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: 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
Cites background from "기독교 사역과 Leadership"
...Perhaps this should not be surprising, since the heart of transformational leadership is the ability to get employees to perform above and beyond expectations (Bass, 1985; Burns, 1978; Kouzes & Posner, 1987), and this extra effort may show up in the form of citizenship behavior....
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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
Cites background from "기독교 사역과 Leadership"
...Burns (1978) first introduced the concepts of transformational and transactional leadership in his treatment of political leadership....
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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
Cites background from "기독교 사역과 Leadership"
...The Wnal element of the deWnition related to “decisionmaking” reXects the fact that ethical leaders consider the ethical consequences of their decisions, and make principled and fair choices that can be observed and emulated by others (Bass & Avolio, 2000; Burns, 1978; Howell & Avolio, 1992)....
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...ethical consequences of their decisions, and make principled and fair choices that can be observed and emulated by others (Bass & Avolio, 2000; Burns, 1978; Howell & Avolio, 1992)....
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...Burns (1978) said that “transforming” leaders inspire followers by aligning their own and their followers’ value systems toward important moral principles....
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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
Cites background from "기독교 사역과 Leadership"
...In developing the construct, Burns (1978) drew from the literature on traits, leadership styles, leader-member exchange research, as well as his own observations, and put forth the idea of a transformational and transactional leadership style....
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...Burns, J.M. (1978). Leadership. New York: Harper & Row. Burns, T., & Stalker, G.M. (1961). The management of innovation. Chicago: Quadrangle Books. Conger, J.A., & Kanungo, R.N. (1988). The empowerment process: Integrating theory and practice. Academy of Management Review, 13, 471-482. Conger, J.A., & Kanungo, R.N. (1987). Toward a behavioral theory of charismatic leadership in organizational settings. Academy of Management Review, 12, 637-647. Cowen, S.S. (1990). A study of relationships between perceived leader behaviors of presidents at public fouryear institutions of higher education in the United States and the changes in FTE enrollment, perceptions...
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...This transformational leader was posited as a contrast to the transactional leader who exchanges valent rewards contingent upon a display of desired behaviors (Burns, 1978; Waldman, Bass, & Einstein, 1987)....
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...Burns, J.M. (1978). Leadership. New York: Harper & Row. Burns, T., & Stalker, G.M. (1961). The management of innovation. Chicago: Quadrangle Books. Conger, J.A., & Kanungo, R.N. (1988). The empowerment process: Integrating theory and practice. Academy of Management Review, 13, 471-482. Conger, J.A., & Kanungo, R.N. (1987). Toward a behavioral theory of charismatic leadership in organizational settings....
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...Burns, J.M. (1978). Leadership. New York: Harper & Row. Burns, T., & Stalker, G.M. (1961). The management of innovation. Chicago: Quadrangle Books. Conger, J.A., & Kanungo, R.N. (1988). The empowerment process: Integrating theory and practice....
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References
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TL;DR: In this paper, the authors focus on the formulation of competences for school leaders in the Netherlands with the aim of supporting them in their personal and team development, and propose an action plan as a tool for individual school leaders and leadership teams to translate the five core competences into context-specific competences.
Abstract: School leaders have been given an important role in initiating and implementing school improvement, which demands new forms of leadership. This invokes the question of the basic competences for leadership that are presently required. This article focuses on the formulation of competences for school leaders in the Netherlands with the aim of supporting them in their personal and team development. The school leaders’ union for secondary education in the Netherlands set up a working group of academics, consultants and school leaders to define these competences. Taking the research evidence of effective leadership as point of departure, the working group formulated a set of five general basic competences. The competences were placed in a general model of effective leadership. An action plan was developed as a tool for individual school leaders and leadership teams to translate the five core competences into context-specific competences for their own school.
39 citations
DOI•
01 Apr 2001
TL;DR: Verona et al. as mentioned in this paper used a statistical regression model to analyze quantitative data from a questionnaire completed by 57 principals and conducted interviews with 4 principals and 8 teachers to investigate the relationship between principal transformational leadership style and other selected variables on HSPT passing rates in vocational and comprehensive high schools.
Abstract: The New Jersey High School Proficiency Test (HSPT) is a "high stakes" test administered as a graduation requirement to all 11th grade students in New Jersey high schools. High school principals have been held increasingly accountable for successful HSPT scores. This study used Leithwood's model of transformational leadership (K. Leithwood, 1994), which adapts Bass and Avolio's (B. Bass and B. Avolio, 1997) transformational and transactional leadership theory to schools, to conceptualize principal leadership. The researchers used a statistical regression model to analyze quantitative data from a questionnaire completed by 57 principals and conducted interviews with 4 principals and 8 teachers to investigate the relationship between principal transformational leadership style and other selected variables on HSPT passing rates in vocational and comprehensive high schools. The main result of the study is that transformational leadership of principals significantly affects HSPT passing rates in reading, mathematics, writing, and all sections combined. The results also show that to achieve the same HSPT passing rates, stronger transformational leadership is needed in vocational schools compared to comprehensive high schools. In addition, the findings show that student attendance rate and eligibility for free or reduced price lunch each have a significant effect on HSPT passing rates, whereas enrollment size and mobility rate have no effect on HSPT passing rates. (Contains 1 table and 18 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document. The Influence of Principal Transformational Leadership Style on High School Proficiency Test Results in New Jersey Comprehensive and Vocational-Technical High Schools U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1511T-his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Gail S. Verona John W. Young Graduate School of Education Rutgers University New Brunswick, NJ 08901-1183 g.verona@worldnet.att.net 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY
38 citations
TL;DR: In this paper, the authors sketch a MacIntyrean approach to management and leadership by highlighting the affinities between the political philosophy and Greenleaf's concept of servant leadership, arguing that charismatic and transformational forms of leadership seem to embody emotivism to a greater degree than do more Weberian, bureaucratic forms of management.
Abstract: MacIntyre argues that management embodies emotivism, and thus is inherently amoral and manipulative. His claim that management is necessarily Weberian is, at best, outdated, and the notion that management aims to be neutral and value free is incorrect. However, new forms of management, and in particular the increased emphasis on leadership which emerged after MacIntyre’s critique was published, tend to support his central charge. Indeed, charismatic and transformational forms of leadership seem to embody emotivism to a greater degree than do more Weberian, bureaucratic forms of management; hence, MacIntyre’s central contention about our emotivistic culture seems to be well founded. Having criticised the details but defended the essence of MacIntyre’s critique of management, this paper sketches a MacIntyrean approach to management and leadership by highlighting the affinities between MacIntyre’s political philosophy and Greenleaf’s concept of servant leadership.
38 citations
01 Jan 2008
TL;DR: In this paper, the authors analyzed the impact of transformational leadership and school culture on student achievement in 79 middle schools in the state of Missouri using the Principal Leadership Questionnaire (PQ) and the School Culture Survey (SCS).
Abstract: The purpose of this study was to analyze the relative impact of transformational leadership and school culture on student achievement. The population of this study consisted of 79 middle schools, defined in this study as schools with a grade configuration of 6 through 8, within the state of Missouri. Quantitative data were collected from two instruments, the Principal Leadership Questionnaire (Jantzi & Leithwood, 1996) and the School Culture Survey (Gruenert, 1998), and analyzed to determine if (a) any zero-order or partial correlations existed among the factors of transformational leadership, school culture, and student achievement; (b) if any predictive linear relationships existed between transformational leadership and school culture; (c) if any predictive linear relationships existed between school culture and student achievement; and, (d) if any predictive linear relationships existed between transformational leadership and school culture in combination and student achievement. The study found, when controlling for socioeconomic status using the percent of students eligible for free and reduced lunch as the proxy measure, transformational leadership and school culture correlated to student achievement. Using regression analysis, the transformational leadership factors of “Modeling,” “Goal Acceptance,” and “Individualized Support” were identified as predictors of the school culture factor of
38 citations