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 authors focus on the phenomenon of middle leadership in a university context and direct attention to the significance of learning as a central facet of leadership development, focusing on the reflections of two of the authors as new middle leaders (chairpersons of departments).
Abstract: This article focuses on the phenomenon of middle leadership in a university context and directs attention to the significance of learning as a central facet of leadership development. Drawing on the reflections of two of the authors as new middle leaders (chairpersons of departments), this article critically examines how middle leaders learn aspects of their role. Two tenets underpin our analysis: learning is fundamentally a social process – we learn with and from others; and learning is relational – what and how we learn is determined to some extent by others and affects others. Our experiences point to learning constraints and affordances arising from events, practices and artefacts. Constraints were largely associated with transmission learning experiences, while affordances were found in collaborative knowledge-sharing contexts that arose as information grounds in response to an information need. We argue that both those we lead, and the organisation itself, would likewise benefit from a knowledge-sha...
25 citations
01 Jan 2010
TL;DR: Miller et al. as mentioned in this paper conducted a qualitative study on the perceptions of veteran teachers who have migrated from one school to another, having indicated that their primary reason for migrating was because of their leader's behavior.
Abstract: THE REVOLVING DOOR: HOW LEADERS PUSH TEACHER TURNOVER by Suzanne Kay Bryant Miller In today’s age of accountability leaders of schools cannot afford to lose quality teachers. The No Child Left Behind Act of 2001 requiring schools to staff all classrooms with “highly qualified teachers” creates a major challenge. Today, more than ever, school systems need to retain their experienced and effective teachers. While many reasons have been attributed to the revolving-door phenomenon known as teacher turnover, this research suggests that school leaders’ behaviors play a major role in the issue. This qualitative inquiry focused on the perceptions of veteran teachers who have migrated from one school to another, having indicated that their primary reason for migrating was because of their leader’s behavior. The following research questions guided the study: • What were the perceptions of migrating teachers, regarding their previous leader’s behaviors, qualities and attributes, at his/her former school? • How did these perceptions influence the teacher’s desire to migrate to another school? • Was there anything that the leader could have done differently that would have made the migrating teacher stay? Data was gathered through individual interviews, emails, and focus group discussions. The data was then analyzed qualitatively using an interpretivist theory (LeCompte & Schensul, 1999) to address the research questions, and a constant comparative method to determine patterns and themes (Merriam, 2009). Trustworthiness was established through attention to credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). The results of my study identified three main areas of leadership behaviors which teachers indicated directly influenced their decisions to migrate. These three areas were the leaders: (1) Lack of Knowledge of the Business of School-the leader’s lack of skills needed (a) to be supportive, (b) to make connections and build relationship, and (c) to transform school into an effective community; (2) Lack of Professionalismthe leader’s lack of (a) respect, (b) trust, and (c) consistent behavior; and (3) Lack of Personal Morals. While other studies on teacher turnover showed a link between leadership and teacher turnover (Barnett & Berry, 2002; Eggen, 2002; Gonzalez et al., 2008; Hirsch & Emerick, 2007; Thornton et al., 2007), my study revealed specific leadership behaviors that pushed teachers to migrate. THE REVOLVING DOOR: HOW LEADERS PUSH TEACHER TURNOVER by Suzanne Kay Bryant Miller
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Cites background from "기독교 사역과 Leadership"
...Burns (1978) and Greenfield (1999) both spoke of moral leadership, and stated that moral leadership entails being deliberately moral in one’s conduct, toward and with others and oneself, and in the service of purposes and activities that seek to meet the best needs of all children and adults....
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...Burns (1978) looked at the relationship between leaders and followers and described a type of leadership-moral leadership-as emerging from, and returning to, the fundamental wants and needs, aspirations, and values of the followers....
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TL;DR: In the literature, the concept of educational leadership has been discussed in different forms and dimensions, such as education leadership, instructional leadership, program leadership, and educational leadership as mentioned in this paper, which is a concept that is very important in the field of education, and it is becoming the subject of many researches.
Abstract: Leadership, which is prominent in every occasion where the concept of organization is articulated and which is addressed in different dimensions by each organization, is a concept that is very important in the field of education, and it is becoming the subject of many researches. In the literature of educational research, schools and school administrators are the first subjects that come to mind when leadership is mentioned. In this regard, school administrators are expected to show leadership behaviors, such as providing guidance, supporting, assigning a measurable responsibility and being a source of inspiration to all school employees and students in order to achieve the aims of the school. In addition, school leaders should form the ground that provides in-class reform and development, in order to create a positive learning environment in the school (Nichols, 2011). In this context, the studies of educational leadership have emerged in 1970s, in conjunction with research and development activities related to the effective schools movement. In those years, based on the observations of primary schools, some researchers in the UK and North America have identified that some schools' achievements in terms of learning outcomes were bigger than others. They have stated that this situation cannot be solely explained with the individual and social characteristics of the students; therefore the difference between effective and ineffective schools might be associated with the leadership attitudes and behaviors that school administrators have exhibited. Thus, educational leadership became a concept that has been discussed a lot on it. According to these researchers, the characteristics of effective schools' leaders are (Kruger & Scheerens, 2012);* They are directly involved with the school and the education of students.* They carefully evaluate teachers' classroom performance, learning process and student outcomes again and again.* They create a work environment and school climate which will make learning possible for all children.Schlechty (2001) has stated that the main task of the school is working with knowledge. This idea is based on the fact that learning is an active process. Thus, he argued that schools should be institutions working towards an objective with the help of the ideas, concepts, forms, shapes and symbols. Although the schools are solely seen as the places where learning takes place, in reality it is well-known that they are the institutions beyond mere learning, with a much more complex structure. From this perspective, even though schools are a tool for generating and transferring the culture, they are also the places where the official ideology is produced and communicated (Ilich, 1998). The effectiveness of such a complex structure, with its social, cultural, economic and political aspects has become attractive for researchers.One of the most critical factors in the realization of effective schools is the leadership behaviors of school administrators. In the literature this type of leadership is discussed in different forms and dimensions, such as education leadership, instructional leadership, program leadership, and educational leadership. At the beginning, this concept has been discussed in a limited context, as course and program leadership, however later it was considered in a broader sense to include the mentioned dimensions, in terms of the concepts such as educational leadership, education and training leadership. Although it is called by different names, it can be understood that these leaderships basically refers to the school administrators who were trying to establish effective schools and learning.School leader is the person who is planning and implementing program development, making appropriate resource allocation, improving the performance of staff and students by motivating and guiding them, in order to achieve the objectives of the school. School leaders, after setting the objectives of the school, ensure that these objectives are shared and supported by the students, teachers and school community. …
25 citations
Cites background from "기독교 사역과 Leadership"
...Such a leadership contains the behaviors where followers are carefully listened and considered, their personal needs and interest are taken into account, meaning that a supportive atmosphere is created in the organization (Burns, 1978; Bass, 1985, 1999; Bass & Riggio, 2006; Leithwood, 1992; Yukl, 1999)....
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TL;DR: Several answers to the question "Why don't the police stop crime?" are considered in this article, and the authors argue for a more inclusive and sophisticated approach to answering the question in its title.
Abstract: Several answers to the question 'Why don't the police stop crime?' are considered. Police do stop some crime, although increasingly they will rely on nonpolice personnel for assistance in doing so.The proportion of crime they stop is not fixed: learning the right lessons from the experience of New York City will help them to increase it. Nonetheless, police need to be alert to the dangers of concentrating single-mindedly on crime reduction. Doing so not only has inherent dangers, but it can also divert attention from other tasks and objectives of policing. Understanding the police role in crime control and reduction is hampered by populist insistence that simple answers are enough. Equally, the academic promise of new 'sciences' of crime and policing is overstated. The article argues for a more inclusive and sophisticated approach to answering the question in its title.
25 citations
Cites background from "기독교 사역과 Leadership"
...Recent accounts of the NYPD’s success fail to mention these incidents (Giuliani, 2002; Henry, 2002; McDonald, 2002)....
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...Rudolph Giuliani (Mayor, 1993–2001) saw the victory as his (Giuliani, 2002)....
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Dissertation•
01 Mar 2013
TL;DR: In this article, an exploratory study of how school leaders can negotiate the various spaces in their schools in order to promote teacher motivation and, by implication, learner achievement is presented.
Abstract: This is an exploratory study of how school leaders can negotiate the various spaces in their schools in order to promote teacher motivation and, by implication, learner achievement. This research focuses on how three principals in the Western Cape Province have produced or re-appropriated spaces to create new, productive learning environments which positively engage the users of these spaces. According to section 4 of the Employment of Educators Act 76 of 1998 (PAM), all school leaders are expected to create a learning space that is conducive to teaching and learning. In order to know what such a leadership responsibility may entail, this study tries to capture the dynamic interplay between physical (perceived) and mental (conceived) spaces as embodied in social (lived) spaces in a school. It uses Lefebvre‟s spatial triad as its theoretical lens. Linked to the study‟s aim to investigate what the interplay is between the various Lefebvrean spaces in schools, is an examination of how school leaders can manage to negotiate the production of these spaces. For lived school spaces to have embodied meaning that is conducive to teaching and learning, they must be coproduced and co-owned by the users of that space. To illuminate the way in which school leaders can achieve this, the study draws on a model of transformational leadership. The qualitative study uses a focus group, individual interviews and observations of three schools that have all achieved recognition as schools with excellent learner achievement: a public primary school, a public high school and an independent high school. The main research findings are that each of the three school leaders instinctively followed a transformational leadership style, and produced spaces that encouraged professional interaction amongst their teachers as well as strong collegial support for their spatial changes. The staffrooms have been modernised and equipped with lush furniture, flat screen TV‟s, appealing decorations and stimulating pictures, all with the purpose of lifting the spirits and energy levels of the staff. In addition, teachers‟ professional meeting rooms and confidential workspaces have been established. Classrooms have been changed into inviting and functional 21 century Stellenbosch University http://scholar.sun.ac.za
25 citations
Cites background from "기독교 사역과 Leadership"
...He described transformational leadership not as a set of specific behaviours, but rather an on-going process by which leaders and followers raise one another to higher levels of morality and motivation (Burns, 1978:20)....
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...…and changes up to the late 90s, and meeting the need for change within education in the 21st century - has been termed transformational leadership (Burns, 1978; Podsakoff, Mackenzie, Moorman and Fetter, 1990; Liontos, 1993; Walker, 1993; Sergiovanni, 1996; Hargreaves 1997; Bass, 1999; Davies,…...
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...Burns (1978) was one of the first scholars to assert that effective leadership not only creates change and achieves goals within the environment, but changes the people involved in the necessary actions for the better as well: he suggests that both followers and leaders are ennobled....
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...Christie (2010) suggests, however, that leadership may also be understood as a relationship of influence directed towards school goals or outcomes, whether formal or informal (Bennis, 1991; Burns, 1978; Kotter, 1996; Yukl, 1998)....
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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