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Despite a much lower proportion than men, in both business and politics, a 2018 Pew Research Center survey shows that majorities in the U.S.A. say women leaders in comparison to men are more compassionate and empathetic in working out compromises and in standing up for their beliefs. Via the resource-based view tool, the researchers examine these specific capabilities (i.e., political proposals that benefit society, humanitarian causes, and political ideas) of U.S. women politicians and men politicians, while separately attempting to validate public perceptions of leadership. Using correlation analysis, the study tests the effect of each capability on leadership and people satisfaction. Data were collected from 80 U.S. politicians (40 women and 40 men) from State and Local Governments. The survey took place between 2 October and 5 December 2017. The results show that 'women politicians' ability to build humanitarian political proposals' has a statistically significant strong positive impact on 'leadership', while 'women politicians' ability to build political proposals to benefit society' has a statistically significant strong positive impact on 'people satisfaction'. Putting the gender equality argument aside, the study suggests that women, in any case, deserve much more than a 'one in four' political participation, even if only in the name of collective decision-making for the common good. Thus, it is important for more women voters to be actively involved and participate in politics and political decision-making in the context of democratic governments and elected politicians. Managerial implications and academic guidance are provided for future research. Keywords: Women in politics, Resource-based view, Political capabilities, Leadership, People satisfaction, Introduction In 2019, women make up 23.7% of U.S. Congress, 25% of the U.S. Senate, 28.6% of State Legislatures, and 21.8% of Local Governments. Globally, the United States ranks at [...]

The notion of 'quiet quitting' achieved Zeitgeist status earlier this year after American TikTokker Zaid Khan explained the term over soft piano music: 'You're not outright quitting your job, but [...]

The paper aims to provide an overview of research on the link between school leadership and teacher self-efficacy, with emphasis on transformational leadership. In the paper, we discuss the importance of self-efficacy for school outcomes, with reference to job satisfaction, stress, and student outcomes. The discussion of self-efficacy is followed by a discussion of transformational leadership as a leadership style that serves as the basis for organizational change and innovation. After a discussion of teacher self-efficacy and transformational leadership, we focus on the link between the two. There is a limited number of studies investigating the association between transformational leadership in education and teacher self-efficacy. However, some studies focus on leadership behaviors associated with the transformational style of leadership and investigate their link with self-efficacy. Our review includes the findings of these studies as well as of studies that focus specifically on the link between transformational school leadership practices and self-efficacy. Through our review of the literature, we make an attempt to provide an in-depth analysis of the possible effects of transformational leadership on teacher self-efficacy. The findings of the overview are used to draw conclusions and implications regarding educational policy as well as future research on the topic., Introduction Teacher self-efficacy has been linked to the effectiveness of teaching and education as a whole. Albert Bandura (1977) drew attention to the concept of self-efficacy and its importance in [...]

'Program directors and coordinators have tremendous responsibility for developing, overseeing, and improving residency or fellowship programs, implementing changes based on the current accreditation requirements, and preparing for accreditation site visits [...]

This study explored the mechanism underlying the effects of leadership styles on work engagement among knowledge workers. Data were collected among employees working in three IT enterprises in Henan, China. We adopted a two-wave cross-lagged design with a time gap of four months. The statistical methods included descriptive statistics, structural equation modeling (SEM), and bootstrap analysis. The results showed: (1) transformational and transactional leadership positively predicted knowledge workers' psychological capital and work engagement; in comparison to transactional leadership, transformational leadership had stronger effects on knowledge workers' psychological capital and work engagement; (2) knowledge workers' psychological capital positively predicted their work engagement; and (3) knowledge workers' psychological capital partially mediated the effects of leadership styles on their work engagement., Author(s): Yongzhan Li [sup.1] Author Affiliations: (Aff1) grid.449268.5, Teacher Education College, Pingdingshan University, , 467000, Pingdingshan, Henan Province, China Introduction While high-tech enterprises are important forces of innovation and greatly [...]

The Australian early childhood system is complex and constantly changing and poses challenges to centre director/managers. A major challenge is the difficulty in meeting the responsibilities of leading and managing both organisational and pedagogical goals within the legal and educational frameworks of the system. Preparing educators for a complex and changing role may also present challenges for both initial teacher education and postgraduate professional learning. Concern continues in the sector that such challenges lead to turnover in the role, affecting the quality of programmes provided for children. A national online questionnaire collected quantitative data from director/managers working in centre-based early childhood services in order to gain an understanding of the breadth and scope of the current challenges they experience. The findings from the research reported here suggest challenges are experienced in the organisational leadership domain with managing staff a particular concern. Keywords organisational leadership, management, early childhood, change management, Introduction The role of director/manager of an early childhood centre has evolved into one involving complex expectations and responsibilities (Waniganayake, 2014). The director/manager role has shifted from one of 'head [...]

The goal of this research is to explore the relationship between leadership practices and emotional competencies (EC) of school principals with a specific focus on anxiety, anger, and joy. A total of 473 teachers and professionals answered a questionnaire on how they perceive the leadership and the EC of their principal. Multiple linear regression analysis shows that a principal's capacity to cope with their emotions, and to be aware and to help others cope with their emotions, is linked to leadership. In particular, coping with anxiety and sharing positive emotions is the best predictor of leadership. However, anger has no relationship with leadership. Such results confirm the importance of coping with anxiety and sharing positive emotions for school principals' leadership. Keywords: emotional competencies, leadership, emotions, school principal Le but de cette recherche est d'explorer les liens qui existent entre le leadership et les competences emotionnelles (CE) des directions d'etablissement scolaire en regard de l'anxiete, la colere et la joie. Un total de 473 enseignants et professionnels a repondu a un questionnaire sur leur perception des pratiques de leadership et des CE de leur direction. Les analyses de regression lineaire multiple montrent que la capacite des directions a gerer leurs emotions, a prendre conscience des emotions des autres ainsi qu'a les aider a mieux les gerer est liee a leur leadership. Plus specifiquement, la gestion de l'anxiete est le meilleur predicteur de leadership, suivie de la joie. La colere n'a pas de lien significatif avec le leadership. De tels resultats confirment l'importance de la gestion de l'anxiete et du partage d'emotions positives pour le leadership des directions d'etablissement scolaire. Mots-cles; competences emotionnelles, leadership, emotions, directions d'ecole, Problematique et objectif general de la recherche Mise en contexte; leadership, gestion de soi et gestion d'autrui Etre << leader >> d'une ecole est extremement exigeant emotionnellement (Berkovich & Eyal, [...]

Narcissism is a personality disorder that can often be identified in professionals within the business environment. This paper will specifically focus on the accounting profession. Narcissism is prevalent in many successful leaders and is characterized as both destructive and constructive. The disorder is diagnosed when an individual possesses five of nine characteristics listed in the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (fourth edition, text revision version). The focus of this paper is to determine if there are significant differences in perception between males and females regarding how narcissistic leadership affects job satisfaction in the accounting profession. The paper will also analyze a very useful theory called leader-member exchange (LMX) which is a dyadic relationship between an employer/leader and employee/subordinate. LMX may play a mediating effect between narcissism and job satisfaction. The primary question in this study is: Do gender differences exist with regard to perception on how leader-member exchange (LMX) and narcissistic leadership affect employee job satisfaction in the accounting profession? This research used a quantitative design with a random sample of 152 accountants, nationwide. The data were analyzed using SmartPLS data software, and the method of analysis was a causal modeling technique called Partial Least Squares, Structural Equation Modeling (PLS-SEM)., INTRODUCTION Narcissism is a psychological disorder characterized by nine traits as identified by the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (fourth edition, text revision version). If [...]

Focalisant sur les formes de connaissances et de savoirs onkwehonwe (autochtone), et en particulier sur celles du peuple Haudenosaunee, cet article expose les forces d'un leadeurship et d'une éducation dirigés par les Onkwehonwe. Sous la direction de notre Conseil consultatif des jeunes, 22 jeunes personnes (11 Onkwehonwe et 11 non-Onkwehonwe) ont pris part à un séminaire de trois jours sur les Six Nations. Les ateliers étaient dirigés et conduits par les gardiens du savoir haudenosaunee qui ont couvert un éventail de sujets. Six mois après la fin des ateliers, 18 des 22 jeunes ont participé à des entretiens individuels de suivi. Des entrevues d'impact sur la communauté ont également été conduites avec 10 membres adultes de la communauté issus des Six Nations et de Brantford. Par les ateliers et entrevues, nous avons constaté que les apprentissages spécifiques apportés par les Nations ont contribué à informer les jeunes non Onkwehonwe à propos de l'histoire de la terre sur laquelle ils vivent, leur octroyant l'accès à des traditions et cérémonies dans lesquelles ils ont trouvé une résonance tant émotionnelle qu'intellectuelle. À travers une éducation expérientielle et le leadeurship haudenosaunee, tant les jeunes Onkwehonwe que les non Onkwehonwe ont appris à valoriser les savoirs traditionnels, bâtir des relations et de relever les défis de la décolonisation dans un mode de plus en plus incertain. Mots-clés : enseignement autochtone, décolonisation, éducation expérientielle, jeune, allié, réconciliation Focusing on Onkwehon:we (Indigenous) ways of knowing, and Haudenosaunee ways of knowing in particular, this article showcases the strengths of Onkwehon:we-led education and leadership. Under the leadership of our Youth Advisory Council, 22 young people (11 Onkwehon:we and 11 non-Onkwehon:we) took part in three days of workshops on Six Nations. The workshops were led and conducted by Haudenosaunee knowledge keepers who covered a range of topics. Six months after the completion of the workshops, 18 of the 22 youth participated in one-on-one follow-up interviews. We also conducted community impact interviews with 10 adult community members from Six Nations and Brantford. Through the workshops and interviews, we learned that Nation-specific learning helped to inform non-Onkwehon:we youth about the history of the lands on which they live, granting them access to traditions and ceremonies that resonated with them in both emotional and intellectual ways. Through experiential education and Haudenosaunee leadership, both Onkwehon:we and non-Onkwehon:we youth learned to value the original instructions, build relationships, and address the challenges of decolonization in an increasingly uncertain world. Keywords: Indigenous education, decolonization, experiential education, youth, allyship, reconciliation, Tsi ákta raotihén:ton wa 'tekheyatkà:neren', wa'káttoke' tsi tyo'knón:we otstenhrà:ke ratine'kòn:reks táhnon ratiráhstha'. Onkenà:kwen'tsi tsi'ksha'oyé:ra wahatihéhtkente', sok è:renya'kítye'. Tsi tóhka niwahsi:take ní:ioreyé:ke 'skwe, tontakatkahraté:ni' táhnon wa'katkáhtho' tsi Yethi'nisténha Onhwéntsya wahonnónnia'te otstenhrà:ke, [...]

Quelles sont les expériences des éducateurs homosexuels en début de carrière ? Nous avons suivi le parcours de quatre enseignants qui s'identifient LGBTQ à leur début dans leur carrière d'enseignant. En tant qu'enseignants en formation, ils ont pris l'initiative de jouer un rôle militant pour l'inclusion éducative des LGBTQ. Leurs histoires sont diverses : partant du sentiment d'avoir du pouvoir et d'être acceptés, à être troublés par le fait de s'afficher, à être les seuls à défendre l'inclusion éducative des LGBTQ, jusqu'à expérimenter une ambiance de travail et avec la direction scolaire oscillant de coopérative à hostile. Nous sommes encouragés par leur résilience et leur capacité d'action, mais aussi profondément préoccupés par certaines de leurs expériences négatives. Un travail systémique reste encore à accomplir, non seulement en ce qui concerne les jeunes LGBTQ, mais également pour les éducateurs LGBTQ dans les écoles. Mots-clés : inclusion éducative des LGBTQ, éducation à la justice sociale, enseignants homosexuels, enseignants débutants What are the experiences of beginning queer educators? We followed four LGBTQ-identified teachers as they began their teaching careers. As pre-service teachers, they took on leadership roles advocating for LGBTQ-inclusive education. Their stories were diverse: from feeling empowered and accepted, to being conflicted about coming out, to being the sole advocate for LGBTQ-inclusive education, to experiencing school leadership and climates that ranged from supportive to hostile. We are encouraged by their resilience and agency, yet deeply concerned by some of their negative experiences. Systemic work remains to be done not only for LGBTQ youth but also for LGBTQ educators in schools. Keywords: LGBTQ-inclusive education, social justice education, queer teachers, beginning teachers, Introduction What are the experiences of beginning queer educators in schools? (1) Building on a longitudinal study of pre-service teachers' abilities to create awareness and advocate for lesbian, gay, bisexual, [...]

This study reviews the literature on servant leadership and employs metaanalytic techniques to assess the relationship between the different conceptualizations of servant leadership and several organizationally relevant outcomes and specifies important moderating effects. Consistent with prior research, the results indicate that servant leadership is positively associated with outcomes such as job performance, organizational citizenship behavior, job satisfaction, organizational commitment, and follower trust. In addition, it was found that the magnitude of the effect of servant leadership on these outcomes was often moderated significantly by substantive and methodological variables such as type of organization, level of analysis, gender of the sample, culture, publication status, and various study design characteristics. Implications of the findings and suggestions for future research are discussed., Servant Leadership, a leadership style introduced more than forty years ago, has recently gained popularity as corporations seek to manage the twin goals of maintaining their global competitiveness while simultaneously [...]

CEOs with higher network centrality have an informational advantage relative to less central executives. This advantage may be utilized for the good of the firm if used to implement value-creating strategies. However, informational advantage may also be used for rent extraction at the expense of shareholders and/or afford greater executive entrenchment, mitigating effective monitoring. Overall, CEO centrality is found to be associated with lower firm performance. Executive chairman centrality, however, is found to mitigate the deleterious effect of CEO centrality on firm performance. These findings suggest that board chair centrality may serve as a positive governance mechanism when chairman and shareholder interests are aligned; chair centrality reduces information asymmetries between stakeholders and helps foster collaborative leadership., A fundamental tenet of agency theory is that information asymmetry grants advantages to agents (Fama, 1980). When used for good, superior information enables agents to benefit a variety of stakeholders. [...]

Job engagement is positively related to many beneficial workplace outcomes. Of the antecedents to employee engagement, distributive and procedural justice have garnered a great deal of attention. In seeking to explain the mechanisms through which organizational justice can impact employee job engagement, two theoretical approaches have largely been used--social exchange and social identity theories. While useful in extending the understanding of the relationship between organizational justice and job engagement, each approach has been advanced independently which has led to questions whether they uniquely mediate the focal relationship. To address this issue, the current research examines the ordering of a dual-mediated process through which just treatment, helps to form the social exchange mechanisms assisting in the development of organizationally-related social identities known to influence employee job engagement. Using perceived organizational support and organizational identification as indicators of social exchange and identity respectively, these relationships are replicated across two samples and suggest that they exert indirect effects sequentially on the relationships of distributive and procedural justice with job engagement., Effective leadership involves motivating employees to contribute to firm goals (Yukl, 2013). Organizational leaders motivate employees to contribute to firm goals by creating environments that engage their employees organization-wide (Gallup [...]

Sustaining a reputation and delivering on a range of financial and community objectives remain an important goal for all organisations. Managers have the responsibility for making considered and informed decisions that contribute to realising organisational goals. In this context this paper positions meditation as a practice that has the potential to support managers and organisations in meeting their objectives. This paper presents a conceptual model that develops seven propositions highlighting the role of meditation in relation to positive leadership and task performance. It uses meditation as a moderator and flow as a mediator while positive leadership is the independent variable and task performance is the dependent variable. The paper suggests that the conceptualisation developed will be able to throw light upon interrelationships between the four constructs. From the model the article suggests future areas for research to examine and evaluate the effectiveness of meditation in supporting organisational development. Literature Review: The discussion builds on positive psychology and leadership literature, narrowing down to interrelationships between positive leadership, flow, task performance, mindfulness and meditation ultimately identifying four key constructs - positive leadership, flow, task performance and meditation. The literature is drawn from Arch and Craske (2006), Baccarani, Mascherpa and Minozzo (2013), Csikszentmihalyi (2002), Cullen (2011), Demerouti (2006), Elo et al. (2014), Fredrickson and Losada (2005), Fry and Slocum (2008), Kabat-Zinn (2013), Lewis (2011), Luthans and Avolio (2009), Martin (2005), Porkess (2012), Sethi (2009), Seligman and Csikszentmihalyi (2000), Smith, Koppes Bryan and Vodanovich (2012), Van Gordon et al. (2014), and Zbierowski and Gora (2014). The review justifies the need for further studies on these inter-relationships through five rationales. However, the review lacks critical analysis and the model is yet to be tested. JEL Classifications: M14, M53, O15, O35 Keywords: Positive leadership, meditation, flow, task performance, INTRODUCTION Proliferation of unhealthy work environments are causing organizations to delve into leadership and mindfulness studies. (1) This is in realisation that leadership weaves the fabric of an organization. The [...]

The Zimbabwe Defence Forces' November 2017 removal of Robert Mugabe was the first successful military coup in Africa in over three years. Increasingly rare in contemporary politics, Mugabe's removal at the barrel of the gun was a common fate for the original generation of political leadership in the region. We contextualize Mugabe's removal by reviewing the fates of Sub-Saharan Africa's original post-colonial leadership, of which a majority was directly removed in military coups. The fall of Mugabe can be seen as the final chapter on coups against the original generation of leadership, but is unique in regard to the fate of the ousted leader. Of all prior first generation leaders removed via a coup, each was imprisoned, exiled, or killed in association with the coup., Introduction Lumumba. Olympio. Nkrumah. Cabral. Mugabe. Following a week of attempting to coerce a resignation from their president, on 21 November 2017 the Zimbabwe Defence Forces (ZDF) finally secured it, [...]

For many people, the start of the fall and the start of the academic year, whether for K-12 schools or universities, constitutes a new beginning marked by excitement and hope [...]