기독교 사역과 Leadership
01 May 1997-Vol. 15, Iss: 1, pp 245-288
TL;DR: Coaching & Communicating for Performance Coaching and communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities as mentioned in this paper.
Abstract: Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.
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TL;DR: In this paper, the authors outline a technique called intentional forgiveness designed to restore meaningful relationships necessary in the context of effective leadership, and introduce Relational Leadership as a forum for enhancing effective leadership.
Abstract: Executive Summary The call for effective leadership echoes throughout our society. Leaders are advised to inspire a vision, empower their followers, and not mistake management for leadership—all in an attempt to build more effective social structures. This focus on effectiveness can lead to a productivity orientation that may in fact undermine the development of organizations. The authors of this article believe that a deepened understanding of effective leadership is built on relationships, and that the quality of relationships reflects the quality of leadership. Relational leadership is introduced as a forum for enhancing effective leadership. The approach is centered on interpersonal relationships. In this article, the authors outline a technique called intentional forgiveness designed to restore meaningful relationships necessary in the context of effective leadership.
40 citations
Cites background from "기독교 사역과 Leadership"
...Discussion of What Leadership Is Many scholars and commentators have struggled with the definition of leadership (Burns, 1978; Rost, 1991; Komives, Lucas, & McMahon, 1998)....
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...Examples of these reciprocal leadership theories include transformational leadership (Burns, 1978), servant leadership (Greenleaf, 1977), and followership (Kelley, 1988)....
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...Transformational leadership is a process in which &dquo;leaders and followers raise one another to higher levels of motivation and morality&dquo; (Burns, 1978, p. 20)....
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01 Jan 2017
TL;DR: In this paper, the authors examined some mathematics and science teachers' perceptions of the predictors for, and barriers to, such integration in second-level schools (for students typically aged around 12 to 18).
Abstract: In response to calls for integration of “21st Century” (21C) teaching and learning practices into classrooms, this paper examines some mathematics and science teachers’ perceptions of the predictors for, and barriers to, such integration in second-level schools (for students typically aged around 12 to 18). Data are provided by responses to a questionnaire from an Erasmus+ project, Teaching for Tomorrow (TfT), involving teachers in Ireland, Sweden, Estonia and Germany. The definition of 21C skills given by Ravitz, Hixson, English, and Mergendoller (2012), emphasising a project-based, collaborative, and student-led pedagogic approach, provides a framework for the study. The questionnaire was developed from those of Ravitz et al. (2012) and Euler and Maaß (2011), and elicited quantitative and qualitative data. Of the 145 respondents, 70 listed mathematics or science as one of their teaching subjects. Patterns of answering for the 70 respondents are similar across participating countries. System restrictions and resources are perceived as major barriers to integration of 21C practices; however, classroom management and teacher beliefs also impact on confidence with, and frequency of use of, these practices in the classroom. TfT is addressing these issues through targeted professional development and the creation of associated resources. The work is based on the model developed by Bridge21, an initiative undertaken by Trinity College Dublin to promote an innovative learning environment that is team-based, technology-mediated, project-based, and crosscurricular, in line with 21C teaching and learning.
40 citations
TL;DR: Impact V as mentioned in this paper, a grant-funded preparation partnership among a community of institutions, considers whether such a partnership is a viable way to cultivate transformational and transformative sensibilities in building leaders.
Abstract: This article describes IMPACT V, a grant-funded preparation partnership among a community of institutions, and then considers whether such a partnership is a viable way to cultivate transformational and transformative sensibilities in building leaders. Methods included content analysis of baseline and summative student artifacts. Findings suggest that the program promoted elements of transformational leadership, as well as transformative leadership focused on liberation, democracy, equity, and justice. The program promoted school change and cultivated leadership and personal growth but suffered from unevenness in the program partnerships. Implications for leadership preparation are considered.
40 citations
Cites background from "기독교 사역과 Leadership"
...Chin (2007), in a review of 28 unpublished studies from the United States and Taiwan, found that transformational leadership has a significant and positive effect on teacher job satisfaction, teacher perceptions of school effectiveness, and student achievement. Nonetheless, Robinson et al. (2009) found that the impact of pedagogical...
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01 Jan 2010
TL;DR: Hebert et al. as discussed by the authors investigated the relationship between transformational leadership and emotional intelligence and concluded that there is a positive relationship between emotional intelligence, Pearson's r(30) =.37, p <.05.
Abstract: THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE, TRANSFORMATIONAL LEADERSHIP, AND EFFECTIVENESS IN SCHOOL PRINCIPALS by Elizabeth Box Hebert In the rapidly changing school environment effective principals are needed to make necessary changes while also developing a culture of shared responsibility and community (Hallinger & Heck, 1998; Leithwood & Jantzi, 1999). The correlation between transformational leadership and emotional intelligence was investigated in this quantitative study of school principals. Also included in the research was the investigation of the relationship between each construct and effectiveness as perceived by their teachers. The research sample was composed of 30 elementary, middle, and high school principals and five to seven teachers who worked with each principal from schools within the United States. An emotional intelligence score for the principals was obtained by administering the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Teachers who worked with each principal completed the rater form of the Multi-Factor Leadership Questionnaire (MLQ-5X). This yielded a mean transformational score, a leader effectiveness score, and scores for other non-transformational leadership styles. Correlations were analyzed to conclude that there is a positive relationship between emotional intelligence and transformational leadership, Pearson’s r(30) = .37, p < .05. A positive correlational relationship between effectiveness and both emotional intelligence, Pearson’s r(30) = .38, p < .05, and transformational leadership, Pearson’s r(30) = .90, p < .01, was also evident. Analyzing the relationship between emotional intelligence and different non-transformational leadership styles yielded mixed results. Findings indicate a relationship exists between emotional intelligence and contingent reward leadership, Pearson’s r(30) = .38 , p < .05, while no significant relationship was evident between emotional intelligence and other leadership styles. Based on the results of the study, it was concluded that principals and future principals could better develop effective leadership skills by becoming more aware of their strengths and weakness in the area of emotional intelligence, along with improving their transformational leadership behaviors. THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE, TRANSFORMATIONAL LEADERSHIP, AND EFFECTIVENESS IN SCHOOL PRINCIPALS by Elizabeth Box Hebert
40 citations
Cites background from "기독교 사역과 Leadership"
...Burns (1978) originally made a distinction between transactional leaders and transformational leaders, believing leaders fell into one of the two categories....
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...Burns’s work is primarily found in the political realm, and he identifies leadership as the action of leaders persuading followers to work towards certain goals that represent the values, needs, aspirations, and expectations of both leaders and followers (Burns, 1978)....
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...Evolution and Background of Transformational Leadership Much of the literature on transformational leadership points to Burns (1978) as the founder of the theory upon which the research and studies in this area have been built....
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...…from testing null hypothesis 5 in this research study, indicates that transformational leadership is perceived as an effective leadership style (Burns, 1978; Koh et al.,, 1995; Leithwood & Jantzi, 2006; Lucas & 79 Valentine, 2002; Masi & Cooke, 2000; Ross & Gray, 2006; Seltzer & Bass, 1990)....
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...Transformational Leadership The roots of transformational leadership are found in the work of James MacGregor Burns (1978) who is generally considered the founder of modern leadership theory (Bass, 1999; Marzano et al, 2005; Masi & Cooke, 2000; Parry & ProctorThomson, 2002)....
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01 Jan 2017
TL;DR: A qualitative phenomenological study was conducted by Patricia A.Jenks-Greene et al. as discussed by the authors to explore the lived experiences and perceptions of clergy manager-leaders' management training in non-denominational organizations.
Abstract: Clergy Academic Management Training in Non-Denominational Faith-Based Organizations by Patricia A. Jenks-Greene MBA, Walden University, 2010 BBA, Savannah State University, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management Walden University November 2017 Abstract There is little research about how clerics manage and lead small to midsized nondenominational nonprofit organizations. The rate of clergy failures in nondenominational organizations has left many questions about what is needed to create organizational success. The purpose of this qualitative phenomenological study was to explore the lived experiences and perceptions of clergy manager-leaders’ management training in non-denominational organizations. Fourteen full-time clerics from Bloomingdale, Georgia, Rincon, Georgia, and Savannah, Georgia participated in face-toface semi-structured interviews. The data analysis process involved the use of Edward and Welch’s extension of Colaizzi’s data analysis procedures, which resulted in the emergence of 4 themes. The themes included: (1) management education and training, (2) experiencing the call of God, and (3) servant leadership. There was common experiences and perceptions among clerics that there was a need for management training to improve workforce productivity, soft skills, and improve the performance of the organization to match the changes in their communities. The findings provide indications from clerics responses that organizational success is dependent upon clergy manager-leaders’ effectiveness in their role as full-time clerics as perceived by the expectations of their members, followers, and community stakeholders. This study is significant in that its findings could promote awareness for the need of management training in nondenominational organizations. The potential implications for social change is an innovative work environment, organizational success, community and social responsibility.There is little research about how clerics manage and lead small to midsized nondenominational nonprofit organizations. The rate of clergy failures in nondenominational organizations has left many questions about what is needed to create organizational success. The purpose of this qualitative phenomenological study was to explore the lived experiences and perceptions of clergy manager-leaders’ management training in non-denominational organizations. Fourteen full-time clerics from Bloomingdale, Georgia, Rincon, Georgia, and Savannah, Georgia participated in face-toface semi-structured interviews. The data analysis process involved the use of Edward and Welch’s extension of Colaizzi’s data analysis procedures, which resulted in the emergence of 4 themes. The themes included: (1) management education and training, (2) experiencing the call of God, and (3) servant leadership. There was common experiences and perceptions among clerics that there was a need for management training to improve workforce productivity, soft skills, and improve the performance of the organization to match the changes in their communities. The findings provide indications from clerics responses that organizational success is dependent upon clergy manager-leaders’ effectiveness in their role as full-time clerics as perceived by the expectations of their members, followers, and community stakeholders. This study is significant in that its findings could promote awareness for the need of management training in nondenominational organizations. The potential implications for social change is an innovative work environment, organizational success, community and social responsibility. Clergy Academic Management Training in Non-Denominational Faith-Based Organizations by Patricia A. Jenks-Greene MBA, Walden University, 2010 BBA, Savannah State University, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management Walden University November 2017 Dedication This dissertation is dedicated in loving memory of my parents, Clifford and Ernestine Jenks resting in the arms of Jesus Christ, our Lord, and Savior. I dedicate this dissertation to my children, Antwuan Jenks, R. Sheldon Greene, and Shannon Greene. I thank you for your love, support, motivation, and pushing me toward completing my degree. I love and thank my biggest champion and supporter, my sister Sheila. I could not have completed this without your constant pricks to keep it moving. Thank you for filling our mother’s shoes, reminding me that mama wanted me to finish this dissertation. To my three brothers, Clifford, Michael, and Kenneth thank you for providing money when I needed it. Thank you for being men of honor in my life in the absence of our dad. A special thank you to my uncle, Edward Jinks, Sr., thank you for your love, evening dinner outings and being my second dad. To my family members, my best friends forever, and my loving church family, thank you for never asking more than I could give. Thank you Bishop Matthew Odum, Sr., for praying me through and standing in support of my dreams. I want to thank Pastor Rickey Temple for making me aware that I have a vision for my life. This dissertation is my vision. Thank you, Dr. Norma Wallace, for inspiring me with nuggets of inspiration to attain an advanced degree. Special thanks to the men and women of God who gave me an opportunity to collect data through in-depth interviews. Thank you for the follow-up phone calls checking on my progress and praying for my success. To my husband, Ronald, thank you for enduring the late nights and early mornings hours of reading, writing, and typing. You are a very patient man. I thank you for the Sunday morning hot cups of coffee that energized and kept me going. Acknowledgments I thank my Lord and Savior, Jesus Christ, without whom this would have never been possible. I acknowledge my committee members, professionals of unique perspectives, honesty, and transparency. I am thankful to my Chair, Dr. David Bouvin for providing endless encouragements, guidance, patience, and time through every phase of this dissertation. I am appreciative and grateful for my second Committee Member, Dr. Marcia Steinhauer. Thank you Dr. Steinhauer for years of attention to every detail of my progress and your guidance towards the attainment of my Ph.D. Dr. Steinhauer began this journey with me at my first academic residency in Arlington, Virginia, March 2013. Thank you for the Atta Girl that made the difference between success and giving up. I want to thank Dr. Diane Stottlemyer, my URR, for coming on board and embracing my study. Thank you for providing the feedback I needed to complete my dissertation. I am thankful for my colleagues, my circle of PhDs, for your encouragement and support of this dream. I thank my first Chair, Dr. David Pritchard for starting me out on this journey.
40 citations
Cites background from "기독교 사역과 Leadership"
...155 Scholars have pointed to similarities and differences between servant leadership and transformational leadership (Burns, 1978)....
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...Burns (1978) noted that servant leadership is synonymous with the conceptualization of transformational and authentic leadership....
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References
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TL;DR: Theoretical development in this area also has undergone many refinements, and the current theory is far different from the early Vertical Dyad Linkage (VDL) work as discussed by the authors.
Abstract: Research into Leader-Member Exchange (LMX) theory has been gaining momentum in recent years, with a multitude of studies investigating many aspects of LMX in organizations. Theoretical development in this area also has undergone many refinements, and the current theory is far different from the early Vertical Dyad Linkage (VDL) work. This article uses a levels perspective to trace the development of LMX through four evolutionary stages of theorizing and investigation up to the present. The article also uses a domains perspective to develop a new taxonomy of approaches to leadership, and LMX is discussed within this taxonomy as a relationship-based approach to leadership. Common questions and issues concerning LMX are addressed, and directions for future research are provided.
5,812 citations
TL;DR: The rapid growth of research on organizational citizenship behaviors (OCBs) has resulted in some conceptual confusion about the nature of the construct, and made it difficult for all but the most avid readers to keep up with developments in this domain this paper.
5,183 citations
TL;DR: This study provided a comprehensive examination of the full range of transformational, transactional, and laissez-faire leadership, revealing an overall validity of .44 for transformational leadership and this validity generalized over longitudinal and multisource designs.
Abstract: This study provided a comprehensive examination of the full range of transformational, transactional, and laissez-faire leadership. Results (based on 626 correlations from 87 sources) revealed an overall validity of .44 for transformational leadership, and this validity generalized over longitudinal and multisource designs. Contingent reward (.39) and laissez-faire (-.37) leadership had the next highest overall relations; management by exception (active and passive) was inconsistently related to the criteria. Surprisingly, there were several criteria for which contingent reward leadership had stronger relations than did transformational leadership. Furthermore, transformational leadership was strongly correlated with contingent reward (.80) and laissez-faire (-.65) leadership. Transformational and contingent reward leadership generally predicted criteria controlling for the other leadership dimensions, although transformational leadership failed to predict leader job performance.
3,577 citations
TL;DR: In this paper, social learning theory is used as a theoretical basis for understanding ethical leadership and a constitutive definition of the ethical leadership construct is proposed. But, little empirical research focuses on an ethical dimension of leadership.
3,547 citations
TL;DR: A meta-analysis of the transformational leadership literature using the Multifactor Leadership Questionnaire (MLQ) was conducted to compute an average effect for different leadership scales, and probe for certain moderators of the leadership style-effectiveness relationship as mentioned in this paper.
Abstract: A meta-analysis of the transformational leadership literature using the Multifactor Leadership Questionnaire (MLQ) was conducted to (a) integrate the diverse findings, (b) compute an average effect for different leadership scales, and (c) probe for certain moderators of the leadership style-effectiveness relationship. Transformational leadership scales of the MLQ were found to be reliable and significantly predicted work unit effectiveness across the set of studies examined. Moderator variables suggested by the literature, including level of the leader (high or low), organizational setting (public or private), and operationalization of the criterion measure (subordinate perceptions or organizational measures of effectiveness), were empirically tested and found to have differential impacts on correlations between leader style and effectiveness. The operationalization of the criterion variable emerged as a powerful moderator. Unanticipated findings for type of organization and level of the leader are explored regarding the frequency of transformational leader behavior and relationships with effectiveness.
2,836 citations