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This study entails an exploratory investigation of transformative leadership in the context of waqf institutions. In analysing the transformational leadership style, the study interviewed the heads of the State Islamic Religious Councils in charge of waqf institutions in Malaysia. The best practices in the two waqf institutions were found to fall under four areas related to transformational leadership: idealised influence, inspirational motivation, intellectual stimulation, and individualised consideration. The four categories were generated from three sub-categories, bringing the overall total to 12 sub-categories. The findings demonstrate the applicability of transformational leadership in waqf institutions, where it fosters employee inspiration, contentment, and creativity. In addition, this study adds to the body of knowledge as there are not many previous investigations on transformational leadership in the setting of waqf institutions. Waqf sector leaders can use this study's practical application to comprehend, apply, practice and evaluate transformational leadership in accomplishing the objectives of their respective waqf institutions. [ABSTRACT FROM AUTHOR]

An effective leader follows a style that helps maintain good relations with his staff. A school leader should use a style best suited to his teachers' behavior. This research investigates the association between four leadership styles (instructional, democratic, transformational, and laissez-faire) and teachers' behavior in Malaysia. This study applied a quantitative research method using a survey technique by administering questionnaires. Both descriptive and inferential statistics were used to analyze the data. Multiple regression and ANOVA were used to study the strength of the relationship between variables. The research found average care of the principals towards teachers' emotional behavior. Democratic leadership style showed significant relationships that explain 28.5% of the variation in the emotional behavior of the teachers. Leaders with a democratic leadership style were more aware of and responded positively to teachers' psychometric behavior. School principals with transformational leadership styles responded positively to teachers' pro-social behavior, although the relationship was weak. These results indicate that a democratic leadership style addresses the issues of teachers' emotional behavior, while instructional leadership, which is the most perceived leadership style, does not. The result of this study can guide Malaysian school principals in choosing the appropriate leadership style best suited to teachers' behavior. [ABSTRACT FROM AUTHOR]

The competitive nature of work now requires employees to provide excellent service and practice organizational citizenship behavior. Therefore, the objectives of this study are to examine the relationship between transformational leadership, organizational commitment and organizational citizenship behavior; test the influence of transformational leadership towards orgnizational commitment; test the influence of transformational leadership towards organizational citizenship behavior, test the influence of organizational commitment towards organizational citizenship behavior; and examine the role of organizational commitment as mediator in the relationship between transformational leadership and organizational citizenship behavior. The study employs a survey design by distributing questionnaires to respondents. A total of 143 respondents from Ministry of Finance Malaysia were selected using random sampling. Multifactor Leadership Questionnaire was used to measure transformational leadership practices, Affective, Normative, and Continuance Commitment Scale was used to measure organizational commitment and Organizational Citizenship Behavior Scale was used to measure organizational citizenship behavior. The data collected were analyzed using Pearson correlation and linear regression. The results showed that there were significant relationships between transformational leadership, organizational commitment and organizational citizenship behavior. Transformational leadership predicted significantly towards organizational commitment and organizational citizenship behavior. Results also showed that organizational commitment mediated the relationship between transformational leadership and organizational citizenship behavior. The findings of this study emphasized the importance of transformational leadership among leaders and organizational commitment in order to increase organizational citizenship behavior among employees. When this is achieved, individuals can give the best contribution towards the organization which consequently ensures organizational effectiveness. [ABSTRACT FROM AUTHOR]

With a leader being able to possess different types of leadership styles, there is a lack of literature investigating which leadership style best facilitates supervisory coaching behavior. The current study aimed to investigate which leadership style would exhibit supervisory coaching behavior, and if supervisory coaching behavior would mediate the relationship between leadership styles and job performance. The study compared the effects of three leadership styles—transformational, transactional, and empowering leadership—on supervisory coaching behavior, which has been reported to influence job performance. A multilevel approach was adopted in this study using 500 employees from 65 organizations within Malaysia. The study found that only empowering and transactional leadership styles exhibited supervisory coaching behavior, which in turn mediated their relationships with job performance. Overall, the findings suggest the importance of leadership styles that prioritize employee development, as these would lead to improved job performance in employees. [ABSTRACT FROM AUTHOR]

The study aims to examine the effect of the emotional intelligence sub-scales; namely relationship management, self management, self awareness and social awareness on transformational leadership behavior among educator leaders in primary school. In this study, two sets of questionnaires were used i.e. the Multifactor Leadership Questionnaire (MLQ5x) by Bass & Avolio (2000) to assess leadership behavior, while Emotional Competence Inventory (ECI) by Boyatzis (2001 )was used to assess emotional intelligence. The findings showed that a majority of respondents experienced high levels of overall emotional intelligence 78.8%. The results also indicated that overall sub-scales of emotional intelligence factors explain 54.9 % of the variance (R Square) in transformational leadership which is significant (Beta = .174, t = 2.268, k < 0.05). As for each sub-scale of emotional intelligence (relationship management, self management and social awareness), results of multiple-regression analysis showed that three predictor variables for each criterion were found: revealing how relationship management contributes a significant predictor in explaining 51.6% of the variance(R Square); (Beta = .388, t = 4.738, k < 0.05); self management explains 54.1% of the variance (Beta = .225, t = 3.285, k < 0.05), and social awareness explains 54.9% (Beta = .174, t = 2.268, k < 0.05) in producing transformational leadership behavior. This article concludes therefore that the assessment of psychological constructs in school settings, such as training programs and EI Modules, could possibly assist in enhancing leadership behavior and providing benefits to society, especially in educational contexts. [ABSTRACT FROM AUTHOR]