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This article examines the way students attending middle and high schools in Israel evaluate leadership education in their schools and the extent to which it contributes to their leader self-efficacy. Based on 376 questionnaires completed by teenage girls (n = 243) and boys (n = 133) who attend middle and high school in the public education system in Israel, it focuses on their perceptions regarding their school as their main leadership development establishment. Using a Likert scale to measure attitudes and perceptions of youth leadership, the questionnaire was used to investigate the following topics: the school's efforts to impart leadership and encourage leadership and leadership ability, their self-perceptions of leadership ability, and the impact of the school staff on their leadership development. Students expressed discontent with the school's ability to impart and motivate leadership, and family members and youth organizations are perceived as more influential. Students in middle schools participate more in leadership programs but evaluate the school's contribution to leadership development less favorably than high school students. Although girls and boys are participating in leadership programs at a similar rate, girls' leader self-efficacy is relatively low. Implementing leadership education has some deficiencies that require policymakers to make necessary adjustments regarding age and gender. [ABSTRACT FROM AUTHOR]

Leadership for learning has emerged as a holistic leadership behaviour that combines aspects of instructional leadership, transformational leadership and shared leadership. Little is known about how this type of leadership develops and what antecedents are important. Following the rationales of Social Cognitive (Career) Theory and applying Chan and Drasgow's leader development model, we examine how leadership mastery experience and leader self-efficacy affect leadership for learning in Nigerian schools. We divide leaders’ self-efficacy into the belief that they have the necessary skills and abilities to be successful as leaders (leader self-regulatory self-efficacy) and the belief that the actions they take as leaders will have the desired effect (leader action self-efficacy). Using structural equation modelling, our results show that both leadership mastery experience and leader self-efficacy are relevant antecedents of leadership for learning, with self-efficacy mediating the effects of experience on leadership. Our results suggest efficiency–performance spirals and illustrate how important it is for the enactment of leadership for learning to believe in one's ability to competently perform various critical leadership actions. [ABSTRACT FROM AUTHOR]

This article examines the way students attending middle and high schools in Israel evaluate leadership education in their schools and the extent to which it contributes to their leader self-efficacy. Based on 376 questionnaires completed by teenage girls (n = 243) and boys (n = 133) who attend middle and high school in the public education system in Israel, it focuses on their perceptions regarding their school as their main leadership development establishment. Using a Likert scale to measure attitudes and perceptions of youth leadership, the questionnaire was used to investigate the following topics: the school’s efforts to impart leadership and encourage leadership and leadership ability, their self-perceptions of leadership ability, and the impact of the school staff on their leadership development. Students expressed discontent with the school’s ability to impart and motivate leadership, and family members and youth organizations are perceived as more influential. Students in middle schools participate more in leadership programs but evaluate the school’s contribution to leadership development less favorably than high school students. Although girls and boys are participating in leadership programs at a similar rate, girls’ leader self-efficacy is relatively low. Implementing leadership education has some deficiencies that require policymakers to make necessary adjustments regarding age and gender.

Summary: Integrating two social cognition‐based theories: social cognitive theory and implicit leadership theory, we propose that leader prototypicality perceptions are important boundary conditions for the effects of leader–leader exchange (LLX) on team performance through the mediating roles of team leaders' and team members' efficacy beliefs. Using time‐lagged, three‐source data from 231 retail store teams, we found that perceived superior prototypicality enhanced the relationship between LLX and team leader self‐efficacy and that perceived team leader prototypicality strengthened the relationship between LLX and team collective efficacy. Moreover, LLX was indirectly and positively related to team performance through the mediating role of team collective efficacy only when team members' perceptions of team leader group prototypicality were high. Our findings provide a deeper understanding of the role of LLX on team‐ and leader‐level outcomes and they further illuminate the key team processes that bridge the links and important contingencies for the team effects of LLX. [ABSTRACT FROM AUTHOR]

It is important to understand the processes behind how and why individuals emerge as leaders, so that the best and most capable individuals may occupy leadership positions. So far, most literature in this area has focused on individual characteristics, such as personality or cognitive ability. While interactions between individuals and context do get research attention, we still lack a comprehensive understanding of how the social context at work may help individuals to emerge as leaders. Such knowledge could make an important contribution toward getting the most capable, rather than the most dominant or narcissistic individuals, into leadership positions. In the present work, we contribute toward closing this gap by testing a mediation chain linking a leader's leader self-awareness to a follower's leadership emergence with two time-lagged studies (nstudy1 = 449, nstudy2 = 355). We found that the leader's leader self-awareness was positively related to (a) the follower's leadership emergence and (b) the follower's nomination for promotion and that both relationships were serially mediated by the follower's self-leadership and the follower's leader self-efficacy. We critically discuss our findings and provide ideas for future research.

It is important to understand the processes behind how and why individuals emerge as leaders, so that the best and most capable individuals may occupy leadership positions. So far, most literature in this area has focused on individual characteristics, such as personality or cognitive ability. While interactions between individuals and context do get research attention, we still lack a comprehensive understanding of how the social context at work may help individuals to emerge as leaders. Such knowledge could make an important contribution toward getting the most capable, rather than the most dominant or narcissistic individuals, into leadership positions. In the present work, we contribute toward closing this gap by testing a mediation chain linking a leader's leader self-awareness to a follower's leadership emergence with two time-lagged studies (n study1 = 449, n study2 = 355). We found that the leader's leader self-awareness was positively related to (a) the follower's leadership emergence and (b) the follower's nomination for promotion and that both relationships were serially mediated by the follower's self-leadership and the follower's leader self-efficacy. We critically discuss our findings and provide ideas for future research. [ABSTRACT FROM AUTHOR]

Correctional leadership is virtually an unexamined category, lacking literature regarding what is necessary to be a successful correctional executive. This quantitative study involved examining a leadership model of the relationship between emotional intelligence and leader self-efficacy perceptions among correctional executives and senior-level leaders. A convenience sampling of 112 correctional leaders from across the US participated in the study. Participants were asked to complete the WLEIS (Wong & Law Emotional Intelligence Scale) and the Leader Efficacy Questionnaire (LEQ). A correlation and Multivariate Analysis of Variance Analyses (MANOVA) were subsequently conducted. The study findings yielded a statistically significant difference among leaders' perceptions of their utilization of emotional intelligence and leader self-efficacy in the work environment. The study findings further suggest that gender is predictive across the instrumentation models for this study, with women exhibiting higher levels of emotional intelligence, self-emotional appraisal, use of emotion, leader self-efficacy, and leader self-regulation efficacy. [ABSTRACT FROM AUTHOR]

Keywords: information processing theory; leadership emergence; leader self-awareness; leader self-efficacy; self-leadership; social cognitive theory EN information processing theory leadership emergence leader self-awareness leader self-efficacy self-leadership social cognitive theory 1 1 1 08/26/21 20210823 NES 210823 In the original article, there was an error. Information processing theory, leadership emergence, leader self-awareness, leader self-efficacy, self-leadership, social cognitive theory. [Extracted from the article]

To address the question of why empowering leadership occurs and matters, this study develops an integrated model including both antecedents and consequences of empowering leadership in hospitality organizations. Drawing on data from 558 employees and 86 department managers in 24 Chinese hotels, results of hierarchical linear modeling support person–situation interactionist theory by suggesting that top-level empowering leadership and middle-level leaders' self-efficacy have main and interaction effects on middle-level empowering leadership. Main and mediation effect results support service profit chain theory and motivational and exchange-based models by demonstrating that middle-level empowering leadership has positive effects on employees' service-oriented behaviors directly and indirectly, and employees' psychological ownership mediates these indirect effects. This study is among the first to explore antecedents of empowering leadership from both personal and contextual perspectives, and mediation by psychological ownership in the relationship between empowering leadership and employee service-oriented behaviors. • Top-level empowering leadership encourages middle-level empowering leadership. • Middle-level leader self-efficacy encourages middle-level empowering leadership. • Top-level empowering leadership moderates the effect of middle-level leader self-efficacy. • Middle-level empowering leadership affects employee service-oriented behaviors. • Employee psychological ownership mediates the effect of middle-level empowering leadership. [ABSTRACT FROM AUTHOR]