Using data from observations and interviews with 84 teachers at eight Chicago public elementary schools, this article examines how, through a process of social construction, forms of capital are a basis for instructional leadership. The authors argue that teachers construct influential others as leaders on the basis of valued forms of human, cultural, social, and economic capital. Moreover, the construction of leadership for instruction is often situated in various types of interactions (e.g., subject area) and varies by the leaders' position. Although the teachers in the study constructed school administrators as leaders largely on the basis of cultural capital, they constructed other teachers as leaders on the basis of human and social capital as well as cultural capital. Understanding the role of different species of capital in the construction of leadership will help researchers specify mechanisms that support professional learning arid change in schools

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Forms of capital and the construction of leadership: Instructional leadership in urban elementary schools

Intentionally Favored, Unintentionally Harmed?: Impact of Sex-Based Preferential Selection on Self-Perceptions and Self-Evaluations

This article reports the results of two studies that tested the Model of Self-Sacrificial Leadership. The Model explores why self-sacrificial behaviors would arise in organizational settings and the effects this would have on followers when a leader exhibits self-sacrificial behaviors. Two experimental studies were conducted with 357 student and 157 industry subjects to investigate the effects of self-sacrificial leader behaviors on the followers' perceptions and attitudes. The main hypotheses of the Model were confirmed: (1) Followers attributed charisma and legitimacy to a self-sacrificial leader and (2) intended to reciprocate such a leader's behaviors. These effects were moderated by the followers' perceptions of the leader's competence. Implications of the results are discussed and future research directions are proposed.

The model of followers' responses to self-sacrificial leadership: An empirical test

L'A. analyse les differences de comportement verbal et non verbal entre les hommes et les femmes. Il examine les effets du genre et du pouvoir sur le comportement verbal (conversation) entre les hommes et les femmes, en particulier dans le cadre de relations d'autorite formelle entre les chefs (hommes et femmes) et leurs subordonnes (hommes et femmes). Il montre que le genre et l'autorite ont des effets differents sur les comportements verbaux et non verbaux qui s'instaurent entre les hommes et les femmes

Gender, legitimate authority, and leader-subordinate conversations

This paper reviews the elements of subjective well-being (i.e., emotional, psychological, and social well-being) and describes a measurement system for tracking high-level well-being (i.e., flourishing) in employees. Because empirical studies reveal a positive correlation between employee well-being and an array of business outcomes, this paper proposes a theoretical model of a mechanism for promoting employee well-being. Specifically, studies show that the exercise of legitimate authority with regard to subordinates promotes a host of positive outcomes and feelings in employees. This paper proposes a theory of positive organizations in which the promotion of legitimate leadership creates a positive cycle through which employee well-being affects positive business outcomes that feed back into sustaining employee well-being and the legitimation of leaders. This process, it is argued, helps make positive organizations become efficient and constructive producers of profit.

http://dbm.thewebconsole.com/S3DB1338/images/Keyes_ThePositiveOrganizationLeadershipLegitimacyEmployeeWellbeingandtheBottomLine_2005.pdf

The positive organization: Leadership legitimacy, employee well-being, and the bottom line.

Previous research concerning a group leader's source of authority has produced ambiguous or marginal results. This study examined the impact of a leader's source of authority upon his task influence, his tenure in office and evaluation of his leadership efforts by group members. Four agents were employed to select the foreman for a mock jury: the group, a task expert external authority, a non-expert external authority and the self. Groups composed of four high school males discussed and decided four negligence cases with the same "stooge" always selected as foreman. Perceived legitimacy predicted evaluation of his leadership efforts and tenure in office, while specific characteristics of the agents of authority provided an explanation for differences in task influence and persuasiveness. The data also illustrate the importance of leader behavior to continuing legitimacy and indicate that groups may consider leadership ability more important than task competence in determining a leader's tenure in office.

Peter B. Read

Papers

Source of authority and the legitimation of leadership in small groups.