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Copyright of Public Money & Management is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While several studies have highlighted the importance of leadership in fostering an environment where employees feel comfortable speaking up, "Relational Leadership" (RL) has received little attention when it comes to workers' promotive voice behavior (PVB). The PVB is extra-role behavior and refers to the expressing of change-oriented ideas, opinions, and suggestions to advocate the improvement at workplace. The study of such variables & relationships is much needed in today's recession era. Grounded on the Casual Attribution Theory, the said study aims to investigate the relationship between RL & employees' PVB, directly as well as indirectly through psychological empowerment (PE). The study classifies RL as inclusive, empowering, caring, visionary, and ethical whereas PVB is classified as supportive and constructive voice behavior. The data were gathered from two different sources i.e., workers and supervisors, and analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM) through Mplus 7. It is revealed that RL positively influences employees' PVB. Additionally, PE of the employees mediates the relationship between RL and PVB. These results have important implications for the field of leadership and psychology. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Japan Society for Management Information / Keiei Joho Gakkaishi is the property of Japan Society for Management Information and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Project scholars are increasingly turning their attention to the role of projects in tackling environmental and societal wicked problems. This essay contributes to attempts to understand the navigation of the dynamic processes of project value construction in the face of these wicked problems by advancing the socialised perspective of leadership. Drawing on Follett, it offers four key enhancements: 1) an emphasis on interweaving diverse and potentially contradictory values, 2) the recognition that values should dynamically evolve in relation to both emerging events and active confrontations of conflicting values that are made possible by flexible forms of contacting, 3) an openness to learning about alternative ways of relating to nature in shaping values, and 4) opening the collective practice of leadership to broad participation.

The purpose of this study was to understand what personal, environmental, and experiential aspects of undergraduate sorority engagement promote relational leadership development. A robust literature review and theories of relational leadership developed for application within the collegiate context provided the foundation for this inquiry. Through use of multilevel modeling, we analyzed a sample of 8,435 undergraduate National Panhellenic Conference sorority women from 172 institutions located within the United States. Results demonstrated the substantial importance of supportive sisterhood at both the individual and group level and showcased how variations in perceptions of sisterhood (e.g., accountability), student involvement (e.g., additional activities), and background characteristics (e.g., SES) affected undergraduate sorority members' relational leadership development. We close by discussing our findings and offering implications for future practice and research. [ABSTRACT FROM AUTHOR]

Copyright of Gharee for Economics & Administration Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gharee for Economics & Administration Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores the relationship between management and leadership development and leadership practice. Critical studies of management and leadership development programmes have mainly focused on such programmes as spaces for identity work and/or identity regulation. This article extends the literature by investigating the notion of organisation, the organisational view, in a large management and leadership development programme and how it works as a source of authority for the participating managers. Our inquiry is based on ethnographic studies of both an in-house management and leadership development programme in a large Danish public organisation and of the managerial practice of six participating managers. Drawing on a communicative constitution of organisations perspective, we analyse how the management and leadership development programme (re)produces a unitarist organisational text, an organisational view that assumes the members of the organisation have the same goals and perspectives. We further analyse how this organisational text shapes the authority relationships that managers engage in in their leadership practice. The article demonstrates how the unitarist organisational text fails in authorising participating managers as it clashes with the plurality of perspectives and interests in the organisation and is not recognised as a source of authority by employees and collaborators. [ABSTRACT FROM AUTHOR]

The capricious state of Australian educational leadership is evidenced in the publication, "The Australian Principal Occupational Health, Safety, and Wellbeing Survey 2022 Data", which highlights unsustainable adverse health outcomes for an increasing number of school leaders. According to this report, the accumulation of stress caused by the sheer quantity of work, the lack of time to focus on teaching and learning, a lack of sufficient teachers, and having to care for an increasing number of staff and students with mental health issues were the main causes of professional disillusionment and burnout among Australian school leaders. Moreover, the level of destabilisation and chaos that this situation could cause, should it continue to rise, is compounded by current research highlighting an ever-decreasing number of applicants for school leadership positions. To assign blame for this serious predicament on the excessive school leadership demands during COVID-19 is to ignore the abundant pre-existing evidence already pointing to this eventuality. However, the way in which Australian school leaders were able to constructively lead during the intensely demanding COVID-19 period does provide additional compelling support for the adoption of a far more relational foundation for leadership theory and practice. Hence, in response to this understanding, this article first presents during-COVID-19 and pre-COVID-19 Australian school leadership research literature to not only describe the evolving concerning issues but also to present the demand for a more relational approach to leadership. Then, the article proceeds to justify and illustrate a new relational approach to the practice of school leadership informed by our theory of organizational ecology. It is proposed that this new way of leading relationally will enable Australian school leaders to ultimately overcome the myriad of complex and stressful crises that now confront them. [ABSTRACT FROM AUTHOR]

Managing grand challenges demands a relational leader who encourages collaboration, coordination, and trust with various stakeholders. Although leaders appear to play a critical role in addressing grand challenges, relatively little research exists about the factors that inform stakeholder perceptions of leaders during a grand challenge. To address this limitation, we integrate implicit leadership theory and gender role theory to consider stakeholders' gender prescriptive expectations when evaluating leader effectiveness during the COVID-19 pandemic. We theorize that stakeholders advantage female leaders based on mental schemas of what is required in a pandemic—relational leadership—and stakeholders' prescriptive expectations of female leaders as more relational. Using a laboratory experiment, we find that female leaders are perceived as more relational, and hence, more effective than their male counterparts. Our findings advance scholars' and practitioners' understanding of strategic leadership, stakeholder management, and grand challenges. [ABSTRACT FROM AUTHOR]

Administrators are viewed as the leaders in higher education. However, accepting exceptional educators as relational leaders is vital as changes in higher education demand institutions provide value and quality to their stakeholders. Exceptional educators at our land-grant Midwestern university are nominated and awarded the title of Morrill Professors in recognition of the Morrill Act. In this qualitative study using a narrative inquiry approach, we interviewed twelve Morrill Professors to find common teaching practices among these outstanding educators. Upon review of the transcripts, we realized that although they all practiced student-success teaching strategies, the emphasis on developing relationships with their students was paramount. Applying the framework of relational leadership to the interview transcripts, we identify ways in which the Morrill Professors exemplified the five elements of the model. The Morrill Professors interviewed were purposeful and empowering while engaging students in learning. They were inclusive and ethical in their approach to fulfilling the teaching component of the land-grant mission. Finally, they were processoriented, encouraging iterative learning that builds on the needs of the discipline. The results of this study can be used to emphasize building excellence in teaching through the relational leadership model rather than focusing solely on specific teaching strategies. University leadership can further elevate successful teachers as leaders within their institutions. [ABSTRACT FROM AUTHOR]

Objective: this study analyzes the theory of digital leadership, comparing it with other related theories in the field. This work results from 15 years of reflections by a group of researchers who have been studying leadership in Brazil. The question that guided this study was: Are new leadership attributes necessary, or will individuals capable of leading in the 4.0 Revolution combine existing attributes found in the literature? Methods: this is a theoretical study that provides a critical and comparative review of some theories in the field of leadership. Results: digital leadership reinforces several attributes highlighted in previous theories, whether in behavioral approach, by emphasizing the leader’s importance in creating conditions for people’s development; in relational theory, by establishing trust relationships with people, creating multilateral relational networks; in transformational theory, by articulating a collective vision legitimized by followers; or in situational theory, by being able to adapt to rapidly changing contexts. Therefore, the theory of digital leadership does not add anything really new. Conclusions: ‘digital leadership’ is a combination of behavioral, transformational, relational, and situational attributes with the addition of contextual variables from the 4.0 Revolution.

Positional leaders, such as administrators, are often thought of as the “leaders” in higher education. However, accepting exceptional educators as relational leaders is vital as changes in higher education demand institutions provide value and quality to their stakeholders. Morrill Professors, an example of exceptional educators at our land-grant Midwestern university, model the elements of relational leadership. They are purposeful and empowering while engaging students in the learning process. They are inclusive and ethical in their approach so as to live up to the land grant mission to serve the people of the state. Finally, they are process-oriented, encouraging iterative learning so they can build on their strengths and take ownership of their thinking and contributions to community. While each Morrill Professor accomplished this distinction by perfecting a different aspect/niche in the classroom, their success in developing relationships with their students was paramount throughout this process. The Morrill Professors reflected the knowing-being-doing triad in that knowledge of their students, their discipline, the land-grant mission, their values of the importance of teaching, and their actions to create excellent learning environments contributed to their (and their students’) successes.

This study sought to examine the challenges experienced by Economics and Management Sciences (EMS) teachers during Continuous Professional Teacher Development (CPTD) in the Thabo-Mofutsanyane Education District, South Africa. This study adopted a relational leadership theoretical framework, which supports the need for school leadership to prioritize relationships when implementing CPTD. This study used a qualitative research approach, which is more interested in analyzing data with the aim of finding the truth than a statistical narrative. Within this study, a case study methodology involving six participants was selected through purposive sampling and snowballing from one school in the Thabo-Mafutsanyane district. The collected data through semi-structured interviews with those six participants was subjected to thematic analysis. This study is important as it shows that healthy school relations are gravely significant for the success of CPTD and that there is a dire need for subject advisors to harmoniously work together with teachers to ensure CPTD programs are effectively implemented.

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article introduces a new perspective on Christian leadership. The theoretical framework critically integrates and transforms Gary Yukl’s theory of four meta-categories of leadership. It is argued that spiritual leadership should be defined as a distinct meta-category. Spiritual leadership includes self-transcendent practical wisdom (phronesis), occurring Coram Deo. This serves as the integrating center of the model. Furthermore, change-oriented leadership is reconceptualized as visionary leadership grounded in the Christian story. Yukl’s basic description of relational behavior is expanded through the lens of Christian virtue ethics. Effective leadership is understood as stewardship, requiring a balance between internal moral goods and external instrumental goods. The church’s external relations are defined in terms of missional or evangelistic hospitality. Consequently, Christian leadership comprises five key dimensions: spiritual, effective, relational, visionary leadership, and external relations, summarized in the acronym S-E-R-V-E.

Although a considerable amount of literature shows how entrepreneurs develop and utilize social capital to create and grow their ventures, there is scant learning on how nascent entrepreneurs with few ties actually create and utilize social capital to help turn their early ideas into ventures. This paper reveals the role of relational leadership in social capital development and shows how it enhances persistence among very early-stage nascent entrepreneurs, even when they have no employees or partners to lead. Learning from our 18-month in-depth case studies of early-stage nascent entrepreneurs in one European country is used to propose a theory of social capital development in nascent entrepreneurship. Implications for future research and for nascent entrepreneurial practice are discussed. © 2022 The Author(s). Published with license by Taylor & Francis Group, LLC. [ABSTRACT FROM AUTHOR]

The capricious state of Australian educational leadership is evidenced in the publication, “The Australian Principal Occupational Health, Safety, and Wellbeing Survey 2022 Data”, which highlights unsustainable adverse health outcomes for an increasing number of school leaders. According to this report, the accumulation of stress caused by the sheer quantity of work, the lack of time to focus on teaching and learning, a lack of sufficient teachers, and having to care for an increasing number of staff and students with mental health issues were the main causes of professional disillusionment and burnout among Australian school leaders. Moreover, the level of destabilisation and chaos that this situation could cause, should it continue to rise, is compounded by current research highlighting an ever-decreasing number of applicants for school leadership positions. To assign blame for this serious predicament on the excessive school leadership demands during COVID-19 is to ignore the abundant pre-existing evidence already pointing to this eventuality. However, the way in which Australian school leaders were able to constructively lead during the intensely demanding COVID-19 period does provide additional compelling support for the adoption of a far more relational foundation for leadership theory and practice. Hence, in response to this understanding, this article first presents during-COVID-19 and pre-COVID-19 Australian school leadership research literature to not only describe the evolving concerning issues but also to present the demand for a more relational approach to leadership. Then, the article proceeds to justify and illustrate a new relational approach to the practice of school leadership informed by our theory of organizational ecology. It is proposed that this new way of leading relationally will enable Australian school leaders to ultimately overcome the myriad of complex and stressful crises that now confront them.

Purpose: The purpose of this study is to investigate the effect of a pharmaceutical sales representative's experience with new product launches influences a preference for leadership style, a need for independence, and organizational satisfaction. New product launches are standard throughout the pharmaceutical industry, often creating stressful and tense work environments for employees. Lofty corporate goals, pressure, and expectations have led managers to lead through an authoritarian leadership approach, which may negatively impact employee performance, motivation, confidence, and organizational commitment. Relational and authentic leadership styles will be considered an alternative to generate positive and influential working environments among pharmaceutical sales representatives. Design/methodology/approach: The participants of this study included active pharmaceutical sales representatives that have participated in a recent new product launch within the pharmaceutical industry within the past 2 years. Each participant completed an anonymous survey to evaluate their preference for leadership style. Data was evaluated through a quantitative analysis utilizing a Pearson's correlation coefficient and multiple linear regression to determine the significance and correlation between the surveyed variables. Findings: The findings of this research indicate that pharmaceutical sales representatives have a preference for leaders that allow for representatives to have the autonomy and independence to make decisions within their roles. Authoritative leadership was found to have an unfavorable impact that decrease individual creativity. Representatives prefer a less hands-on approach. A micromanagement leadership style may not be an effective approach during a new product launch. Representatives prefer to utilize their experience, creativity, and have trust from their leadership team to perform at an optimal level. Originality: The originality of this research provides leaders with a reasonable approach to empowering employees through their work. While this study focuses on the pharmaceutical industry, the findings can be applicable across various industries. Employees strive to feel trusted and supported in their roles, which can be best aligned through an authentic or relational leadership style. [ABSTRACT FROM AUTHOR]

Purpose: Recent academic work on leadership has focused largely on organizational leadership. This study takes a close look at political leadership, especially that given to popular movements, and delineates a new model of transformational leadership. Design/methodology/approach: The current study borrows models from organizational leadership research and applies them to a specific case study to reveal critical concepts underlying transformational leadership. Application of these models to Bangladesh's founding father, Bangabandhu Sheikh Mujibur Rahman, during the two decades of the 1950 and 1960s, shows potential for a new flexible framework for transformational leadership with added significance on leader–follower relatedness, socio-historical context and charisma. Findings: This study presents clear evidence on the nature of leadership in popular movements and using a specific case study elucidates that movements pick leaders who meet distinct criteria specific to the movement, including a vision that resounds with key follower-groups and prototypicality. Research limitations/implications: This study presents a new lens under which political and popular leadership can be studied, focusing away from person, political party or rational choice and voting behavior-based ideas of political leadership. Originality/value: The findings reveal the importance of seeking new ways to fit leadership theory with burgeoning social phenomenon. [ABSTRACT FROM AUTHOR]

Part of the literature on leadership in the education sector has been in charge of tracing ideal leadership profiles without taking into account what teachers consider to be essential characteristics of this leader. Furthermore, there are few studies that deal specifically with the expectations of subordinates in relation to directors. Taking such gaps as a starting point, the objective of the research was to capture the perception of high school teachers from private schools about the relationships established with the directors, the leaders in this case. As for the method, qualitative research was carried out involving twelve interviews with teachers from private schools in four Brazilian states. The empirical findings indicate that the relationship is considered a critical aspect for effective leadership in the school environment, in the unanimous view of the interviewed teachers. Relational aspects emerged in the answers to most of the research questions, whether about what it means to be a leader; whether in relation to the skills required of the director; or in terms of the impacts of the leader on the performance of professors. The findings also point out that the leader, in the view of the interviewees, is the one who provides the direction considering the needs and expectations of the different followers. Therefore, when there is a concern to listen to the perspective of the leader, it is assumed that leadership only materializes in the relationship with the other. That is, leader and subordinate do not exist independently, but in an exchange relationship, a central aspect in the relational approach to leadership. [ABSTRACT FROM AUTHOR]

Aims: This discursive paper draws on three key leadership theories with the aim of outlining how styles of leadership impact the provision of fundamentals of care. Design: Discussion paper. Data sources key leadership theories, leadership and fundamentals of care literature. Implications for Nursing: The conceptualization of fundamentals of care is viewed through the lens of nursing leadership, and collective, compassionate and transformational leadership theory. The cognitive dissonance that nursing leaders encounter when trying to reconcile organizational, patient and nurses' needs is considered, and the pressure to deliver high‐quality fundamentals of care presents a challenge to nurse leaders. Conclusion: Leaders must align nursing and patient outcome data to drive forward and prioritize fundamental care. Focusing on key elements of relational leadership styles will ensure a workforce fit to provide fundamental care, which in the current climate must be an organizational and global nursing priority. Impact This discussion attempts to draw together overlapping leadership theories, emphasizes the importance of relational leadership in ensuring the provision of the fundamentals of care and acknowledged the impact of the COVID‐19 pandemic on nurses and nursing care, with leadership implications outlined, such as a need for role‐modelling, understanding shared values and giving nurses a voice. It will have an impact on nurse leaders, but also on those nurses providing direct care by issuing a challenge for them to confront their own nurse leaders, and to ask that they better resolve competing needs of both the nursing workforce and patients. [ABSTRACT FROM AUTHOR]

• The purpose of this phenomenological qualitative study was to understand the leadership experiences of eight women leaders of special education from diverse backgrounds. • This study expanded the depth of research by including women administrators of special education building on previous scholarship that focused on K–12 educational leadership and the sex of superintendents and principals. • The leadership experiences for the women administrators of special education in this study were understood as: (1) instructional, (2) activism, (3) political, (4) balance, and (5) collaborative-relational. • A dynamic collaborative-relationship leadership model central to women leadership in special education is proposed based on the findings from this study. [ABSTRACT FROM AUTHOR]

Universities should conduct research and provide services to the society in their environment. In this article, the relational leadership model was used to evaluate a University-Community partnership in a semi-rural context in South Africa. The relational leadership model is an aspirational model supporting a healthy, ethical, and effective group. It comprises five components necessary for sustainable positive change in an organization. The model advocates for five components of which four were used to evaluate the project which the article is based on. Data were produced through interviews with two main university leaders of the project and the results show that the partnership has lost momentum in recent years based on non-conformity to some of the principles of the components suggested by the relational leadership. Through the rich experiences from participants, the article reflects on methods and recommendations in which the threads facing the partnership can be circumvented. [ABSTRACT FROM AUTHOR]

This article introduces a new perspective on Christian leadership. The theoretical framework critically integrates and transforms Gary Yukl's theory of four meta-categories of leadership. It is argued that spiritual leadership should be defined as a distinct meta-category. Spiritual leadership includes self-transcendent practical wisdom (phronesis), occurring Coram Deo. This serves as the integrating center of the model. Furthermore, change-oriented leadership is reconceptualized as visionary leadership grounded in the Christian story. Yukl's basic description of relational behavior is expanded through the lens of Christian virtue ethics. Effective leadership is understood as stewardship, requiring a balance between internal moral goods and external instrumental goods. The church's external relations are defined in terms of missional or evangelistic hospitality. Consequently, Christian leadership comprises five key dimensions: spiritual, effective, relational, visionary leadership, and external relations, summarized in the acronym S-E-R-V-E. [ABSTRACT FROM AUTHOR]

This article addresses the question of the conditions under which chief executive officer (CEO) leadership may enhance the effectiveness of new technological implementation (NTI) and the mechanisms by which they may do so. Using a structured questionnaire collected from multiple source informants in 89 small- and medium-sized firms (89 CEOs, 65 implementation managers, and 305 employees), we consider a specific leadership style, labeled task-enabling leadership, and examine how task-enabling CEOs can facilitate the NTI process. The findings of multilevel structural equation modeling analysis indicate that CEO task-enabling leadership creates socio-psychological conditions of safety and availability which in turn enhance NTI effectiveness, and that this indirect effect of task-enabling leadership on NTI effectiveness, via socio-psychological conditions, is significant when the implemented technology is radical. [ABSTRACT FROM AUTHOR]

Relational leadership invokes an ethics involving a leader's affective engagement and genuine concern with the interests of others. This ethics faces practical difficulties given it implies a seemingly limitless responsibility to a set of incommensurable ethical demands. This article contributes to addressing the impasse this creates in three ways. First, it clarifies the nature of the tensions involved by theorising relational leadership as caught in an irreconcilable bind between an infinitely demanding ethics and the finite possibilities of a response to those demands. Second, it examines this ethical challenge in acknowledgement of the hierarchical discourses and power dynamics in which leadership relationships are constrained and enacted. Third, it proposes "ethical irony" as a way leaders can respond to the demand for ethics without resulting in either an escape from ethics, or being crushed by its burden. Three dimensions of ethical irony are examined: ironic perspective, ironic performance, and ironic predilection. [ABSTRACT FROM AUTHOR]