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Showing papers on "Transformational leadership published in 1992"


Journal ArticleDOI
TL;DR: In this article, the authors go beyond description and suggest causal linkages that hypothesize how performance is affected and how effective change occurs, and depict change in terms of both process and content, with particular emphasis on transformational as compared with transactional factors.

1,104 citations


Journal Article
TL;DR: Sarason as mentioned in this paper argues that the blame for the predicted failure of educational reform rests, in large measure, on existing power relation ships in schools: relationships among teachers and administrators, parents and school staffs, students and teachers.
Abstract: Instructional leadership" is an idea that has served many schools well throughout the 1980s and the early 1990s. But in light of current restructuring initiatives designed to take schools into the 21 st century, "instructional leadership" no longer appears to capture the heart of what school administration will have to become. "Transformational leader ship" evokes a more appropriate range of practice; it ought to subsume instructional leadership as the domi nant image of school administration, at least during the '90s. Sarason (1990) claims that the blame for the "predictable failure of educational reform" rests, in large measure, on existing power relation ships in schools: relationships among teachers and administrators, parents and school staffs, students and teachers. His view is widely held: most initiatives that fly the restruc turing banner advocate strategies for altering power relationships. They include school-site management, increasing parents' and teachers' participation in decision making, and enhancing opportunities for the exer cise of teacher leadership (Sykes 1990). In these respects, the restruc turing of schools is analogous to the groundshift in large businesses and industries begun more than a decade ago from Type A toward Type Z orga nizations (Ouchi 1981). Type A orga nizations, very useful for some situa tions and tasks, centralize control and maintain differences in status between workers and managers and among levels of management; they also rely on top-down decision processes. Such organizations, which include the tradi tional school, are based on "competi tive" (Roberts 1986) or "top-down" (Dunlap and Goldman 1991) power. This is the power to control to control the selection of new employees, the allocation of resources, and the focus for professional development. One cannot do away with this form of power without losing one's share. It is a zero-sum gain. In contrast. Type Z organizations rely on strong cultures to influence

805 citations


Journal ArticleDOI
TL;DR: In this article, a longitudinal study was conducted of transformational leadership and the performance of project groups in three industrial research and development organizations, and it was found that transformational leaders predicted higher project quality and budget/schedule performance ratings at time I and one-year later at time 2.

499 citations


Book
31 Jan 1992
TL;DR: The Courageous Follower as mentioned in this paper is a book that can be kept on a bookshelf and referred to repeatedly when confronted with the challenges of supporting and, at times, correcting a dynamic leader.
Abstract: For every leader there are dozens of followers working closely with them. This book speaks to those followers and gives them the insights and tools for being effective partners with their leaders. It is a guide that can be kept on a bookshelf and referred to repeatedly when confronted with the challenges of supporting and, at times, correcting a dynamic leader. Since its original release in 1995, The Courageous Follower has been quoted and put on reading lists everywhere from military leadership courses to church sermons to union meeting notices to corporate leadership programs. It has been recognized as the missing link in leadership development and in the sustainability of core values by senior management teams. This new edition has been updated and expanded to speak to the widespread failures of leadership we have witnessed - from the Catholic Church to the FBI to the largest corporations in the world. Boards of Directors, Senior Managers and staff who are loyal to the mission of their organizations, will all find the expanded edition more essential than ever to preventing and righting leadership wrongs and supporting and fostering values-based leadership efforts.

306 citations


Journal ArticleDOI
TL;DR: In this paper, the authors examine trends in the evolution of the principalship in the United States from the 1960s to the present and suggest possible directions for future developments in the educational leadership roles of principals.
Abstract: Examines trends in the evolution of the principalship in the United States from the 1960s to the present. Analyses three roles that emerged during this period and that subsequently exerted influence on the principalship: the programme manager, instructional leader, and transformational leader. Assesses the evolution of these roles in administrative practice in the light of contextual changes, particularly developments in national and state education policy. Suggests possible directions for future developments in the educational leadership roles of principals in the United States.

305 citations


Journal ArticleDOI
TL;DR: The results of two investigations of leader characteristics and behaviors associated with extraordinary performance are reported in this paper, which emphasize the importance of professional development opportunities for followers and suggest that specific leader behaviors, rather than personality, inspire followers to higher levels of performance.
Abstract: The results of two investigations of leader characteristics and behaviors associated with extraordinary performance are reported. In a quantitative exploration using Bass's Multifactor Leadership Questionnaire, educators associated leader effectiveness with charisma and intellectual stimulation. Problems are noted with the operational definition of charisma. In a separate investigation, narratives describing educational leaders perceived to be extraordinary were analyzed to determine more specific leader behaviors and characteristics that followers ascribe to those leaders. The qualitative results emphasize the importance of professional development opportunities for followers and suggest that specific leader behaviors, rather than personality, inspire followers to higher levels of performance.

256 citations


Journal ArticleDOI
TL;DR: In this article, the authors examine a process of change that has been occurring in Canadian national sport organizations and utilize the theoretical approaches found in work on resource dependence theory, institutional theory, organizational culture, and the role of transformational leaders in managing change.
Abstract: Increased interest in organizational change (i.e., shifts in an organization's structure, strategy, and processes) has led to considerable diversity in the theoretical approaches used to explain the phenomenon. This theoretical diversity has caused some scholars to suggest that a more complete understanding of organizational phenomena such as change is obtained when different theoretical perspectives are used in conjunction with one another. This paper examines a process of change that has been occurring in Canadian national sport organizations. Utilizing the theoretical approaches found in work on resource dependence theory, institutional theory, organizational culture, and the role of transformational leaders in managing change, the paper shows how these approaches explain different aspects of the change process. It also shows how a more complete understanding of change may be gained by using more than one theoretical perspective.

194 citations


Book
01 Jan 1992

163 citations


Journal ArticleDOI
TL;DR: This article examined the impact of performance outcomes, leadership type, leader behaviors, and observers' general belief in the importance of leadership on attributions of influence and charisma to a leader, finding that more influence may be attributed to a prototypical leadership role than to a less prototypical role.
Abstract: This study examined the impact of performance outcomes, leadership type, leader behaviors, and observers' general belief in the importance of leadership on attributions of influence and charisma to a leader. Subjects (N= 549) read 24 versions of an organizational vignette representing all possible combinations of two performance levels, two leadership roles, and six leader behavior conditions, and were asked to evaluate the leader's level of causal influence and charisma. Results supported and extended Meindl's (1990) claim that observers' tendency to romanticize the role of a specific leader is affected by the group performance outcomes and by observers' general beliefs in the importance of leadership in organizations. The results further suggested that more influence may be attributed to a prototypical leadership role than to a less prototypical role. However, information about leader behaviors did not affect the attributions of influence and charisma to the leader. These results are discussed with reference to Conger and Kanungo's (1987) attributional theory of charismatic leadership and leadership categorization theory (Lord, 1985).

131 citations


Journal Article
TL;DR: The authors argue that the assumption that individual leaders can produce quick and dramatic differences in school performance keeps us from focusing on the importance of teamwork and comprehen sive school improvement, and emphasizing the value of melodramatic, media-grabbing, high-profile actions keeps people from providing desper ately needed guidance for ordi nary programs and day-to-day school operations.
Abstract: Like most Americans, educators tend to think of leadership as a matter of taking action and getting results. They see real leader ship as a rare and wonderful capacity to take charge and get things done in the face of complex and trying circum stances. Leaders, those who believe in this typically American perspective argue, are people who can over come resistance, shore up the weaknesses of their followers, and produce effective action accom panied by a great sense of accomplishment and satis faction. For public education, this view is doubly wrong. First, the assumption that individual leaders can produce quick and dramatic differences in school performance keeps us from focusing on the importance of teamwork and comprehen sive school improvement. Second, emphasizing the value of melodramatic, media-grab bing, high-profile actions keeps people from providing desper ately needed guidance for ordi nary programs and day-to-day school operations. In urging risk-taking behavior, this view of leadership distorts

114 citations


Journal ArticleDOI
TL;DR: The authors analyzes the concept of educational technology leadership and argues that the skills underlying technology leadership need to be identified so they can be incorporated into training programs for teachers and school administrators, and concludes that this is a critical research area because many educational technology efforts fail due to lack of good leadership at all levels of school systems.
Abstract: This article analyzes the concept of educational technology leadership. It is argued that leadership in the domain of educational technology is different in various ways from leadership in general. In particular, the skills underlying technology leadership need to be identified so they can be incorporated into training programs for teachers and school administrators. It is concluded that this is a critical research area because many educational technology efforts fail due to lack of good leadership at all levels of school systems.

Journal Article
TL;DR: The research on gender differences in leadership, the impact of sex stereotyping, looks at the organizational effects of various types of leadership, and argues for the acceptance of a diversity of non gender linked leadership styles are presented.
Abstract: THE TOPIC OF GENDER DIFFERENCES in leadership style has been of great interest to researchers in the fields of psychology, management, and sociology, especially in recent years, as women have begun to assume more leadership positions. This article presents an overview of the research on gender differences in leadership, examines the impact of sex stereotyping, looks at the organizational effects of various types of leadership, and argues for the acceptance of a diversity of non gender linked leadership styles.

Journal ArticleDOI
TL;DR: This article investigated the relationship between perceived gender-role characteristics and transformational and transactional leadership in the 1985 leadership model and found that perceived gender role characteristics were correlated with transformational or transactional behavior.
Abstract: This research was initiated to investigate the relationship between perceived gender-role characteristics and transformational and transactional leadership. Looking at the 1985 leadership model of ...

Journal ArticleDOI
TL;DR: A study of student leaders at a military academy indicated that the MBTI can be used to understand transformational and transactional leadership behaviors as well as the leader's self-perception accuracy as discussed by the authors.
Abstract: Results of this study of student leaders at a military academy indicated that the Myers-Briggs Type Indicator (MBTI; Myers & McCaulley, 1985) can be used to understand transformational and transactional leadership behaviors as well as the leader's self-perception accuracy. Leaders who were evaluated as sensing and feeling types by the MBTI were the most transformational and used the most positive reinforcement with followers. Leaders who were introverts and sensing types had the most accurate self-perceptions. Addition- ally, transformational leader behaviors were related to reported extra effort on the part of followers. However, the most common type of leadership observed, active intervening with criticism when work was below standard, was unrelated to followers' extra effort. Results are discussed in terms of recommendations for leadership training and the usefulness of the MBTI in future leadership research.


Journal ArticleDOI
TL;DR: In this article, the concept of the transformational effects of advertising is described and refined to provide a definition possibly more useful in empirically studying the construct, and the difficulties in testing and using the concept are discussed before proposing projective techniques as an approach which might overcome some of the problems.
Abstract: The concept of the transformational effects of advertising is described and refined to provide a definition possibly more useful in empirically studying the construct. Methodological difficulties in testing and using the concept are discussed before proposing projective techniques as an approach which might overcome some of the problems. Finally, a study is reported that illustrates how projective techniques may be used to study transformational advertising.


Journal ArticleDOI
TL;DR: This article found that union attitudes and training satisfaction were the most important predictors of loyalty to the union and that attitudes to unions were related to the socialization process and the transformational leadership characteristics of the socializing agents.
Abstract: ment training program were surveyed. Using linear structural relations modelling, the research found that union attitudes and training satisfaction were the most important predictors of loyalty to the union. Furthermore, attitudes to unions were related to the union socialization process and the transformational leadership characteristics of the socializing agents.

Journal ArticleDOI
TL;DR: Composed of teachable components, transformational factors are similar to leadership qualities described in magnet hospitals, offering positive implications for nursing administration and professional nursing practice.
Abstract: What are the leadership dimensions that result in low turnover or work satisfaction? Intellectual stimulation, charisma, and individual consideration constitute aspects of transformational leadership that are suggested to enhance retention and staff satisfaction. In this study, the authors tested transformational leadership theory in one nursing department with an executive, 11 midlevel administrators, and 77 staff registered nurses. Findings support the predictions. Composed of teachable components, transformational factors are similar to leadership qualities described in magnet hospitals, offering positive implications for nursing administration and professional nursing practice.

01 Jan 1992
TL;DR: In this paper, the authors considered literature sources, defined as written works, were considered relevant if they met the following criteria: 1. The literature addressed transformational leader ship as defined by B ums (1978) or Bass (1985).
Abstract: s or full documents were reviewed to determine relevance to the study. Literature sources, defined as written works, were considered relevant if they met the following criteria: 1. The literature addressed transformational leader­ ship as defined by B ums (1978) or Bass (1985). 2. The literature had a publication date subsequent to 1978 to account for Burns's 1978 introduction of transformational leadership. The relevance criteria were intentionally broad so as Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. -to maximize the potential number of literature sources that would be reviewed and potentially included in the study.

Journal ArticleDOI
TL;DR: In this paper, a framework for considering the leader's orientation toward self and others is proposed, based upon the concept of a fundamental option, or stable choice, for either self-transcendence or self-embeddedness.
Abstract: Originally, transforming leadership was presented as moral leadership, developmentally raising both leader and follower in a common pursuit of end-values, and compared to transactional leadership, which altered followers' behaviors and attitudes in pursuit of self-interest based in modal-values. Subsequent theoretical development has focused on a change leadership not necessarily related to a change toward higher values. Although the concept of moral leadership must be expanded to include both transformational and transactional factors, this still does not take into account the reality of a leader who effects the retardation or reversal of the developmental process in followers. The premise of this paper is that the leader's orientation toward self and others must be taken into account in order to understand fully the leadership dynamic. A framework for consideration of this orientation is therefore proposed, based upon the concept of a fundamental option, or stable choice, for either self-transcendence or self-embeddedness.

Journal Article
TL;DR: Leithwood et al. as discussed by the authors found that teachers' motivation for development is enhanced when they adopt a set of internalized goals for professional growth and when they become involved in establishing a school mission they feel strongly committed to.
Abstract: lems together more effectively. Maintaining a collaborative culture. In collaborative school cultures, staff members often talk, observe, critique, and plan together. Norms of collective responsibility and continuous improvement (Little 1982. Hargreaves 1990) encourage them to teach one another how to teach better. Our case study of 12 improving schools (Leithwood and Jantzi 1991) identified a number of strategies used by their leaders to assist teachers in building and maintaining collaborative profes sional cultures. These strategies included involving staff members in collaborative goal setting and reducing teachers' isolation by creating time for joint planning. Bureaucratic mecha nisms were used to support cultural changes; for example, leaders selected new staff members who were already committed to the school's mission and priorities. These school leaders actively communicated the school's cultural norms, values, and beliefs in their day-to-day interper sonal contacts; and they also shared power and responsibility with others through delegation of power to school improvement "teams" within the school. Fostering teacher development. One of our studies (Leithwood et al. 1991) suggests that teachers' motivation for development is enhanced when they adopt a set of internalized goals for professional growth. This process is facilitated when they become involved in establishing a school mission they feel strongly committed to. School leaders can do their part by helping to ensure that such growth goals are clear, explicit, and ambitious enough to be challenging but not unrealistic. Feedback from colleagues about discrepancies between their goals for growth and their current practices can be especially helpful. School leaders can further enhance teachers' development when they give them a role in solving nonroutine prob lems of school improvement within a school culture that values continuous professional growth. Improving group problem solving. Staff members sometimes want to and often have to work harder in order to bring about any meaningful school improvement. Transformational lead ership is valued by some because it stimulates them to engage in new activities beyond classrooms and put forth that "extra effort" (Sergiovanni 1991). But our third study of transfor mational school leaders uncovered practices they used primarily to help staff members work smarter, not harder (Leithwood and Steinbach 1991). In this study of how such leaders solved problems in collaboration with teachers during staff meetings, we found that they ensured a broader range of perspectives from which to interpret the problem by actively seeking different interpretations, being explicit about their own interpretations, and placing individual problems in the larger perspective of the whole school

Journal ArticleDOI
TL;DR: The recent move towards system-wide diversity in the Israeli educational system has made the structure of public schools increasingly complex and fragmented, and has greatly influenced many aspects of the principalship.
Abstract: The recent move towards system‐wide diversity in the Israeli educational system has made the structure of public schools increasingly complex and fragmented, and has greatly influenced many aspects of the principalship. Today, principals in public schools are moving towards a dynamic definition of their role. Principals are being required to move from being routine‐managers to leader‐managers. This role change is reflected in four pivotal areas including: resource allocation, organizational framework, governing system and market structure. Contrary to traditional roles, Israeli principals are increasingly required to be environmental managers who mobilize resources and manage professional organizations with pluralistic governing systems in a competitive market structure. The success of local school initiatives depends upon principals′ abilities to adapt their roles to new realities inherent in such dynamic, diverse school networks.

Journal ArticleDOI
TL;DR: In this article, the authors present a summary of theoretical leader behaviours and effects and the empirical findings relevant to a new genre of leadership theory, which focuses on outstanding leaders, variously referred to as charismatic, visionary, inspirational or transformational.
Abstract: Presents a summary of theoretical leader behaviours and effects and the empirical findings relevant to a new genre of leadership theory. The new paradigm, emerging over the last decade and a half, focuses on outstanding leaders, variously referred to as charismatic, visionary, inspirational or transformational and derives from approximately 25 empirical investigations, based on a wide variety of samples and methods and conducted in a variety of cultures, collectively. Strong convergence among the findings of these studies indicates that the new genre of theory, when operationalized in a number of ways, accounts for substantial variance in leader and follower effectiveness, follower motivation, commitment and satisfaction as well as team performance. Discusses the relevance of such leadership to service‐producing organizations.

Journal ArticleDOI
TL;DR: A three-day transformational leadership workshop for officer cadets designed and conducted by civilian psychologists at the IDF School for Leadership Development as mentioned in this paper found qualitative and quantitative attitudinal data collected for six consecutive training cycles over a period of 18 months to be very favorable.
Abstract: The transformational leadership concept differentiates between instrumental motivation and normative commitment. The high motivation levels, the relative freedom given to junior officers, and the esprit de corps in infantry units in the Israeli Defence Forces (IDF) have made the concept of transformational leadership highly suitable for junior commanders. Reports on a three‐day transformational leadership workshop for officer cadets designed and conducted by civilian psychologists at the IDF School for Leadership Development. Found qualitative and quantitative attitudinal data collected for six consecutive training cycles over a period of 18 months to be very favourable. A further programme attempts to integrate the transformational leadership model as an ongoing effort throughout the infantry cadets′ six‐month training programme.

Journal ArticleDOI
TL;DR: This article integrated approaches from three literatures to develop a model of leader development, combining Kanfer and Ackerman's episodic model of skill acquisition with Kegan's approach to adult development to encompass development of transactional and transformational leadership.
Abstract: This essay integrates approaches from three literatures to develop a model of leader development. Kanfer and Ackerman's (1989) episodic model of skill acquisition is combined with Kegan's approach to adult development to encompass development of transactional and transformational leadership. Importantly, feedback mechanisms are added to explain changes in individuals'intellectual capacities, values, and beliefs over time. This framework provides a summary of what is known about the processes underlying developmental change in how leaders understand and act on their environment and provides specific directions for future research.

Journal ArticleDOI
TL;DR: In this article, the suggestions given here, although some may not be appropriate for every girl or woman, should contribute to a better understanding of leadership considerations for girls and women in the outdoors.
Abstract: Research has indicated that both differences and similarities exist pertaining to an understanding of gender. The suggestions given here—although some may not be appropriate for every girl or woman—should contribute to a better understanding of leadership considerations for girls and women in the outdoors.

Journal ArticleDOI
TL;DR: This paper investigated the linkages of power and behavior to leadership impressions through cognitive schemata and found that leader behavior had direct effects on perceptions of leadership, whereas leader power did not.
Abstract: According to Lord's categorization theory of leadership, people identify others as leaders or nonleaders based on the frequency and nature of displayed leader behaviors. Although this relationship has been empirically established, the impact of power attributions on leadership perceptions has not yet been studied. The present research employed LISREL to investigate the linkages of power and behavior to leadership impressions through cognitive schemata. Results indicated that leader behavior had direct effects on perceptions of leadership, whereas leader power did not. However, leader power did affect perceptions of leader behavior, in keeping with categorization theory. In addition, displayed leader behaviors contributed to the development of power perceptions. The practical implications of these findings are discussed at length.


Journal ArticleDOI
TL;DR: In this article, Rost and Smith propose a postindustrial concept which concentrates on a relationship of influence between leaders and followers who agree mutual purposes and really intend to carry them out.