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 article, the exploratory factor analysis method was employed for the purpose of this study and was implemented in three stages to identify and affirm the conceptual framework and attributes of school leaders needed to achieve leadership sustainability and school excellence.
Abstract: A principal plays a very important role in deciding the direction and success of a school. Whether a school is dynamic is dependent upon the skills and abilities of the principal. In order to be excellent, the principal must be in possession of an excellent character. Therefore, the selection and promotion of school principals should be conducted through a meticulous and objective procedure. The entire process must be reviewed in order to ensure the quality and high standard of national education. Selection according to seniority or competency in work performance through evaluation of management and administrative skills, which is the current practice, may not be suitable for the enhancement of the leadership of principals. This study was conducted to identify and affirm the conceptual framework and attributes of school leaders (principals) needed to achieve leadership sustainability and school excellence. The exploratory factor analysis method was employed for the purpose of this study and was implemented in three stages. The sample population comprised primary and secondary school teachers. Through this study, it was found that there were five important traits or attributes which a school leader or principal must possess in order to make a school excellent. These five attributes are: (i) integrity, which has the sub-attributes of being principled and humble; (ii) forward looking, which has the sub-attributes of strategic catalyst and mind motivator; (iii) inspirational, which has the sub-attributes of supportive and influential; (iv) competent, which has the sub-attributes of task competency (there are two components, namely, action-oriented and sociability as well as emotional and spiritual competency); and (vi) self-efficacy.
26 citations
Cites background from "기독교 사역과 Leadership"
...(Burns, 1978, pp. 1-2) Certain mechanisms are required in order to shortlist candidates for the position of principal based on world-class and quality criteria so that the aspiration to make Malaysia a hub of educational excellence in the eyes of the world can be realised....
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...Burns (1978) stated that: Today, there is crisis in leadership because those who have leadership power comprise men and women who are of low quality and irresponsible....
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TL;DR: This study used latent class analysis to examine how personality traits combine and interact to form subpopulations of leaders and how these sub Populations relate to performance criteria.
Abstract: Most research examining the relationship between effective leadership and personality has focused on individual personality traits. However, profiles of personality traits more fully describe individuals, and these profiles may be important as they relate to leadership. This study used latent class analysis to examine how personality traits combine and interact to form subpopulations of leaders, and how these subpopulations relate to performance criteria. Using a sample of 2,461 executive-level leaders, six personality profiles were identified: Unpredictable Leaders with Low Diligence (7.3%); Conscientious, Backend Leaders (3.6%); Unpredictable Leaders (8.6%); Creative Communicators (20.8%); Power Players (32.4%); and Protocol Followers (27.1%). One profile performed well on all criteria in an assessment center; remaining profiles exhibited strengths and weaknesses across criteria. Implications and future directions for research are highlighted.
26 citations
01 Aug 2018
TL;DR: In this paper, the authors examine the characteristics of Spiritual Leadership and compare and contrast this style to five other well-known leadership styles including Transformational Leadership, Servant Leadership, Situational Leadership and Authoritarian Leadership.
Abstract: The purpose of this research study was to examine the characteristics of Spiritual Leadership and compare and contrast this style to 5 other well-known leadership styles including Transformational Leadership, Servant Leadership, Situational Leadership, Authoritarian Leadership, and Moral Leadership. Although each of these styles had some very positive characteristics, it was found that Spiritual Leadership allowed for various leadership approaches to be applied as needed and these approaches were designed to motivate and inspire followers to promote positive results. Examples of effective spiritual leaders were
26 citations
01 Jan 2014
26 citations
Cites background or methods from "기독교 사역과 Leadership"
...First, I will review Transformational/Transactional leadership (Bass, 1985; Burns, 1978)....
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...Transformational and Transactional Leadership ................................................................
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...Transformational and Transactional Leadership Burns (1978) is most often credited with the idea of transformational and transactional approaches to leadership....
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01 Jan 2006
TL;DR: The authors of as mentioned in this paper report on lessons learned from pre-service principals as they completed the Instructional Leadership Work Sample project and became instructional leaders, using data collected from 150 participants over a four-semester time period.
Abstract: This study reports on lessons learned from pre-service principals as they completed the Instructional Leadership Work Sample project and became instructional leaders. Data were collected from 150 participants over a four-semester time period. Teacher partners for the study were recruited from a variety of subject areas and from three organizational levels. Much has been written on instructional leadership over the past twenty years (Bossert, Dwyer, Rowan, & Lee, 1982; Cooper, 1989; Greenfield, 1987; Hallinger, 1990; Hallinger & Murphy, 1987; Heck, Larson, & Marcoulides, 1990; Sergiovanni, 2001). Initially, the construct caused consternation among practitioners and academics alike. In fact, one could argue that the field (professors of educational leadership and school administrators) initially rejected the idea of instructional leadership and thought of it more as the latest entry in a long list of designer-types of leadership--transformational leadership (Burns, 1978), credible leadership (Kouzes & Posner, 1993), quality leadership (Deming, 1997), creative leadership (Eisner, 1993), and situational leadership (Blanchard, Zigarmi, & Zigarmi, 1985)--or as an idea or activity that they did not have time for or that they thought to be clearly in the jurisdictional zone of teachers. Examples of this ambivalent thinking are portrayed in research conducted by Harchar and Hyle (1996, p. 21), who reported that some administrators believe there is no such thing as instructional leadership, while other administrators embrace the concept and argue that the role of instructional leadership must be in place. Teachers in this same study provide evidence for the construct of instructional leadership in its absence. One elementary teacher said that her principal was not an instructional leader because he did not have experience at the elementary level. She claimed he was a good manager of people, but could not understand the conversations that were occurring at the school level. Even scholars could not agree about the construct. While Harchar and Hyle (1996) reported that key elements of instructional leadership include establishing vision, developing trust, fostering collaboration, and demanding respect for all the school community, King (2002) argued that there is no litmus test for the presence of instructional leadership, nor is there a definitive list of its characteristics of behaviors. In places where instructional leadership truly exists, it becomes an integral, almost invisible, part of how a school community works, lives, and learns together. (p. 63) More recently, in the current wave of accountability and standards, instructional leadership is front and center in the preparation and professional development of principals (Leithwood, 2001; National Association of Elementary School Principals, 2001; National Policy board for Educational Administration, 2002; Sirotnik, 2002; Southern Regional Educational Board, 1998). State and national standards have been enacted and implemented in an attempt to improve student achievement and close the achievement gap (e.g., CSAP and NCLB). Since this legislation, responsibilities for principals have burgeoned to the extent that some fear the job can no longer be done by one person, or perhaps only by a fictional super-principal type (Copland, 2001). Lambert (2002) agreed and reported that "it has been a mistake to look to the principal alone for instructional leadership, when instructional leadership is everyone's work" (p. 40). Neuman and Simmons (2001, p. 9) proposed that in order for learning to become the focus and primary value for every member, leadership is the job of the entire education community, and must be distributed--one of the latest in the list of designer-leadership types. Even though literature about the origin, emergence, demise, and rebirth of instructional leadership abounds, little empirical research has been conducted on how pre-service principals learn about, acquire, and implement instructional leadership strategies and interventions that help teachers improve student achievement. …
26 citations
Cites background or methods from "기독교 사역과 Leadership"
...I have also involved all of my teacher partners in my School Culture Project, a cultural study activity from Deal and Peterson (1999). This was very effective....
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...The most useful research on instructional leadership (Blase & Blase, 1999a, 1999b, 2000) surveyed 800 teachers and asked them how their principals, or supervisors, influenced their thinking or instructional behaviors....
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...I have also involved all of my teacher partners in my School Culture Project, a cultural study activity from Deal and Peterson (1999)....
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...Source: Blase J., & Blase, J. (1999). Principals’ instructional leadership and teacher development: Teachers’ perspectives....
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...Adapted from: Blase J., & Blase, J. (1999). Principals’ instructional leadership and teacher development: Teachers’ perspectives....
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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