing workforce jeopardise the delivery of high-quality care. Flexible and innovative workforce solutions are required to overcome these challenges. Aims To describe the implementation and present the preliminary evaluation of the 'Chief Nurse Excellence in Care Junior' bespoke Fellowship initiative designed to develop the foundational clinical and academic skills of front-line junior clinical staff. Methods This initiative was developed and piloted at a large, inner-city, acute NHS trust. The initiative involved two main components: a bespoke development programme and an improvement project that was supported by clinical and academic mentors. The initiative was evaluated using structured feedback, case studies and data on dissemination activities. Results Six front-line nurses completed the first cohort of the initiative that commenced in spring 2016. Results showed a positive impact on professional development relating to the acquisition of new knowledge and skills. Case studies of projects had a demonstrable impact on patient experiences, outcomes and cost savings. Wider organisational and NHS impact was demonstrated through multiple dissemination activities. Conclusion This preliminary evaluation provides evidence that this initiative is a sustainable, clinically driven career development opportunity at a foundational level that has a demonstrable positive impact on care and staff development. Further work is underway to carry out a longitudinal structure, process and outcome evaluation with particular focus on impact. [ABSTRACT FROM AUTHOR]

In discussions about transformational leadership theory, three conceptions frequently emerge: (a) principals’ transformational leadership behaviours are more prevalent in national contexts that are restructuring-oriented; (b) principals’ transformational behaviours are more effective than transactional behaviours; and (c) principals are either transformational or transactional. These conceptions are repeatedly addressed but seldom explored in an empirical manner. Accepting conceptions as given might result in flattening scholarly discourse and depriving practice of research knowledge. The present paper aims to investigate these conceptions based on data derived from published works and from the author’s database. The results of the investigation suggest that conceptions about principals’ transformational leadership in education are unsupported by empirical exploration. Educational leadership research may be improved by periodically subjecting conceptions to empirical test, and incorporating in future works only those that show empirical support. Such exploration is necessary to maintain relevance in an applied research field such as education. [ABSTRACT FROM AUTHOR]

This study aimed to identify schools’ motivational climate profiles and tested how each profile moderates the linkage of transformational leadership with teacher commitment and alienation. Gathering data from 1193 teachers working in 103 schools in Türkiye, we employed multilevel moderation with a latent class variable to estimate the structural links between our variables. The study offered nuanced evidence to the literature by suggesting that sampled schools were categorised under two profiles as high performance and high mastery school climate in terms of their prevalent motivational climate. Our results also provided evidence of the significant moderator role of the school-level profiles on the effect of transformational leadership. Our study suggests that transformational leaders might be more effective in promoting teachers’ collective sense of commitment and eliminating their sense of alienation in schools where a performance-oriented climate is fostered. Key implications for policy and practice around the contextualised nature of school leadership are discussed in this study. [ABSTRACT FROM AUTHOR]

As organizations grapple with greater complexity in the competitive business environment, more work is needed to understand how to create a human capability equal to the challenge. Research on adult learning suggests that increasing mental complexity, an individual’s system for processing information and making sense of their environment, can be a valuable way to help individuals become more adaptive in a complex environment and enhance performance. While there is evidence that this human capability can grow over time, individual growth does not come without considerable effort, and such growth can be facilitated by the right contextual factors. In this article, we examine the role of leaders in employee development. Synthesizing literature from adult learning and transformational leadership, we lay out a theoretical framework for why transformational leadership and its corresponding behaviors can serve as a mechanism to encourage developmental movement within an employee and increase mental complexity. We discuss the implications for human resource development. [ABSTRACT FROM AUTHOR]

Drawing on organismic integration theory, we propose that transformational leadership and transactional leadership are most likely to predict outcomes, under uncertain social contexts, when accompanied by organizational financial and nonfinancial rewards. Using survey data from professional employees and their supervisors, from 260 Chinese enterprises, with less than 5 years of entrepreneurial experience, we found that (1) transformational leadership is not significantly related to employee creativity, while transactional leadership is positively related to followers’ creative behaviors, (2) synergy between transformational leadership and financial rewards and between transactional leadership and nonfinancial rewards accentuate the effect on employee creativity respectively, (3) psychological empowerment fully mediates the aforementioned relationship. These findings offer a new theoretical framework for future theory development of leadership. [ABSTRACT FROM AUTHOR]

Motivating public service employees to greater effort is a key issue for managers and scholars. Transformational leadership concerns behaviors to develop, share, and sustain a vision for the organization and has been suggested as an important lever in this respect. However, we know little about the processes by which transformational leadership may stimulate work motivation. Integrating transformational leadership, public service motivation (PSM), and self-determination theory, this article sheds light on the psychological mechanisms underlying the motivational effects of transformational leadership. According to structural equation modeling, the relationships between transformational leadership and two types of autonomous work motivation--intrinsic motivation and PSM--are mediated by the satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Our findings support the claim that the motivational effects of transformational leadership are mediated by need satisfaction, but also that satisfaction of individual needs is not equally important for intrinsic motivation and PSM, respectively. [ABSTRACT FROM AUTHOR]

Transhumanism promises to overcome human finitude by indefinitely extending human life, enabling a vast increase in valuable experiences. Yet transhumanism depends on social processes of what Pope Francis calls rapidification and sociologists call social acceleration, which are causing people to experience a lack of time, driven by increasing speed of work and fears of missing out on opportunities for enjoyment. In contrast, Francis and the Stoics encourage people to confront finitude by flourishing through a qualitative transformation of character marked by a temporality focused on God’s providential presence and on serving the present needs of others. [ABSTRACT FROM AUTHOR]

In comparison with research on the private sector, organizational commitment within the police has been rarely examined. Moreover, the leadership styles of police officials are not equal in all police studies across the world. Using data collected in 2009 from 236 Korean police officers, the purpose of this study is twofold: (a) to determine if the scale (multifactor leadership questionnaire, form 6-S [MLQ-6 S]) is applicable to police agencies internationally; and (b) to examine if leadership influences organizational commitment in law enforcement agencies. Results indicate that transformational leadership is positively linked to organizational commitment in Korean police agencies. However, the applicability of MLQ-6 S is controversial. Future research is required to examine comprehensively whether MLQ-6 S is a valid instrument for various types of organizations across the world. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the relationships between transformational leadership style, affective commitment, and organizational citizenship behavior in the athletic director–coach relationship. This study particularly focused on the mediating effect of affective commitment on the relationship between transformational leadership and organizational citizenship behavior. Athletic head coaches in NCAA Division II programs (N = 244) completed the questionnaires measuring perceptions of the transformational leadership style of their athletic directors, their affective commitment, and organizational citizenship behavior. The results revealed that perceived transformational leadership was positively associated with affective commitment, which, in turn, was positively associated with organizational citizenship behaviors. Further, the result of this study supported full mediation among the proposed variables in that affective commitment served as the underlying psychological mechanism in the relationship between transformational leadership and organizational citizenship behaviors. Implications for athletic departments in fostering head coaches’ affective commitment and organizational citizenship behavior were discussed. [ABSTRACT FROM AUTHOR]

The importance of high-quality leadership for team effectiveness is widely recognized, with recent viewpoints arguing shared leadership to be a more powerful predictor than vertical leadership. To identify changes in leadership structures over time, we longitudinally tracked the leadership structure of 27 newly formed teams (N = 195), all having an initial structure of vertical leadership. Our findings demonstrated that the average team leadership strengthened over the course of the 24-week project and leadership tended to become more distributed among team members. Regarding the antecedents of these changes, we found evidence that the more team members are perceived as warm or competent, the higher their perceived influence. Finally, examining the consequences of these changes, the leadership structure was found to be related with team performance in that teams with higher average leadership perceptions performed better. These findings underpin the importance of shared leadership, thereby suggesting leaders to empower their team members. [ABSTRACT FROM AUTHOR]

The goal of this study was to explore the mediating role of ‘absenteeism acceptance’ between different leadership styles and school ethical climate (SEC) on organizational citizenship behaviors (OCB) and voluntary absence among Israeli teachers. 304 teachers were randomly selected from 304 different mainstream and special-education schools. The model was analyzed using AMOS 18.0 software. We found that ‘absenteeism acceptance’ partially mediated the relationship between transactional leadership, SEC and OCB, and also found that SEC and transactional leadership positively predict OCB. The theoretical contribution of this study is rooted in its integrative approach. While most previous studies focused on a single leadership style, this study focused on the role of ‘absenteeism acceptance’ as a mediator between ethical aspects such as: SEC; leadership styles; and teachers’ behaviors like voluntary absence and OCB. The practical contribution may include developing school principals’ training programs, focusing on transactional leadership and SEC in order to increase teachers’ OCB in schools. [ABSTRACT FROM AUTHOR]

We conducted two studies to explore integrative, knowledge-centered team mechanisms through which transformational leadership affects team innovative performance. In the first study, using temporarily assembled project teams working on knowledge-intensive tasks, we found that transformational leadership promoted within-team knowledge sharing and team innovative performance through an integration mechanism manifest as team cooperative norms, and such a mediation process was significant even after controlling for another mediation process of team autonomy. In the second study, using permanent work teams in various functional areas, we replicated the integrative mechanism and associated transformational leadership with external team knowledge acquisition, which further moderated the relationship between knowledge sharing and innovation. Our findings point to the importance of the integration function of transformational leadership in enhancing collective innovation. [ABSTRACT FROM AUTHOR]

Clinicians face the complex challenge of motivating their patients to achieve optimal health while also ensuring their satisfaction. Inspired by transformational leadership theory, we proposed that clinicians’ motivational behaviors can be organized into three patient care styles (transformational, transactional, and passive-avoidant) and that these styles differentially predict patient health outcomes. In two studies using patient-reported data and observer ratings, we found that transformational patient care style positively predicted patients’ satisfaction and health expectations above and beyond transactional and passive-avoidant patient care style. These findings provide initial support for the patient care style approach and suggest novel directions for the study of clinicians’ motivational behaviors. [ABSTRACT FROM AUTHOR]

The current study examines whether person–job fit moderates the relationship between transformational leadership and work engagement. Data were collected using cross-sectional design from 224 (15 male and 209 female) hospital nurses. Participants completed measures of transformational leadership, person–job fit, and work engagement. Moderated multiple regression results showed that transformational leadership had a significant positive predictive relationship with work engagement, and person–job fit had a significant positive predictive relationship with work engagement. Simple slope analysis showed that person–job fit moderated the relationship between transformational leadership and work engagement such that transformational leadership was more positively related to work engagement for nurses with high person–job fit compared with those with low person–job fit. Thus, all the hypotheses were confirmed. The findings were discussed, and suggestions for future research were offered. [ABSTRACT FROM AUTHOR]

This study examines how nurse managers’ transformational leadership relates to innovative work behavior of subordinate nurses through creative self-efficacy, trust in supervisor, and uncertainty avoidance. On the basis of an interactional approach, this study hypothesized that (a) there is an interaction between transformational leadership, trust in supervisor, and uncertainty avoidance that affects innovative work behavior, such that transformational leadership has the strongest positive relationship with innovative work behavior when nurses have high levels of trust and uncertainty avoidance; and (b) creative self-efficacy mediates the effect that this three-way interaction between transformational leadership, trust in supervisor, and uncertainty avoidance has on innovative work behavior. In Study 1, we used a time-lagged research design, collecting multisource data from 322 nurses and their respective head nurses (supervisors), working in public sector hospitals. The results of Study 1 supported our hypotheses. In Study 2, we used a more temporally rigorous research design in which data were collected in three stages, with a 3-month time interval separating Stages 1 and 2, and Stages 2 and 3. On the basis of the time-lagged and multisource data from 371 nurses and their respective head nurses (supervisors), from private sector hospitals, we found that Study 2 produced the same results as Study 1. [ABSTRACT FROM AUTHOR]

Management and health care literature is increasingly preoccupied with leadership as a collective social process, and related leadership concepts such as distributed leadership have therefore recently gained momentum. This paper investigates how formal, i.e. transformational, transactional and empowering, leadership styles affect employees’ perceived agency in distributed leadership, and whether these associations are mediated by employees’ perceived organizational efficacy. Based on large-scale survey data from a study at one of Scandinavia’s largest public hospitals (N = 1,147), our results show that all leadership styles had a significant positive impact on employees’ perceived agency in distributed leadership. Further, organizational efficacy related negatively to employees’ perceived agency in distributed leadership; however, a mediatory impact of this on the formal leadership styles-distributed leadership relationship was not detected. These results emphasize the importance of formal leaders to enhance employee involvement in various leadership functions; still, employees might prefer to participate in leadership functions when they perceive that the organization is struggling to achieve its goals. [ABSTRACT FROM AUTHOR]

This study compares three emerging forms of positive leadership that emphasize ethical and moral behavior (i.e., authentic leadership, ethical leadership, and servant leadership) with transformational leadership in their associations with a wide range of organizationally relevant measures. While scholars have noted conceptual overlap between transformational leadership and these newer leadership forms, there has been inadequate investigation of the empirical relationships with transformational leadership and the ability (or lack thereof) of these leadership forms to explain incremental variance beyond transformational leadership. In response, we conducted a series of meta-analyses to provide a comprehensive assessment of these emerging leadership forms’ relationships with variables evaluated in the extant literature. Second, we tested the relative performance of each of these leadership forms in explaining incremental variance, beyond transformational leadership, in nine outcomes. We also provide relative weights analyses to further evaluate the relative contributions of the emerging leadership forms versus transformational leadership. The high correlations between both authentic leadership and ethical leadership with transformational leadership coupled with their low amounts of incremental variance suggest that their utility is low unless they are being used to explore very specific outcomes. Servant leadership, however, showed more promise as a stand-alone leadership approach that is capable of helping leadership researchers and practitioners better explain a wide range of outcomes. Guidance regarding future research and the utility of these three ethical/moral values–based leadership forms is provided. [ABSTRACT FROM AUTHOR]