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Using school management settings, this manuscript developed important substantial leadership models such as "instructional," "constructive," and "distributed." University leadership and especially in the private sector is an understudied topic. While private universities need to generate revenue for profits and survival, they should, at the same time, retain sound education philosophies, an extremely difficult task. Studies are yet to be conducted to understand how leaders of private universities handle this challenge, and this issue motivates the present research. Using Bangladesh as a case study, this qualitative study discovers that the "visionary" leadership approach is mainly used for business management models that govern private sector universities. This does not enable an established education leadership model to function well, if at all. This poses a serious challenge to educational philosophy. Innovation of a specialized private sector university leadership model is therefore required. [ABSTRACT FROM AUTHOR]

Given the recent upsurge in publications investigating authentic leadership in education since 1997, this study was carried out to review scholarly publications on authentic leadership in educational research, drawing on a database of 91 studies published between 1997 and 2021. Descriptive methods were employed to identify the features of the related literature with respect to the volume of publication, journal and geographic distribution of the literature, types of studies, authorship trends, citation impact, measurement instruments, research methods, identified antecedents, mediators, moderators, and outcomes of authentic leadership in educational research. The results revealed that the published research consisted mostly of empirical studies. The analysis also revealed that more qualitative methods have been employed in recent years. Significant relationships were also found between authentic leadership and different outcomes (e.g. performance, satisfaction, trust in the leader). Recommendations were provided to improve the quality of the authentic leadership literature. [ABSTRACT FROM AUTHOR]

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities 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 Jordanian Educational Journal is the property of Association of Arab Universities 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.)

Why you should read this article: • To recognise the important role of nurse managers in ensuring that nursing staff feel supported • To identify how nurse managers can support staff when there are concerns about practice • To consider ways of fostering a climate of psychological safety in your practice. The nursing profession is under growing pressure and many nursing staff find it increasingly challenging to maintain standards and provide safe, effective and efficient care that meets the needs of patients. Nurses’ job satisfaction is predicated on feeling supported, including when there are concerns about practice – whether their own or that of their colleagues. This article discusses how nurse managers can support staff to challenge suboptimal practice, admit their own errors and learn from these by fostering a climate of psychological safety. This includes adopting a relational model of leadership; cultivating open communication; providing clarity on roles and expectations; ensuring transparency and fairness in performance management; having supportive ‘tough conversations’ with staff; demonstrating objectivity when investigating concerns; and promoting a ‘just culture’. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To recognise the principal components of ethical leadership • To be aware of what constitutes deviant workplace behaviours • To enhance your understanding of the relationship between deviant workplace behaviours and ethical leadership in managers. Background: There is increasing research interest in the relationship between ethical leadership and deviant workplace behaviour. Ethical leadership encompasses altruism, courage, ethical orientation, integrity and fairness. Examples of deviant workplace behaviours include theft, fraud, sabotage, assault, abuse, manipulation and bullying. It appears that when leaders are fair and emphasise ethical conduct, followers are less inclined to engage in deviant workplace behaviour. Aim: To investigate the relationship between nurses’ self-rated levels of deviant workplace behaviour and perceived levels of ethical leadership in managers. Method: For this descriptive correlational study, 355 nurses from one university hospital in Egypt responded to an online questionnaire comprising the Ethical Leadership Scale and the Workplace Deviance Behavior Scale. Descriptive and inferential statistics were used to explore results and examine the relationships between study variables. Results: There was a statistically significant negative relationship between respondents’ self-rated levels of deviant workplace behaviour and their perceptions of levels of ethical leadership in managers. The results appeared to confirm previous research. Nurses who feel that they are treated fairly by their managers tend to have positive attitudes towards work, colleagues and management. Conclusion: Ethical leadership on the part of managers is a significant determinant of nurses’ behaviour in the workplace and should therefore be fostered by healthcare organisations. [ABSTRACT FROM AUTHOR]

This comparative analysis explores educational leadership practices and policies across a range of countries and cultures, highlighting the diverse strategies employed to shape effective educational systems. Through a systematic examination of leadership styles, policy implementation, and cultural influences, the study identifies key factors that contribute to the success or challenges faced by educational leaders in different contexts. The paper delves into how leadership practices are adapted to accommodate cultural nuances, the role of government policies, and the impact of socio-economic factors on educational outcomes. By comparing leadership models from various regions, the research provides insights into how educational leadership can be more inclusive, responsive, and effective in promoting student achievement and institutional growth. The findings reveal that cultural understanding, adaptability, and a collaborative approach are critical components for successful leadership in education. This study contributes to the ongoing discourse on global educational leadership, offering practical implications for policymakers, educators, and administrators aiming to foster more culturally competent and effective leadership within diverse educational settings. [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Relations & Politics is the property of Journal of International Relations & Politics 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 study aims to describe the leadership model and communication patterns of the chairman of the foundation in developing the performance of school principals and teachers. This research uses a qualitative approach with a case study method. Data collection techniques were carried out through interviews, observation, and documentation studies. The informants in this study were foundation heads, school principals, teachers, education staff, and the development team. Data analysis techniques by means of coding. The results of the study found that: (1) The efforts of the chairman of the foundation in improving the performance of school principals and teachers at the East Lombok Khairurrosyidin Foundation are by applying a transformational leadership model and planning all school programs in a participatory and coordinative manner, solving problems and making decisions together, leading and mobilizing subordinates objectively, using formal and informal power, disposing tasks proportionally, building solidarity, setting an example, building transparency, encouraging continuation of studies, conducting comparative studies, education and training, assisting problem solving, and providing rewards. (2) The pattern of communication used by the chairman of the foundation in improving the performance of school principals and teachers at the East Lombok Khairurrosyidin Foundation is direct or face-to-face communication using oral methods accompanied by writing and supported by persuasive communication so that there is harmony between formal and informal communication.

In facing the challenges of huge transformations in different areas of society, many educators, policy makers, social leaders, researchers and other stakeholders may doubt how schools and their leadership and management remain relevant to and effective for the future of education. Given that multiple school functions are needed to serve society at different levels, the required roles in school leadership are inevitably multiple, diverse and demanding. In past decades, many studies have been conducted with a focus on some aspects of leadership functions and processes. Unfortunately, there is a lack of a typology of school leadership to map out comprehensive leadership profiles and understand their multiple characteristics for leading school development and effectiveness in a fast-changing environment. Based on the framework of multiple school effectiveness, this paper aims to propose a typology of multiple school leadership that can provide a new, comprehensive way to re-conceptualize the multiple nature and characteristics of school leadership in a complicated context. Depending on the rationalities, concerns, actions, outcomes and contexts of leadership in practice, the typology of multiple school leadership may include six models: technological leadership, economic leadership, social leadership, political leadership, cultural leadership, and learning leadership. Within this typology, new possibilities and approaches to school leadership can be drawn for research, practice and development towards the future. [ABSTRACT FROM AUTHOR]

Copyright of Economic Researcher Review is the property of Association of Arab Universities 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.)

Many Christians have identified servant leadership as the appropriate form of leadership for Christian disciples. Several writers have critiqued that perspective and suggested that modern servant leadership theory might not be built on sound biblical practices. In this article, the author will consider arguments against servant leadership as a Christian perspective, especially those proposed by Locke (2019). The author will acknowledge that there are some legitimate concerns raised but also argue that some of the expressed concerns may be overstated. Finally, the author will present a path forward toward a more nuanced connection between servant leadership and Christian thinking. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To enhance your understanding of workplace bullying, particularly in nurse education • To read about small-scale initiatives implemented in a university to increase awareness of bullying • To recognise how distributed leadership and implementation science can support development and implementation of improvement initiatives Employees are entitled to work in an environment that upholds their dignity and respect, but bullying still exists in many disciplines, including in nurse education and nursing practice. Researchers have suggested that to address bullying employers need to intervene at team and/or organisational level rather than focusing solely on the individuals involved. To reduce the incidence of bullying and other adverse social behaviours in the workplace, many higher education institutions and healthcare organisations have developed dignity and respect (D&R) policies. In this article, the authors describe the development and implementation of several small-scale initiatives designed to increase awareness of bullying and D&R policy among staff and students at the School of Nursing and Midwifery at Trinity College Dublin. The interventions were informed by the concepts of distributed leadership and implementation science. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To enhance your understanding of the function of, and qualities required from, nurse leaders • To explore the features and potential benefits of the quantum leadership style • To stimulate your reflection on your own role as nurse leader or manager Healthcare is continually evolving in response to new global challenges, changes in society, limitations on resources and the growing use of technology. In light of these changes and challenges, this article discusses the benefits for nurse leaders to explore a new approach known as quantum leadership. This is a relationship-focused and value-based leadership style in which leaders understand that healthcare organisations have been in a state of flux and recognise how to respond constructively to change in the future. Quantum leadership enables nurse leaders to create and maintain synergistic team working, whereby the team works together towards the common goal of delivering optimal person-centred care. The author suggests that quantum leadership is an engaging and realistic approach to adopt, with benefits of all staff delivering healthcare services and ultimately for patients. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To increase your understanding of a variety of leadership models • To recognise the core elements of effective ward leadership • To contribute towards revalidation as part of your 35 hours of CPD (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers) Nurses who are responsible for a clinical area do not only have a management role but also, crucially, a leadership role. The role of ward leader is complex and demanding. Ward leaders are accountable for patient safety and the quality of patient care, act as role models, motivate staff and cascade organisational goals to them. They also ensure the correct skill mix on the ward, alleviate pressures on staff and provide opportunities for staff development. This article describes several leadership models which all have something to offer to nurses looking to develop their ward leadership skills. It discusses core elements of effective ward leadership, notably providing support and direction to the team through coaching and mentoring, developing the ward as a learning environment, understanding the wider care context and taking time for self-care. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education (JEDUS) is the property of Shahid Chamran University of Ahvaz 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.)

2022 was a year of ongoing struggle for families and communities worldwide with social inequalities, colonial legacies, educational setbacks, and health crises perpetuated by the persistent COVID-19 pandemic and White rage and violence toward People of the Global Majority (PGM). Indigenous communities in particular have been disproportionately affected by long standing structural inequalities and systemic racism. How educational institutions engage with Indigenous families during and beyond these challenging times can either support self-determination, cultural revitalization, and sustenance, or contribute to ongoing legacies of colonization, racism, and cultural erasure. This article provides a review of the literature on family-school-community leadership models and asks: How have conceptions of family-school-community leadership evolved over time and become more culturally responsive, sustaining and/or revitalizing? How might more culturally sustaining/revitalizing models of family and community engagement take seriously the historical legacies of colonization and family leadership in Indigenous communities? Key terms such as involvement, engagement, partnership, and activism are defined and a continuum of family-school-community leadership frameworks is presented which move from traditional paradigms to more culturally sustaining and revitalizing practices. Relevant literature is reviewed for each of these evolving models.

In this conceptual article, the issues and insights in leadership are examined in the context of ECE settings. This is a unique field with a predominantly female workforce, and the issue of making a distinction between leadership and management needs to be considered. It is important to develop an understanding of the concept of leadership and identifying the potential challenges in defining the concept in this sector. Relevant literature thus provides theoretical, practical and research-informed evidence to explore the issues in leadership models and effective approaches to support children's learning. This article paid close attention to two key models: distributed leadership and pedagogical leadership. Further discussion regarding these two models addresses the key characteristics and factors that are essential for effective leadership in the settings in England. Despite the challenges faced when applied these two modules to contexts, positive notions of effective leadership are analysed as sharing, collaboration, knowledge exchange, and reflective learning. This article argues that an integrated practice of distributed pedagogical leadership appears to be a useful approach for enacting effective leadership in practice. [ABSTRACT FROM AUTHOR]

The aim of this paper is to increase understanding in the area of leadership at the governance level of nonprofit sport organizations. Specifically, we aim to explore how intra-board leadership at the national level influences the overall leadership capacity of a federal network. In gathering new empirical evidence, the authors adopted a qualitative case study method focusing on a national sport organization operating within the Australian nonprofit sport industry. 12 interviews were conducted with current and former board members of the organization including the current and former Chief Executive Officers to gain new insights into the practice of leadership within non-profit sport governance. Interviews were analyzed using an interpretive process, and, a thematic structure relating to leadership in the non-profit sport governance context was developed. Leadership roles of the board, intra-board collective leadership, inter-board collective leadership, and individual and organizational leadership behaviors and actions emerged as the key themes in the research. These themes combined with existing literature, notably an existing working model of leadership in this domain, are integrated into the paper to shed new light on this emerging area of inquiry. We offer a number of suggestions for future research to further increase understanding and to refine, test, critique, and elaborate upon our findings in this work. [ABSTRACT FROM AUTHOR]

The past five decades has seen four dominant models of educational leadership emerge, as the fashion shifted from managerial, towards instructional, then transformational, and the currently dominant distributed approach. At the same time, other models have emerged in literature such as moral, authentic, systems, and contingency leadership. This paper focuses attention on the leadership approach expected by the senior leader (‘Directors’) of well-established autonomous traditional international schools governed by a parental-led Board, where a complexity of tensions and dualities has previously been reported by literature. At the same time, this body of schools stands under-reported upon. Following an analysis of the action verbs found in 10 job adverts, across 10 nations globally, we can identify a strong pattern of anticipated role, characterised by the ‘old fashioned’ managerial, and instructional approaches, with the Director being expected to steer the school on a steady, continuous course rather than instigate any major change or innovation. A role of responsible stewardship emerges, with the Director being expended to maintain, continue, and oversee events as previously done by others. The lack of scope for distributed or contingency leadership seems surprising given the changing social and political environment that the schools occupy. [ABSTRACT FROM AUTHOR]

In facing the challenges of huge transformations in different areas of society, many educators, policy makers, social leaders, researchers and other stakeholders may doubt how schools and their leadership and management remain relevant to and effective for the future of education. Given that multiple school functions are needed to serve society at different levels, the required roles in school leadership are inevitably multiple, diverse and demanding. In past decades, many studies have been conducted with a focus on some aspects of leadership functions and processes. Unfortunately, there is a lack of a typology of school leadership to map out comprehensive leadership profiles and understand their multiple characteristics for leading school development and effectiveness in a fast-changing environment. Based on the framework of multiple school effectiveness, this paper aims to propose a typology of multiple school leadership that can provide a new, comprehensive way to re-conceptualize the multiple nature and characteristics of school leadership in a complicated context. Depending on the rationalities, concerns, actions, outcomes and contexts of leadership in practice, the typology of multiple school leadership may include six models: technological leadership, economic leadership, social leadership, political leadership, cultural leadership, and learning leadership. Within this typology, new possibilities and approaches to school leadership can be drawn for research, practice and development towards the future.

Introduction. The research novelty consists in empirical justification of one substantive component of the theoretical model of youth leadership by performing comparative analysis of the information and communication component in political and volunteer youth leaders. Methods. At the current stage, the study involved 94 students of Peoples’ Friendship University of Russia (RUDN) – representatives of socially minded youth, active in the area of political and volunteer leadership. In the process of psychodiagnostics, we used the Internet Behavior Questionnaire by A. E. Zhichkina and the methodology ‘Ways of coping behavior’ by R. Lazarus. Statistical processing of the data was performed using descriptive statistics and comparative analysis with a Mann–Whitney U-test in the IBM SPSS Statistics 22 software. Results and Discussion. We identified common and specific characteristics of the information and communication component of the theoretical model of youth leadership. In the aspect of the information and communication component, youth political leaders and volunteer leaders are equally characterized by constructive coping strategies with active interaction in social media communities and creation of original content in them. Youth political leaders, in comparison with volunteer leaders, are more likely to get somewhat stuck in social media and addicted them, whereas for volunteers, social media act not as an end in itself, but rather as a tool for generating a united helping community. Conclusions. Research results can be used: (a) in developing recommendations for psychological support of youth political and socially oriented volunteer leadership; (b) in preparing training courses for the development of leadership qualities and effective coping skills in the conditions of potentially possible and only partly predictable stress factors of the Internet environment.

Saul's leadership can be a reflection of the leadership of today's church pastors. This article aims to describe the failure of Saul in leading the nation of Israel and the reflection that can be built from it. Through the analysis of Saul's leadership, a constructive reflection was formed so that a leadership model was formed for pastors or church leaders. The study method is a descriptive qualitative one with a literature study approach having being adopted. The results of this study conclude that to be pleasing to God, a leader or shepherd is required to be persistent or consistent from the beginning of receiving a call to the end of life (persistent leadership). The picture of this leadership model is firm, firm in faith and a life that is not tied to worldly materialistic matters. There are three things that become the focus of persistent leadership, namely: one, being persistent in managing the vision, that is, all things in life are aimed at the establishment of the kingdom of God. Two, persistent divine interaction, firmness in communicating with God through prayer and Bible study. This is indicated by a wise life. Three, persist in carrying out the mission. True mission is self-denial, not living according to worldly values and living only for God. [ABSTRACT FROM AUTHOR]

Leadership for the digital and entrepreneurial society is a relatively new and emerging area of study, as the rapid pace of technological change has brought new challenges and opportunities for leaders. Forasmuch as digital society continues to evolve and grow, and as COVID-19 has had a significant impact on leadership practices and has brought about some notable changes in how leaders approach their roles, new leadership models are emerging to meet the unique provocations and chances of this context. The scientific literature on this specific topic is still emerging, but some key themes have already come up emphasizing the importance of agility and adaptability as organizations have to rapidly pivot their operations in response to the increasingly necessary digital expansion accelerated by the pandemic. As traditional business models are disrupted, leaders who are able to effectively leverage new technologies while thinking creatively and taking risks are more likely to succeed. Therefore, considering that the subject is still in its early stages, the research topic is to examine the leadership models that should be utilized in order to improve the digital and entrepreneurial context answering the main research questions related to the steps and leadership practices that will make a significant difference in both digital and entrepreneurial societies. The past literature on empirical and theoretical topics is compiled via a systematic review. An analysis of the content that is qualitative and descriptive was planned. Scopus, Web of Science or Google Scholar search results were of great help in carrying out the study and various leadership models were examined. The paper's theoretical contribution is the definition of a set of rules and criteria on where to focus on leadership. The collection of data for new performance, ownership, efficiency, and business value generation indicators is promoted at all levels. [ABSTRACT FROM AUTHOR]

Saul's leadership can be a reflection of the leadership of today's church pastors. This article aims to describe the failure of Saul in leading the nation of Israel and the reflection that can be built from it. Through the analysis of Saul's leadership, a constructive reflection was formed so that a leadership model was formed for pastors or church leaders. The study method is a descriptive qualitative one with a literature study approach having being adopted. The results of this study conclude that to be pleasing to God, a leader or shepherd is required to be persistent or consistent from the beginning of receiving a call to the end of life (persistent leadership). The picture of this leadership model is firm, firm in faith and a life that is not tied to worldly materialistic matters. There are three things that become the focus of persistent leadership, namely: one, being persistent in managing the vision, that is, all things in life are aimed at the establishment of the kingdom of God. Two, persistent divine interaction, firmness in communicating with God through prayer and Bible study. This is indicated by a wise life. Three, persist in carrying out the mission. True mission is self-denial, not living according to worldly values and living only for God.

Why you should read this article: • To enhance your knowledge of leadership styles, traits and characteristics • To refine your competence in supporting colleagues to become confident leaders • To contribute towards revalidation as part of your 35 hours of CPD (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers) Leadership is not expected solely of managers. At any stage of their career, nurses are expected to be able to demonstrate leadership in their day-to-day role. However, newly qualified nurses, who often experience a challenging transition from nursing student to registered nurse, may lack the confidence to demonstrate leadership. Nurse managers can support junior nurses to develop their leadership skills, notably through training, mentoring, reflection and action learning. By guiding newly qualified nurses in the use of different leadership approaches, experienced nurses can contribute to enhancing the quality of patient care. This article discusses how nurse managers can support newly qualified nurses to develop their leadership skills. [ABSTRACT FROM AUTHOR]

Using school management settings, important substantial leadership models (such as "instructional", "constructive", and "distributed") are developed. University leadership, especially in the private sector, is an understudied topic. While private universities need to generate revenue for profits and survival, they should at the same time retain a sound education philosophy—an extremely difficult task. Studies are yet to be conducted to understand how leaders of private universities handle this challenge, and this issue motivates the present study. Using Bangladesh as a case study, this qualitative analysis discovers that the "visionary" leadership approach is mainly used for the business management models that governs private-sector universities. This does not allow an established education leadership model to function well, if at all. This has seriously challenged education philosophy. Innovation of a specialised private-sector university leadership model is therefore required. A "distributed leadership" approach is the latest innovation for educational leadership, which is mainly applicable for the public system, especially for K12 provision. Considering a distinct operational norm of the private university sector in a developing nation, this research suggests a dynamic revenue-collection model which would enable the development of a decentralised, competency-based leadership approach. While the private university sector may not be able to implement "distributed leadership" model given the operational differences and challenges involved, the proposed model may support the private university sector to function in tertiary level, as the "distributed model" functions for K12 provision. This proposed model (decentralised, competency-based leadership) would further be able to ensure a specialised operational directive for private universities in an emerging nation that may ensure a distinctive nature for the sector's delivery of sustainable higher education (HE) without compromising the philosophy and role of HE. [ABSTRACT FROM AUTHOR]

This article is about leadership dimensions in the Polish Air Forces. It consists of an introduction, chapters about literature, describing the data of own research in 2015 – 2021 and conclusion. It is presented own research of 213 talented soldiers in the Air Forces in May – July 2015. The conclusion of this article is all motivation processes and right leadership are used in military strategies including talented soldiers may focus on the attitude and behavior and servicing the military duties and individual development. The main motivation element is a human resource, his value system, experience and expentancies in the future. The lecture and research results concluded that leadership dimensions are depended on a vision, engagement, organizational culture in the Polish Air Forces. The goal of this article is presenting leadership dimensions in the Polish Army.

Why you should read this article: • To understand the role of leadership development in enhancing patient care • To refresh your knowledge of professional development approaches such as coaching and action learning • To count towards revalidation as part of your 35 hours of CPD, or you may wish to write a reflective account (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers) During the coronavirus disease 2019 pandemic, nurse leaders and managers have been compelled to prioritise immediate issues in their clinical areas and put aside the professional development of staff. However, leadership development for individuals and teams is essential to ensure nurses feel valued and develop the skills required for team cohesion, problem-solving, decision-making and innovation. Simple and effective approaches to staff leadership development are needed. Two such approaches are coaching and action learning. This article provides an introduction to coaching and action learning as approaches nurse leaders and managers can use to promote leadership development among individual team members and within the team. It describes how coaching and action learning work and their potential benefits and challenges. It explains how the two approaches can be used to underpin effective problem-solving and goal setting, and support nurses in their professional development, the ultimate aim being to deliver safe and effective patient care. [ABSTRACT FROM AUTHOR]

Evidence-based practice is often not implemented in nursing for reasons relating to leadership. This article aims to cast light on the factors that facilitate nursing evidence implementation perceived by nurse managers in their practical experiences of this implementation. It is a qualitative, narrative metasynthesis of primary studies on nurse managers' leadership-related facilitation experiences, following the Joanna Briggs Institute meta-aggregative approach and the Promoting Action on Research Implementation in Health Services (PARiHS) model. Eleven primary studies were included and three general categories were identified as leadership-related factors facilitating evidence implementation: teamwork (communication between managers and staff nurses), organizational structures (strategic governance), and transformational leadership (influence on evidence application and readiness for change among leaders). Nurse managers act as facilitators of evidence-based practices by transforming contexts to motivate their staff and move toward a shared vision of change. Always providing support as managers and colleagues, sharing their experience in the clinic environment. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To understand the importance of an effective workplace culture in older people's care settings • To learn about the 'Guiding Lights for effective workplace cultures' and how they can support staff and patients to feel safe and valued • To count towards revalidation as part of your 35 hours of CPD, or you may wish to write a reflective account (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers) While much attention has been given to organisational culture, there has been less focus on workplace culture. Yet workplace culture strongly influences the way care is delivered, received and experienced. An effective workplace culture is crucial for the well-being of individual staff members and teams as well as for patients' experiences and outcomes of care. This article describes the 'Guiding Lights for effective workplace cultures' which were developed by the authors and provide a framework to assist in understanding and promoting effective workplace cultures and creating environments where staff and patients feel safe and valued. There are four Guiding Lights: 'collective leadership', 'living shared values', 'safe, critical, creative learning environments' and 'change for good that makes a difference'. Each one articulates what good workplace cultures are through descriptors and intermediate outcomes and together produce a set of ultimate outcomes. The Guiding Lights provide nurses working in older people's care settings with an opportunity to learn from, and celebrate, what is going well in their workplaces and to consider areas that require further development. [ABSTRACT FROM AUTHOR]

The present study addresses the question of whether school leadership matters. It employs second-order meta-analysis to synthesize results from 12 first-order meta-analyses examining school leadership effects published 2003–2019. These meta-analyses collectively examined 512 primary studies published across four decades (1978–2019). Results showed that the overall mean effect size for school leadership was small in magnitude (r =.33). Effect sizes for leadership models were larger than those for leadership practices, thereby indicating the utility of examining models as compared to practices for understanding leadership influence. Relatedly, findings of significant positive effects for eight different school leadership practices underscore the need to examine comprehensively the scope of school leaders' work beyond that related to teaching-and-learning. Additionally, leaders require myriad competencies and skills including how to galvanize, motivate and equip teachers to achieve school goals. The substantially larger mean effect sizes for organizational and teacher as compared to student outcomes challenge the assertion by some that principals are less consequential than teachers in contributing to school effectiveness. Indeed, the larger effect sizes for principals as compared to other types of leaders reflect the key role they play in leading schools. [ABSTRACT FROM AUTHOR]

TED is a conference where leaders with different interests share their experiences. That conferences are held several times a year. Leaders contribute to their leadership skills by exchanging information at these conferences. In this research it is aimed to examine TED's talks according to public relations leadership models within the framework of the concept of sustainable leadership. The research is essential in terms of revealing the leadership models and sustainable leadership roles in leadership speeches. In this context, the research sample consists of three speeches that received the most attention. Content and discourse analysis were used together as a research method. TED's leadership speech content was first classified by the content analysis method in version 20.2.2 of the Maxqda program. Then, the obtained categories were also analyzed by the discourse analysis method. In this context, charismatic leadership, visionary leadership, and success-based leadership models were mentioned in leadership speeches. Leaders' ability to change the world, being strong, reliable/transparent, and being open to learning were highlighted in the speech content. It has been seen that leadership roles and perceptions shape macro discourse in TED's leadership speeches. In this context, it has been determined that the macro discourses mentioned are formed through the role of the leader to unite his followers around a belief or purpose, to foresee change, to provide consultancy, to create innovation, and to manage the masses. While micro-discourse was shaped around everyday language, establishing causality and reference connections in speech rhetoric drew attention. [ABSTRACT FROM AUTHOR]

Sağlık kurumlarındaki yöneticilerin geliştirdikleri liderlik tarzlarının, "sağlık, liderlik, yönetici" anahtar sözcükleri ve belirlenmiş kriterler ile seçilen çalışmaların incelenmesi amaçlanmıştır. Bu amaçla; geniş kapsamlı bilimsel literatür arama motoru olan Google Akademik kullanılarak, 2016-2021 yılları arasında yapılan makaleler taranmıştır. Belirlenen anahtar sözcükler ve kriterleri ile yapılan tarama neticesinde; 16 makalenin araştırmaya uygun olduğu tespit edilmiştir. Tespit edilen araştırmalarda; etkileşimci, dönüşümcü, etik, paternalist, hizmetkâr liderlik tipleri irdelenmiştir. Araştırmaların yarısı kamuya bağlı sağlık kurumlarında gerçekleştirilirken sadece 5 tanesinin özel hastanede yapıldığı daha çok özel hastane ve özel hastane - kamu hastanesini karşılaştıran içeriklere ihtiyaç olduğu görülmüştür. Makalelerin dörtte birinde örneklem grubunu yalnızca hemşireler oluştururken 13 makalede ise hemşirelerin örnekleme dâhil olduğu tespit edilmiş, çok sayıda meslek grubunun yer aldığı sağlık kurumlarında liderlik ile ilgili doğru sonuçlara ulaşılabilmesi için multidisipliner çalışma ekipleriyle araştırmalar yürütülmesi gerektiği sonucuna varılmıştır. It is aimed to examine the leadership styles developed by the managers in health institutions, the keywords "health, leadership, manager" and the selected studies with determined criteria. For this purpose; articles conducted between 2016 and 2021 were scanned using Google Academic, a comprehensive scientific literature search engine. As a result of the scan with the specified keywords and criteria; It was determined that 16 articles were suitable for research. In the researches detected; interactive, transformative, ethical, paternistic, servant leadership types are examined. While half of the studies were carried out in public health institutions, it was seen that only 5 of them were conducted in private hospitals, and there was a need for content comparing more private hospitals and private hospitals - public hospitals. While only nurses constituted the sample group in one quarter of the articles, it was determined that nurses were included in the sample in 13 articles, and it was concluded that research should be conducted with multidisciplinary work teams in order to reach the right conclusions about leadership in health institutions where many professional groups are involved. [ABSTRACT FROM AUTHOR]

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The role of leadership in nursing and healthcare is continuously being examined, and has undergone increasing public and media scrutiny due to the coronavirus disease 2019 (COVID-19) pandemic. This article details a project that brought together five final-year nursing students and two experienced nurses who had all worked as part of the early response to the pandemic. Meeting regularly online, the participants sought to explore the literature on nursing leadership as well as their own clinical experience and personal reflections of leadership during the pandemic. This process, which took place over a period of four months, also enabled the participants to examine their own leadership style. Four themes emerged from the group discussions: learning about and building on the history of nursing, the participants' role in nursing leadership, effective leadership during times of uncertainty and the role of communication in effective leadership. [ABSTRACT FROM AUTHOR]

The purpose of writing this article is to find out the polarization of the stages of leadership that are appropriate to be applied in educational institutions. The current problem of Indonesian education is that the quality is not optimal and evenly distributed. The method and type of data collection in this study is library research by collecting books, journals and the results of previous studies that support the research theme, including literature on leadership which includes transformational, Islamic Education and objective leadership models. The results of this study show that the leadership variables are the most important and urgent variables in an effort to create / realize quality education.

This study aims to determine the pattern of development strategy Boarding School in Malangke. Pattern or strategic used by the container or place in order to process a change of plans that require the support of all parties to develop and improve educational quality. In this study, researchers used a qualitative research and data sources through interviews with the leadership of the cottage. Boarding school development opportunities in the North Luwu, belonging to the sub-national education system in Indonesia that aims to educate the nation, making the man who is faithful and devoted to God Almighty, noble, healthy, knowledgeable, skilled, creative. In addition, the boarding school New Belawa As'adiyah, considered successful because students-students directly involved in the community, for example in the Holy month of Ramadhan, these students were sent to be Imam in every mosque in Malangke. But beyond the success, there are some some of the barriers faced by Islamic Schools As'adiyah New Belawa (Malangke) include: 1) a more modern curriculum system, so that schools lag far from public schools, 2) Lack of funds and sources of funding due to lack of students. 3) the majority of parents are not keen to send children in school boarding school.

At the start of this century, we are increasingly recognizing and seeing the power of network approaches. With the rise of the Web and the greater capacity for people, resources, and ideas to self-organize, new forms of organizing are becoming possible. Many organizations are finding it challenging to adopt a network approach to leadership. Understanding the growing importance of network leadership in an organization's leadership framework is an important step toward improving enterprise contribution in the new work environment. Network leadership sets a higher bar for leaders, requiring them to create a work climate that supports autonomy and collaboration. In this empowered environment, the leader must take on the role of an active enabler, creating conditions to accelerate individual and group decision making, rather than directing others to follow a particular path. Therefore, the main goal of the paper is to conclude whether complex adaptive practices are suitable for the complex network marketing environment in terms of motivational aspiration of the people involved. Also in the perception of those people, whether the company is perceived as a polyarchical friendly environment attractive for opportunities not only by the employee but also by the independent marketer. [ABSTRACT FROM AUTHOR]