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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01 Jan 2015
TL;DR: This chapter discusses the history and present situation of deinstitutionalization in New Brunswick, as well as issues surrounding Out-of-Home Placement and the role of voice in the provision and receiving of care.
Abstract: ..................................................................................................................... ii DEDICATION ................................................................................................................. iii ACKNOWLEDGMENTS ............................................................................................... iv LIST OF TABLES ........................................................................................................... ix LIST OF FIGURES .......................................................................................................... x CHAPTER ONE: INTRODUCTION ............................................................................... 1 Dissertation Structure ................................................................................................................. 4 Official Definitions of Long Term Care .................................................................................... 6 Contextual Moments in the History of Long-Term Care in New Brunswick ............................ 8 The Institutional Era .............................................................................................................. 8 Key Legislative and Policy Change 1960-1980 ................................................................... 10 Deinstitutionalization in New Brunswick ............................................................................ 11 Key Legislative Changes in Treatment and Care Approaches ............................................. 13 21 st Century: Re-institutionalization .................................................................................... 13 CHAPTER TWO: LITERATURE REVIEW ................................................................. 15 Issues Surrounding Out-of-Home Placement .......................................................................... 15 Issues that Affect the Provision and Receiving of Care ........................................................... 25 The Social, Emotional, and Cultural Climates of Long-Term Care......................................... 32 Gaps in the Literature ............................................................................................................... 33 CHAPTER THREE: THEORY ...................................................................................... 36 Issues of Power, Bio-power, and Knowledge/Power Analyses ............................................... 37 Foucault and the Body ............................................................................................................. 43 Discourses and Conceptualizations of Disability ..................................................................... 44 Self and Self-Identity ............................................................................................................... 50 The Bureaucratic Management of Populations ........................................................................ 52 Long-Term Care as a Total Institution ..................................................................................... 52 Reverse Integration .................................................................................................................. 55 CHAPTER FOUR: METHODOLOGY .......................................................................... 57 Epistemological Assumptions and the Importance of Voice ................................................... 57 Research Design....................................................................................................................... 61 Participant Observation ........................................................................................................ 62
30 citations
TL;DR: In this paper, the concept of intellectual leadership using academic obituaries was explored and the importance of personal characteristics and academic achievements in the formation of reputation was identified. But, despite the limitations of obitaries, it is argued that they provide a valuable and under-utilised "last judgement" on intellectual leadership.
Abstract: The literature on leadership in higher education is focused mainly on senior academic leaders with managerial roles. It largely excludes informal and distributed forms of intellectual leadership offered by full professors among others. This article explores the concept of intellectual leadership using academic obituaries. A total of 63 obituaries were collected from Times Higher Education published between 2008 and 2010. These identify the importance of personal characteristics and academic achievements in the formation of reputation. Four elements of intellectual leadership are suggested, linked to academic obituaries: a passion for transformation, possessing a balance of personal virtues, a commitment to service, and overcoming adversity. Despite the limitations of obituaries, it is argued that they provide a valuable and under-utilised ‘last judgement’ on intellectual leadership.
30 citations
Cites background from "기독교 사역과 Leadership"
...A passion for transformation is closely linked with the concept of transformational leadership (Burns 1978)....
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01 Jan 2018
TL;DR: Hennefer et al. as discussed by the authors explored processes other than extrinsic motivation that motivate teachers to engage in strategies and methods that indirectly influence students to learn over the long term and found that teachers who experience higher degrees of autonomy and sense of purpose also feel a greater amount of intrinsic motivation to teach and learn.
Abstract: Intrinsic Classroom Teacher Motivation by Mindi R. Hennefer MA, Westminster College, 2003 BS, Westminster College, 2001 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2018 Abstract In the public education accountability movement, politicians and corporate reformers claim that student performance on standardized tests is an appropriate and reliable measure of a teacher’s ability to educate. Given the process of holding K–12 classroom teachers directly accountable for individual student achievement based on standardized testing results, the teachers at XYZ Elementary School are currently motivated to changeIn the public education accountability movement, politicians and corporate reformers claim that student performance on standardized tests is an appropriate and reliable measure of a teacher’s ability to educate. Given the process of holding K–12 classroom teachers directly accountable for individual student achievement based on standardized testing results, the teachers at XYZ Elementary School are currently motivated to change only through externally controlled factors or extrinsic motivation. The purpose of this research was to explore processes other than extrinsic motivation that motivate teachers to engage in strategies and methods that indirectly influence students to learn over the long term. The purpose of the mixed transformative emancipatory design focused on change orientation and the social injustice inflicted upon professional educators (Creswell & Plano Clark, 2011). The study took place at a single-site elementary location with 19 volunteer teachers. The qualitative and quantitative data included 2 assessments, 1 experiment, 1 activity, and individual interviews. Data analysis of this transformative, mixed-methods, emancipatory design revealed the participants of XYZ Elementary School were ready and willing to change, felt low levels of autonomy in the workplace, experienced levels of flow (intrinsic motivation) in the classroom, and experienced low levels of support or appreciation from political leaders and the business community. The implication for local social change is the reexamining of current extrinsic motivation and management techniques to help educators become more effective. Broader social implications of this study are that teachers who experience higher degrees of autonomy and sense of purpose also feel a greater amount of intrinsic motivation to teach and learn. Intrinsic Classroom Teacher Motivation by Mindi R. Hennefer MA, Westminster College, 2003 BS, Westminster College, 2001 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2018 Dedication This study is dedicated to my loving husband who continually provided motivation and support. Acknowledgments I would like to take this opportunity to acknowledge the hard work, patience, and dedication of my wonderful professor Dr. Kathleen Van Horn. She has demonstrated what a true professor stands for and emulates. I am truly blessed to have had the opportunity to work with this professional. I would also like to take this opportunity to acknowledge other professionals at Walden who helped to make this journey possible, Dr. Seymour and Dr. Griffin.
30 citations
Cites background from "기독교 사역과 Leadership"
...James Burns (1978), considered the founder of modern leadership theory, stated: I define leadership as leaders including followers to act for certain goals that represent the values and the motivation – the wants and the needs, the aspirations, and expectations – of both leaders and followers....
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TL;DR: In this paper, the authors examined the effect of principals' transformational leadership on teachers' self-efficacy across 77 different Greek elementary and secondary schools based on a centralized education system.
Abstract: The main aim of this study is to examine the effect of principals’ transformational leadership on teachers’ self-efficacy across 77 different Greek elementary and secondary schools based on a centralized education system. For the investigation of the above effect multilevel Structural Equation Modelling analysis was conducted, recognizing the nested nature of the data (teachers withing schools). It was using the approach of Muthen and the software package MPlus. For the purpose of this study, psychometric properties of the Principal Leadership Questionnaire (PLQ) and The Teachers’ Sense of Efficacy Scale (TSES) were examined using structural equation modelling techniques. The results revealed that general factor representing the items of PLQ have an effect upon TSES constructs (efficacy in student engagement, and efficacy in instructional strategies). The originality and value of the current manuscript highlights the stability of the effect of transformational leadership and self-efficacy in a centralized...
30 citations
Cites background from "기독교 사역과 Leadership"
...Leithwood (1994), based on the works of Burns (1978), Bass (1985), and Bass and Avolio (1992), created a model for school leadership....
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...According to Burns (1978), transformational leadership is the engagement among people....
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TL;DR: In this paper, the authors draw attention to necessarily situated understandings of practice development through research into the nature of "middle leading" for site based education development in one primary school district in regional Australia.
Abstract: Educational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform.
30 citations
Cites background from "기독교 사역과 Leadership"
...Educational leadership, focused on effective education and school improvement, has long been a focus of research and scholarship (Bass 1996; Burns 1978; Fullan 2011; Lingard et al. 2003)....
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...More anodyne conceptions of ‘heroic’ (Amanchukwu, Jones Stanley, and Ololube 2015) or even ‘transformational’ (Burns 1978) leadership seem removed from these more intimate, situated, context-responsive practices....
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...Some literature focuses upon variously understood ‘heroic’ (Amanchukwu, Jones Stanley, and Ololube 2015) or ‘transformational’ (Bass 1996) conceptions of leadership, differing from similarly broad ‘transactional’ approaches (Burns 1978)....
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...Leading educational development from the middle: a review of literature Educational leadership, focused on effective education and school improvement, has long been a focus of research and scholarship (Bass 1996; Burns 1978; Fullan 2011; Lingard et al. 2003)....
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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