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Previous research has highlighted positive associations between teacher transformational leadership and student enjoyment in school. However, there is a dearth of evidence regarding the mediating effect that motivational orientation has on the relationships between transformational leadership and enjoyment in physical education classes. Given that an affinity for physical education fosters healthy behaviors among adolescents outside of school, this study explores the relationships between teachers' transformational leadership style and enjoyment experienced by students in physical education, examining the mediating role played by motivational orientation in these relationships. A total sample of 478 adolescents aged 13 to 18 years (mean = 14.55; standard deviation = 1.11) participated. To assess the study variables, the Transformational Teaching Questionnaire, the Task and Ego Orientation in Sports Questionnaire, and the Sport Satisfaction Instrument in Physical Education were used. The findings from the applied structural equation model revealed a significant and positive relationship between teachers' transformational leadership style and students' perceived satisfaction, while negative relationships were observed with feelings of boredom. Additionally, positive connections were established between task orientation and enjoyment, along with negative associations with boredom. Indirect effects were also found between a transformational leadership style and both enjoyment and boredom, mediated by the variable task motivational orientation. These results underscore the importance of evaluating both students' motivational factors and their perceptions of teachers, since they may interact with each other to determine their school satisfaction. Consequently, teachers may need to modify their behavior to improve their interactions with students and increase the chances of adherence to physical activity. [ABSTRACT FROM AUTHOR]

This study explored the underlying mechanisms and boundary conditions of the relationship between transformational leadership and teacher burnout. Specifically, it investigated the mediating role of teacher self-efficacy and the moderating role of teacher emotional intelligence (EI) in this relationship. Data from 539 primary and secondary school teachers were analyzed using Structural Equation Model and hierarchical regression. The results indicate that transformational leadership predicted teacher burnout negatively, self-efficacy mediated the association of transformational leadership with burnout partially, and EI strengthened the association between transformational leadership and burnout. This study has important theoretical and managerial implications as it deepens the understanding of the association between transformational leadership and burnout in the educational field and provides practical suggestions on how to relieve teacher burnout in the school context. [ABSTRACT FROM AUTHOR]

In this case study, we use two complementary frameworks, Kotter's (1996, 2014) change model and Torres' (2019, 2021) Transformational Resistant Leadership theory, to analyze institutional change processes and activist leaders' actions that laid the groundwork for a Latinx mentoring program at a Predominantly white 1 Institution (PwI). Our investigation revealed the importance of critically analyzing societal forces, recognizing causes of systemic institutional change, and theoretically grounding insights of successful efforts to disrupt systemic racism. Our study offers a guide for PwIs and illustrates how faculty, administrators, and communities of color collaboratively engage to enact institutional change. [ABSTRACT FROM AUTHOR]

This study tested a moderated mediation model of transformational leadership's effects on teacher innovative practices, with teacher commitment as mediator and trust in principal as moderator. Implementing a cross-sectional survey design and using data from 611 teachers working in 56 schools in Turkey, we employed multilevel structural equation modelling with Bayesian estimation to estimate the structural links between our variables. The results provided evidence of the indirect effects of transformational leadership on teacher innovative practices through the significant mediator role of teacher commitment. We also found evidence that trust in principal acted as a significant moderator of the indirect effect of transformational leadership on teacher innovative practice through teacher commitment. This study adds nuanced evidence to the global literature by concluding that the effect of transformational leadership on teacher commitment and innovative practice is contingent upon the extent to which teachers trust their principals. We conclude with key implications for policy and practice. [ABSTRACT FROM AUTHOR]

This study sought to explore the extent to which and how principals can help decrease the use of out-of-school suspension and close the racial discipline gap. This study comprised a qualitative case study of a principal in an urban school district. Data derive from in-depth interviews with current and former campus and district leaders, historical data, and documents. The principal's transformational actions, together with support from the district, helped to improve the school's culture, and decreased the use of OSS, but were not sufficient to close the racial discipline gap. [ABSTRACT FROM AUTHOR]

This systematic literature review critically evaluates 14 empirical studies published over a 14 years span (2006–2019) to answer questions about the models and the effects of transformational school leadership on student academic achievement. The analysis of the related literature utilized vote counting and narrative synthesis to delineate the status quo of the current research field. It was found that the majority of these studies were conducted in Western and English- speaking countries and these studies utilizing different research methods and models reported mixed results. Recommendations for future research directions include use of an integrated leadership framework and complexity in the study of leadership in schools. [ABSTRACT FROM AUTHOR]

Perceiving a calling toward one's career can provide kindergarten teachers sufficient internal motivation to resist massive job burnout and obtain high-level performance and well-being. Given the important role of leadership on followers' career calling, the present study takes the multilevel approach to examine the cross-level impact of team-level transformational leadership (TFL) of principals on the individual-level career calling of kindergarten teachers. Moreover, according to the identity-capability-reward (ICR) model, the present study investigates the mediating effects of kindergarten teachers' organizational identification and leader-member exchange (LMX) from the social identity and social exchange perspectives to explain why TFL could positively predict kindergarten teachers' career calling. Data were collected from 486 teachers at 57 kindergartens in China. Applying the multilevel analysis, results showed that principals' TFL could positively predict kindergarten teachers' sense of career calling, in which teachers' organizational identification and exchange quality with principals played the full mediating effects. These findings extend previous studies and provide practical implications to enhance kindergarten teachers' career calling. Plain Language Summary: The multilevel effect of transformational leadership on kindergarten teachers' career calling Purpose: The present study takes the multilevel approach to examine the cross-level impact of team-level transformational leadership (TFL) of principals on the individual-level career calling of kindergarten teachers. Moreover, according to the identity-capability-reward (ICR) model, the present study investigates the mediating effects of kindergarten teachers' organizational identification and leader-member exchange (LMX) from the social identity and social exchange perspectives to explain why TFL could positively predict kindergarten teachers' career calling. Method: The present study collected data from 486 teachers at 57 kindergartens in China and applied the multilevel analysis. Conclusions: Principals' TFL could positively predict kindergarten teachers' sense of career calling, in which teachers' organizational identification and exchange quality with principals played the full mediating effects. Implications: These findings extend previous studies and advise that principals' leadership, their exchange quality with teachers, and teachers' organizational identification should be paid attention to while considering teachers' career calling in kindergarten. [ABSTRACT FROM AUTHOR]

In the context of the retail business, rarely studied the impact of top transformation leaders on middle management personnel creativity. In this study, the middle management personnel of 258 retail enterprises were discussed, explored the impact of top transformation leaders on the double-dimensional creativity of middle management personnel, and analyzed individual psychological security. Results show that transformational leadership (morale modeling, visionary motivation, individualized consideration, and charisma) has a significant positive impact on the progressive creativity and breakthrough creativity of middle managers. Transformational leadership (Same as the above four dimensions) has a significant positive impact on the psychological security of middle managers. Psychological security has a significant positive impact on the progressive creativity and breakthrough creativity of middle managers. Psychological security plays a partially mediating role between transformational leadership and the creativity of middle managers. Among which, it plays a partially mediating role between morale modeling and progressive creativity, visionary motivation and progressive creativity, individualized consideration and progressive creativity, charisma and progressive creativity, morale modeling and breakthrough creativity, and charisma and breakthrough creativity, while it plays a fully mediating role between visionary motivation and breakthrough creativity, individualized consideration and breakthrough creativity. This study expanded the study of psychological security as an intermediary variable and deepened the study of dual-dimensional creativity. Based on the above conclusions, this paper puts forward relevant suggestions to promote the development of progressive creativity and breakthrough creativity of middle-level managers, to provide a reference for enterprises to maintain talent advantages and for managers to enhance development potential. [ABSTRACT FROM AUTHOR]

The present study aims at gaining insights into the underlying mechanisms leading from leaders' resources to their transformational behavior. Based on the Job Demands-Resources theory, we hypothesized that leaders' personal (self-efficacy) and job (role clarity) resources eventually enhance their performance, more specifically their transformational leadership, through fostering work engagement. Further, we proposed that the link between work engagement and transformational behavior is moderated by leaders' affective commitment, drawing on Social Identity Theory. Data were collected from N = 216 German leaders in 2020 via an online survey. Hypotheses were tested by applying a moderated mediation model linking resources, engagement, commitment, and leadership behavior. The problem of potential endogeneity was further addressed. As predicted, both self-efficacy and role clarity enhanced leaders' transformational behavior, mediated through work engagement. The relationship between leaders' work engagement and performance was stronger when they felt a strong belonging and emotional attachment to their organization, that is, high affective commitment. [ABSTRACT FROM AUTHOR]

This study examines the experiences of three aspiring Latina school leaders in a principal preparation program with a social justice emphasis. Employing theoretical perspectives grounded in a community-based educational leadership framework and transformational resistance theory, this study documents how coursework informed the perspectives of participants regarding educational equity and racial justice. This comparative case study takes place at a Hispanic Serving Institution and focuses on two social foundations courses spanning a 5-month period. Findings illustrate participants' capacity to (a) reframe their past experiences as P-20 students in relation to meritocracy; (b) respond to current injustices as K-12 teachers, particularly the power of language to disrupt or perpetuate inequities; and lastly (c) re-envision educational leadership as future Latina principals as deeply intertwined with communities. The research highlights a need for a broadened approach to principal preparation that fosters future leaders to consider the engagement and leadership of marginalized students and families. [ABSTRACT FROM AUTHOR]

Rooted in both the self-concept based theory of transformational leadership and the conservation of resources (COR) theory, transformational leadership is hypothesized to elicit follower-felt support for excellence and, through it, follower psychological capital (PsyCap), resulting in high follower job performance as well as work engagement. We examined this three-path mediation model with change scores from a two-wave study of 149 Indonesian healthcare workers. When applying structural equation modeling to the change scores, the integrated model was supported. Further cross-lagged analysis showed that transformational leadership had a lagged effect on follower PsyCap and that follower PsyCap had, in turn, a lagged effect on follower job performance. Hence, PsyCap is proposed as a parsimonious element in the self-concept-based theory of transformational leadership. Moreover, the results suggest that the transformational style can be added as a so-called "key" resource to COR's notion of "gain spirals". [ABSTRACT FROM AUTHOR]

This paper explores whether green mindfulness is the motivation behind green innovation and whether this relationship is moderated by green transformational leadership. The paper also investigates the indirect influence of green mindfulness on environmental performance through the mediating mechanism of green innovation. The above goals are necessary to find solutions that meet environmental goals, especially in emerging countries such as Vietnam. Data was collected from an online survey of 278 managers in manufacturing firms in Vietnam and analyzed using SmartPLS software with the partial least squares structural equation modeling (PLS-SEM). The results showed that green mindfulness directly affects green innovation, which in turn, contributes positively to environmental performance. Green mindfulness also increases environmental performance through the mediating role of green innovation. Moreover, green transformational leadership moderates the effects of green mindfulness on green innovation. These results contribute to the ability to achieve environmental goals in manufacturing firms. The study shows the role of green mindfulness and green transformational leadership in promoting green innovation and environmental performance in manufacturing firms in emerging market contexts. [ABSTRACT FROM AUTHOR]

Leadership is about having the capacity to make a vision a reality. In the context of transformational leadership, this study examines creative behavior as a key factor in Pakistan's IT sector. Examining the relationship between transformational leadership and innovative behavior is the main goal of this study. While transformational leadership affects people because it inspires them, fosters morale, and boosts productivity. A moderated mediation model based on social cognitive theory was provided in this study. In contrast, the functions of mediation and moderation were played by knowledge sharing, organizational identification, and learning goal orientation. In this cross-sectional study, we implemented the convenience sample method and gathered 391 valid responses from the IT sector. Using the use of AMOS 26 and SPSS 23, the authors measured the latent variables and discussed their connection using a descriptive and correlational approach. The findings showed that transformational leadership has a favorable and substantial impact on innovative behavior. As a result, the mediation of knowledge exchange unites innovative behavior with transformational leadership. When two moderators' organizational identification and learning goal orientation are effective, knowledge sharing mediates transformational leadership and innovative behavior. By highlighting the mediating function of knowledge sharing in promoting particular traits of innovative behavior, this research has broadened the scope of social cognition theory. [ABSTRACT FROM AUTHOR]

This study was grounded on a previous investigation of the mediating effect of teamwork on the relationship between transformational leadership and performance. The purpose of this study is to enhance theoretical knowledge of transformational leadership. This study enrolled 263 athletes registered with the Korea Sports and Olympic Committee. We assessed transformational leadership, communication, team cohesion, and athletic performance. To analyze the collected data, SPSS 24.0, PROCESS macro (V4.1), and Amos 24.0 were used. There was an interaction effect between transformational leadership and communication on athletic performance, mediated by team cohesion. According to the moderated mediating effect index, team cohesion was a significant moderator of athletic performance. It can be concluded that coaches who possess strong coaching abilities and engage in accurate, positive communication with their athletes can enhance team cohesion, organizational behavior, leading to a positive impact on athletic performance. [ABSTRACT FROM AUTHOR]

Great attention has been paid to the projects' success, which is the core of project management. It is not surprising that much research is being done in this area, as several factors contribute to the project's success. However, the moderating effect of top management support (TMS) on the relationship between transformational leadership (TL) and project success (PS) has not been investigated before. This study aims to examine whether the relationship between a project manager's transformational leadership and project success is moderated by top management support. This study uses a post-positivism philosophical objective to investigate the theoretical model. A cross-sectional time-lagged survey design was used to collect quantitative data. Data was collected using a structured questionnaire from 273 team members, project managers, and stakeholders working in Pakistan's public sector. The factor and hierarchical regression analysis were used for analysis. Our results showed that TL and TMS significantly impacted project success. Moreover, we found that TMS moderates the relationship between TL and PS. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the role of Generative leadership (GL) in fostering employees toward green creativity (GrCRT) in tourism and hospitality industry. The present study theorized a model with the help of the theory of componential creativity to investigate GL, PGC, and GC as precursors of GrCRT. In addition to positing the direct associations, the model anticipates the mediation effect of PGC and GC on the association between GL and GrCRT. The data collected from a sample of 380 frontline workers in the hospitality industry of Pakistan assessed by their respective 112 supervisors is analyzed using Process macro. Empirical results confirm that GL significantly fosters employees toward GrCRT. Furthermore, results confirm that psychological green climate (PGC) and green commitment (GC) partially mediate the link between GLGrCRT. Moreover, the results show that serial mediation is positive and significant. This is maidan study to empirically examine a new construct, such as Generative leadership on green creativity in tourism and hospitality. Further, this study is the first one to study the mediating role of psychological green climate and green commitment on the said relationship and validating the theory of componential creativity. Furthermore, this study would be among the few ones that has examined the serial mediation of psychological green climate and green commitment between GL-GrCRT. This study also make valuable contributions to policy makers in the tourism and hospitality industry to understand how they can reduce the environmental footprints through generative leaders who can encourage employees toward green creativity. [ABSTRACT FROM AUTHOR]

This replication study examines the relationship between school counselor leadership and school counseling program implementation, but with a larger sample and additional measures of leadership. In the original study (Mason, 2008) using Kouzes and Posner's Leadership Practices Inventory (2003), only Model the Way and Enable Others to Act subscales were predictors of program implementation, while in this study all subscales were predictors. The findings extend prior research, specifically that school counselor transformational leadership behavior strongly predicted comprehensive school counseling program implementation. We also found that specific leadership practices and behaviors, including modeling and systematic collaboration, accounted for the greatest variance in program implementation. Finally, exposure to the American School Counselor Association's ASCA National Model and working in a Recognized ASCA Model Program (RAMP) predicted program implementation. We discuss the implications of the findings with respect to today's educational climate. [ABSTRACT FROM AUTHOR]

Rooted in both the self-concept based theory of transformational leadership and the conservation of resources (COR) theory, transformational leadership is hypothesized to elicit follower-felt support for excellence and, through it, follower psychological capital (PsyCap), resulting in high follower job performance as well as work engagement. We examined this three-path mediation model with change scores from a two-wave study of 149 Indonesian healthcare workers. When applying structural equation modeling to the change scores, the integrated model was supported. Further cross-lagged analysis showed that transformational leadership had a lagged effect on follower PsyCap and that follower PsyCap had, in turn, a lagged effect on follower job performance. Hence, PsyCap is proposed as a parsimonious element in the self-concept-based theory of transformational leadership. Moreover, the results suggest that the transformational style can be added as a so-called ''key'' resource to COR's notion of ''gain spirals.'' [ABSTRACT FROM AUTHOR]

This paper explores whether green mindfulness is the motivation behind green innovation and whether this relationship is moderated by green transformational leadership. The paper also investigates the indirect influence of green mindfulness on environmental performance through the mediating mechanism of green innovation. The above goals are necessary to find solutions that meet environmental goals, especially in emerging countries such as Vietnam. Data was collected from an online survey of 278 managers in manufacturing firms in Vietnam and analyzed using SmartPLS software with the partial least squares structural equation modeling (PLS-SEM). The results showed that green mindfulness directly affects green innovation, which in turn, contributes positively to environmental performance. Green mindfulness also increases environmental performance through the mediating role of green innovation. Moreover, green transformational leadership moderates the effects of green mindfulness on green innovation. These results contribute to the ability to achieve environmental goals in manufacturing firms. The study shows the role of green mindfulness and green transformational leadership in promoting green innovation and environmental performance in manufacturing firms in emerging market contexts. [ABSTRACT FROM AUTHOR]

Leadership is about having the capacity to make a vision a reality. In the context of transformational leadership, this study examines creative behavior as a key factor in Pakistan's IT sector. Examining the relationship between transformational leadership and innovative behavior is the main goal of this study. While transformational leadership affects people because it inspires them, fosters morale, and boosts productivity. A moderated mediation model based on social cognitive theory was provided in this study. In contrast, the functions of mediation and moderation were played by knowledge sharing, organizational identification, and learning goal orientation. In this cross-sectional study, we implemented the convenience sample method and gathered 391 valid responses from the IT sector. Using the use of AMOS 26 and SPSS 23, the authors measured the latent variables and discussed their connection using a descriptive and correlational approach. The findings showed that transformational leadership has a favorable and substantial impact on innovative behavior. As a result, the mediation of knowledge exchange unites innovative behavior with transformational leadership. When two moderators' organizational identification and learning goal orientation are effective, knowledge sharing mediates transformational leadership and innovative behavior. By highlighting the mediating function of knowledge sharing in promoting particular traits of innovative behavior, this research has broadened the scope of social cognition theory. [ABSTRACT FROM AUTHOR]

This study was grounded on a previous investigation of the mediating effect of teamwork on the relationship between transformational leadership and performance. The purpose of this study is to enhance theoretical knowledge of transformational leadership. This study enrolled 263 athletes registered with the Korea Sports and Olympic Committee.We assessed transformational leadership, communication, team cohesion, and athletic performance. To analyze the collected data, SPSS 24.0, PROCESS macro (V4.1), and Amos 24.0 were used. There was an interaction effect between transformational leadership and communication on athletic performance, mediated by team cohesion. According to the moderated mediating effect index, team cohesion was a significant moderator of athletic performance. It can be concluded that coaches who possess strong coaching abilities and engage in accurate, positive communication with their athletes can enhance team cohesion, organizational behavior, leading to a positive impact on athletic performance. [ABSTRACT FROM AUTHOR]

Great attention has been paid to the projects' success, which is the core of project management. It is not surprising that much research is being done in this area, as several factors contribute to the project's success. However, the moderating effect of top management support (TMS) on the relationship between transformational leadership (TL) and project success (PS) has not been investigated before. This study aims to examine whether the relationship between a project manager's transformational leadership and project success is moderated by top management support. This study uses a post-positivism philosophical objective to investigate the theoretical model. A cross-sectional time-lagged survey design was used to collect quantitative data. Data was collected using a structured questionnaire from 273 team members, project managers, and stakeholders working in Pakistan's public sector. The factor and hierarchical regression analysis were used for analysis. Our results showed that TL and TMS significantly impacted project success. Moreover, we found that TMS moderates the relationship between TL and PS. [ABSTRACT FROM AUTHOR]

Individuals may experience positive changes or gain growths after struggling with traumas or challenging circumstances such as the COVID-19 pandemic. This study aimed to assess potential levels of posttraumatic growth (PTG) of the general public during the COVID-19 pandemic and PTG's associations with perceptions of transformational leadership in local government and public trust. The data of a probability sample of 1011 community-dwelling adults (61.2% females; Mean age=41.2 years, SD=15.8) in Macao, China, were collected via a telephone poll survey. Multiple regression analyses were conducted and a bootstrapping approach was utilized to test the hypothesized moderating effects and mediating effects of trust in local government on the association between perceived transformational leadership and PTG, respectively. Results showed that about half of the respondents reported at least a medium level of PTG. Whereas perceived transformational leadership in the Macao local government was positively associated with four individual aspects of PTG (i.e., appreciation of life, new possibilities, personal strength, and relating to others) as well as the overall PTG, while controlling for the demographic variables, trust in the local government showed no moderating or mediating effects in these associations. Our findings suggest the value of governments' transformational leadership in promoting people's PTG in the face of public crises such as COVID-19. More transformational leadership behaviors, such as attending to citizens' personal needs and conveying an inspirational vision, in government are called for to bring about greater positive responses from individuals and ensure social vitality and resilience during this long-term public health battle. [ABSTRACT FROM AUTHOR]

Through the lens of social cognitive theory (SCT), we formulated hypotheses and tested the mediating role of psychological empowerment (PE) in linking transformational leadership (TL) to project success (PS). A structured questionnaire was used to gather responses from 356 team members, project managers, and stakeholders. Our findings demonstrated that PE and TL had a substantial influence on PS. Furthermore, we determined that PE partially mediates the relationship between TL and PS. This study sought to give insights into this relationship and identified PE as a precondition for TL effectiveness. These findings have implications for theorists and practitioners because they assert that the association between TL and PS may be explained by psychological empowerment as the underlying mechanism. By demonstrating how leaders inspire their followers to become leaders themselves, we elucidate how these findings add to the literature on leadership. We also go into further detail about the use of leadership training. [ABSTRACT FROM AUTHOR]

This study proposes that there is relationship between transformational leadership and employee's voice as well as relational identification as a mediation and proactive personality as a moderator. Structural Equation Modeling was used to analyze data gathered from employees at the Ministry of Law and Human Rights through questionnaires. The findings revealed that transformational leadership has a significant effect on employee's voice and relational identification; relational identification mediates the relation between transformational leadership and employee voice behavior, and proactive personality will weaken the transformational effect on employee's voice behavior. This study enriches empirical studies that employee's voice can represent the opinions and ideas of employees with the presence of relational identification, proactive personality, and transformational leadership in the organization. Furthermore, transformational leadership can build relational identification that is strengthened by a proactive personality so that employees are happy to convey their voices. [ABSTRACT FROM AUTHOR]

This article explores the nature of leadership in Brazilian complementary schools in the UK. Such schools are typically parent-driven, voluntary and financially vulnerable. Using data from a questionnaire survey (n =14; more than three-quarters of Brazilian complementary schools) and three in-depth case studies, leadership is examined in relation to five established approaches: directive, instructional, transformational, distributed and collaborative. The study found that the size of the school and the personality of the leader appeared to influence the type of leadership adopted. In terms of effectiveness, a combination of instructional leadership with an approach that motivated staff and volunteers (whether directive, collaborative or transformational, depending on the school's circumstances) seemed most appropriate to the context of complementary schools. The research illustrates the complexity of school leadership and the overlap between different models. Leadership flexibility was important in responding to the needs of staff, students and parents. The findings are transferable to mainstream schools with contexts similar to those of complementary schools, particularly small primary schools and free schools. [ABSTRACT FROM AUTHOR]

Decades of research have established transformational leadership as an encompassing leadership approach with broad applications across organizational contexts. Despite dozens of meta-analyses and many empirical studies demonstrating the direct performance effects of transformational leadership, ways in which transformational leaders shape follower personal development and well-being remain largely unexplored, particularly in extreme contexts such as military combat. Based on a sample of 130 combat veterans of multiple conflicts, we examined the impact of transformational leadership in combat on follower posttraumatic growth and follower self-efficacy after deployment, including the moderating effects of the duration and intensity of combat. Moderated regression modeling and analyses demonstrated that transformational leadership was associated with follower posttraumatic growth among lengthier combat deployments, as well as with follower self-efficacy independent of combat duration and intensity. Our findings suggest that transformational leaders frame extreme contexts as opportunities for growth, and further implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

This study explores the relationship between early career teachers’ sense of professional agency in the classroom, their perceptions of principals’ transformational leadership vision, and school size. The survey data were collected from 779 primary and junior secondary school teachers with a maximum of 5 years of teaching experience in China. The data were analyzed using structural equation modeling in the Mplus statistical package. The results show that teachers possess a relatively high sense of professional agency and report that their principals exhibit a rather high ability to sustain shared transformational vision. The results also suggest that teachers’ sense of professional agency is positively correlated with their perceptions of transformational vision. Moreover, the results revealed that teachers’ sense of professional agency in terms of collaborative learning and transformative practice is significantly higher in small schools than in large schools. The results indicate the importance of transformational vision to facilitate teachers’ professional agency. [ABSTRACT FROM AUTHOR]

Our primary objective in this study was to psychometrically evaluate the Transformational Parenting Questionnaire (TPQ) within the Turkish context. Secondarily, we aimed to determine whether the questionnaire demonstrated measurement invariance across children’s genders and grade levels. We included 950 participants, aged 11–18 years (446 girls, 498 boys, 6 unspecified gender identity; Mage = 14.73, SD = 1.85 years). Confirmatory factor analysis provided support for the original 4-factor structure of the TPQ, and there was satisfactory criterion-related correlational validity between this instrument and the Satisfaction with Life Scale. The TPQ exhibited robust internal item reliability coefficients, and respondent’s test-retest correlations over a 15-day interval suggested adequate item response consistency. Importantly, we confirmed measurement invariance of the scale across participants gender and educational grade levels. In summary, we found that the TPQ was a valid and reliable tool for assessing Turkish children’s perceptions of transformative parenting behaviors. [ABSTRACT FROM AUTHOR]

Despite the role pedagogical leadership plays in quality early childhood education and care services, limited research to date has explored the appointment and enactment of educational leaders in Australia. This qualitative study explored the role and influence of two educational leaders in a highquality rated service. Findings revealed that these educational leaders' exercising of distributed and transformational leadership enabled ongoing quality improvement. Appointing the 'right' person; a supportive, effective and cohesive team; the whole-of centre valuing of the educational leaders and their role; investment of resources; and professional autonomy, were identified as key enablers of quality education across the service. As the first study to investigate the educational leader role in an 'excellent'-rated service in Australia, this study highlights that the effectiveness of an EL is dependent on the person in the EL role and the context in which they are working. Implications for policy and service providers are discussed. [ABSTRACT FROM AUTHOR]

Despite the fact that innovative behaviour of teachers is important for the quality of teaching in our knowledge society, there is still little research into leadership and organizational factors that influence teachers' innovative behaviour. By combining self-concept leadership theory, social exchange theory and a hierarchical model of the distance of variables to human behaviour from an interactive perspective, we tried to unravel the relationships between school organization and teacher variables. Based on longitudinal data (2011, 2012, 2013) from a select sample of 597 teachers (being part of a research panel), a structural equation model (Mplus) was used for testing the relationship between transformational leadership, the school learning climate, the quality of teacher–leadership relationships (leader–member exchange), teachers' inquiry habit of mind and teachers' innovative behaviour. The findings show a very good fit for the model and contribute to confirmation of the combined used theories and concepts of leadership in education, leaderships' influence on the organizational learning climate, the crucial mediating role of leader–member exchange between organizational variables and teacher variables, and the mediating dispositional variable of teachers' inquiry habit of mind between leader–member exchange and innovative behaviour. This study adds to our insights into the complexity of innovation in school organizations. [ABSTRACT FROM AUTHOR]

Effectively implementing leadership is critical for organizational success. In consideration of this issue, this study investigated effective leadership in US- and Germany-based multinational companies (MNCs) operating in South Korea. Drawing on transformational leadership (TL) theory and leadership contingency theory, the study clarified the contextual dependency of TL effectiveness. A survey was administered to 258 employees of the target MNCs, during which the participants were asked to rate their supervisors' transformational leadership behaviors. The responses were empirically analyzed on the basis of the research framework. The findings showed that a leader's group-focused TL behaviors indirectly influenced organizational commitment and that this relationship was mediated by psychological empowerment in the US-based MNCs. Conversely, a leader's individual-focused TL behaviors demonstrated a pronounced effect on organizational commitment and that this association was also mediated by psychological empowerment in the Germany-based MNCs. The leadership behaviors that effectively empowered employees and increased their organizational commitment differed depending on the cultures prevalent in the organizations' countries of origin. Adopting the two-dimensional model of TL, this study confirmed the contextual dependency of TL behaviors and suggested the need to incorporate an organization's cultural context into predictions regarding the effects of certain leadership behaviors. [ABSTRACT FROM AUTHOR]

In this modern world with the growing trend of globalization, cultural and environmental changes, and the increased pace of technological advancements, new challenges have appeared in a tremendous manner. In the wake of these recent trends and complexities alongside the worldwide pandemic (COVID-19), organizations are working to provide a self-motivated and highly engaging environment for employees. The study intends to explore the relationship between Transformational Leadership (TFL) and Work Engagement (WE) with the mediating role of Structural Empowerment (SE) and Process Innovation (PI) during COVID-19. The quantitative research methodology was utilized and a simple random sampling technique was used for collection of data from 360 supervisors of banks in Pakistan using questionnaires. Hypotheses are tested with the help of Structural Equation Modeling (SEM) by using AMOS. By using SEM, confirmatory factor analysis revealed a statistically significant model. Outcomes showed a significant connection among TFL, WE, and PI. However, SE only significantly relates to TFL. Partial mediation through PI was discovered with the presence of a significant indirect path between TFL and WE. In contrast, the mediation of SE is not ascertained due to insignificant indirect effects. The digitally evolving banking industry in Pakistan requires engagement at workplace. The organization must be very much aware of the crucial job of leaders for WE as well as for PI just as the SE of employees. The findings of the study also highlight the importance of best HR practices that should work for creating intangible motivators for boosting WE level. [ABSTRACT FROM AUTHOR]

In the ever-changing 21st-century landscape characterised by emerging global and technical trends, the search for relevant leaders in school systems relies on the premises of building a conducive, adaptive and inclusive learning environment. Thus, this article aims to examine the mediating effect of transformational leadership attributes of school leaders on their cultural intelligence and the organisational health of secondary schools in Kuala Lumpur. Using a quantitative design, a survey questionnaire was administered to 476 school leaders in Kuala Lumpur. The results from the survey were analysed using PLS-SEM technique with SmartPLS software, which established the direct effects of cultural intelligence on transformational leadership and organisational health. In addition, transformational leadership was determined to have a direct effect on organisational health. The evaluation of the structural model revealed that transformational leadership has a mediating effect on cultural intelligence of school leaders and organisational health of secondary schools. Aside from advancing the theoretical understanding of school leadership, the results of this article present reflection points for current and aspiring school leaders, opportunities for inclusion of cultural understanding in school leadership programs, and provisions in policies in organisational development in multicultural schools. [ABSTRACT FROM AUTHOR]

This study aims to identify teachers’ cultural value profiles and to investigate how each profile moderates the empirical link between principal transformational leadership and teacher job satisfaction. Gathering data from a sample of 1062 teachers in 113 elementary and lower secondary schools in Türkiye, this cross-sectional study conducted latent profile analysis with moderation modelling to measure the structural links between study variables. Results showed that the sampled teachers were categorized under four profiles: decisive and participatory culture, flexible collaboration culture, rule-oriented culture, and respectful authority culture. The study also provided evidence of the significant moderator role of cultural values profiles on the association between transformational leadership and job satisfaction with the work environment and the profession. We provide implications for policy and practice. [ABSTRACT FROM AUTHOR]

Paternalistic Leadership (PL) style is suggested to be an emic manifestation of Transformational Leadership (TL) in cultural contexts characterized by high power distance and collectivism. The present study investigated the effects of TL and PL behaviors on employees’ multidimensional work motivation and organizational commitment and the mediating effects of satisfaction of psychological needs (needs for autonomy, competence, and relatedness) in these relationships. Data were collected from 423 white-collar employees and analyzed by Structural Equation Modeling. The findings revealed that TL was significantly related to employees’ autonomous and controlled work motivations as well as amotivation via its association with the satisfaction of employees’ needs for autonomy, competence, and relatedness. PL was associated with employees’ autonomous work motivations and amotivation via satisfaction of employees’ need for relatedness. Autonomous motivations were positively associated with affective commitment; whereas controlled motivations were positively related to normative commitment. Amotivation was negatively associated with all types of commitment. The findings are discussed in terms of theoretical and practical implications as well as suggestions for future research. [ABSTRACT FROM AUTHOR]

Aim: While integrated leadership has received significant scholarly attention in the past decade, most existing research in this vein has focused on its impact on student achievement and often dismissed how it might be related to instructional practices, which are at the center of many school reforms. In this research, we examined the relationship between integrated leadership and teacher professional learning and teacher practices in Turkey, where educational policy makers have recently introduced several school reform initiatives. More specifically, we aimed to examine the moderating function of transformational leadership in the relationship between instructional leadership and teacher practices, with an emphasis on the mediating role of teacher professional learning. Research Design: We conducted this study with a cross-sectional design and moderated mediation model. Data collected from 616 teachers working in a mix of primary and secondary schools in Turkey were analyzed using structural equation modeling and bootstrapping tests. Findings: We found evidence that transformational leadership acted as a moderator of the indirect effect of principal instructional leadership on teachers' instructional practices through teacher professional learning. Implications: This study adds to the accumulated body of knowledge on the effects of school leadership by concluding that the effect of instructional leadership on teacher learning and practice is contingent upon the extent to which principals enact transformational leadership. School principals who adopt a more comprehensive leadership approach that combines instructional leadership and transformational leadership practices can maximize their effects on student achievement through teacher learning, and better address the ever-growing demands of educational reforms. [ABSTRACT FROM AUTHOR]

The forms of leadership required to exclude children because they do not fit the school brand, to close down a school because of how the market is working, or to I academise i (see [34]) are not educational leadership that is actually educative. I Educative i leaders, leading and leadership are not officially recognised or enabled for or within public educational services in England. There is no independent peer-reviewed evidence for the current segregation of children either through home-schooling or for eugenics-informed access to school places based on biology, faith, class, race or intelligence (e.g. [10]). For example, parents have been told repeatedly that they would be failing in their duties if they did not strive to secure a "good school place" for "their" child, and yet a public education system requires parents to care and take action about and for all children and their access to "all school places as good". [Extracted from the article]

Purpose: Instructional leadership has been identified as a key responsibility of principals who achieve promising results for school improvement. This study investigated how the national context has influenced the adoption of instructional leadership as a defining role responsibility for Israeli principals. Research Methods: Participants in this qualitative study consisted of a diverse sample of 46 Israeli principals, broadly representative of the larger body of school principals in Israel. Data were collected through both interviews and focus groups. Data analysis proceeded in a four-stage process that involved condensing, coding, categorizing, and theorizing from the interview data. Findings: Findings identified three sociocultural norms that shaped principal adoption of instructional leadership in their role set: low power distance, clan culture, and incomplete identification of principals (and teachers) with their schools' academic missions. These contextual cohering forces led principals to resist new, formally defined policy expectations of their role as instructional leaders. Implications: This study's findings reinforce arguments that propose national context as an underserved theoretical lens for understanding differences in principals' practices across different societies. The findings suggest that despite increasing global acceptance of instructional leadership, its implementation in practice is inevitably shaped by the institutional policies and cultural values of different societies. Even when a "generic" model of instructional or transformational leadership is adopted by policy makers, there will be a process of mutual adaptation during implementation. [ABSTRACT FROM AUTHOR]

Gender equity and women's access to senior leadership and management positions in universities are a major challenge not only in South Africa but on the African continent, too. For women to take up senior leadership roles more potently, it is essential that they not only cope with and compete in patriarchal systems but more so, are equipped to change patriarchal hegemony and shift the management discourse and culture to a pluralistic leadership culture where transformational leadership becomes the norm and praxis. This paper examines a needs analysis for leadership and professional development competencies of women in senior leadership positions in South African higher education and presents the discussion on these findings, based on the data collected from 74 participants. The conclusion reveals the participants' enthusiasm for personal leadership development as well as their readiness for impacting their leadership contexts. These findings, in turn, shape the content development of the Women in Leadership programme, designed by Higher Education Leadership and Management under the auspices of Universities South Africa. [ABSTRACT FROM AUTHOR]

Based on a two-week daily diary study of 31 leader–follower dyads, this article demonstrates that within-person variation in the leader's level of state core self-evaluations is associated with within-person variation in the follower's level of state core self-evaluations. Moreover, we provide tentative evidence that this crossover effect might be mediated by transformational leadership behavior. Our study contributes to personality and leadership research by exploring within-leader, within-follower, and within-dyad personality processes. By showing that the personality states of leader and follower fluctuate in sync, we shed light on a new way in which leaders and followers connect. [ABSTRACT FROM AUTHOR]

To explore the impact mechanism of principals' transformational leadership on students' modernity, this study adopted the structural equation model to test the multiple mediating effects of school climate, teacher quality, and effective teaching on the relationship between principals' transformational leadership and students' modernity. Results showed that there was a positive correlation between principals' transformational leadership and students' modernity; school climate, teacher quality, and effective teaching fully mediated the relationship between principals' transformational leadership and students' modernity, totally accounting for 64.37% of all the indirect effects; the mediating effects of school climate, teacher quality, and effective teaching, respectively, accounted for 30.20%, 52.29%, and 17.51%. According to these results, principal should adopt the approach of transformational leadership, promote the constructing of a fair, inclusive and innovative school climate, emphasize the improvement of teachers' social, emotional, and innovative qualities, and encourage teachers to reflect their teaching and conduct rational practices to improve students' modernity. [ABSTRACT FROM AUTHOR]

In the context of sportsmen and sportswomen in social places, [17] show how high-profile professional athletes experiencing difficulties perpetuate their "athlete" persona. Therefore, the coach must consistently act "like a coach" in the eyes of their players as part of the sporting environment (the setting) in order to establish and maintain the appropriate and expected interaction ([19]). In the context of our paper, it was found that coaches and star athletes and players that are leaders exhibit different types of leadership behaviors ([13]). Halberstam's I Playing for Keeps: Michael Jordan and the world he made i ([9]) was written after Jordan's second retirement and was the first try to take full measure of Jordan's epic career and the larger forces that converged to make him the iconic figure he became. [Extracted from the article]

The present study is a developmental review that aims to conceptualise, using empirical data, the mediating paths connecting effective school leadership (i.e. transformational leadership and distributed leadership) to teachers' affective and normative organisational commitment. The review is based on empirical studies on teachers' organisational commitment published in peer-review journals during two decades. Data analysis resulted in an integrative conceptual model where two central paths – socio-affective factors and teachers' psychological capital – mediated the impact of effective school leadership on teachers' organisational commitment. This synthesised model, with its higher-level generalisability, extends the scope of previous research and may stimulate interest in new empirical explorations in effective school leadership research. [ABSTRACT FROM AUTHOR]

Analyzing mission statements from 1,420 community foundations, this research aims to determine whether community foundations portray themselves as primarily transactional or transformational in their leadership style. Results indicate that approximately half of the community foundations present themselves as transformational dominant although about a third demonstrate transactional dominance. The well-established leadership categories of transformational and transactional (a) give us a new way to explore community foundations' roles in their communities, (b) help us better understand the way community foundations perceive themselves and their leadership, and (c) provide a mechanism to assess how community foundations are presenting their missions to their communities. In addition, by examining organizations as the unit of analysis, this research answers long-standing calls in leadership studies to consider levels of analysis beyond the individual. [ABSTRACT FROM AUTHOR]

Health-care leaders work at the highest levels of organizations and face unique challenges in today's health-care systems. This article reports the lived experiences of an executive nurse to better understand their leadership journey and leadership shadow, exploring their professional development of health-care leadership while navigating change and conflict by interpreting critical turning points in their career and triangulating data to identify and analyze central themes. Offering a real-world perspective, the article uses personal reflection aligned to professional inquiry, workplace observations, document reviews, and personal accounts to focus on executive nursing and the construction of a social movement from within a large managed care organization. The purpose of this evaluation is to create deeper understandings of ways in which to improve patient and provider experiences, reduce system waste, and improve population health. The theme of transformational leadership emerged, and new insights were created to inform future thinking. [ABSTRACT FROM AUTHOR]

This research examines group-level perceptions of transformational leadership (TFL) as negative longitudinal predictors of witnessing person-related (e.g., insults/affronts) and work-related (e.g., negation/intentional work overload) acts of incivility at work. Witnessing workplace incivility was also postulated to negatively predict employee need satisfaction. Data were collected among production employees in different Canadian plants of a major manufacturing company (N = 344) who worked for 42 different managers (M group size = 9.76). Two waves of data collection occurred 1 year apart. Results from multilevel analyses showed that workgroups where managers were perceived to engage in more frequent TFL behaviors reported reduced levels of person- and work-related incivility 1 year later. However, group-level incivility did not predict change in group-level need satisfaction 1 year later. At the individual level, results showed that witnessing higher levels of person-related incivility than one's colleagues predicted reduced satisfaction of the need for relatedness 1 year later. These longitudinal findings build upon previous literature by identifying TFL as a potential managerial strategy to reduce incivility in workgroups over time. They also show that mere exposure to workplace misbehavior still affects employees' adjustment, suggesting that every effort to reduce deviance in workplaces is worthwhile. [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]

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]

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]