Showing papers on "Transformational leadership published in 1996"
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
TL;DR: This article examined the effects of transformational leader behaviors on followers' attitudes, role perceptions, and "in-role" and "citizenship" behaviors in a manner consistent with the predictions of Howell, Dorfman and Kerr (1986).
1,659 citations
TL;DR: In this article, a pretest-posttest control-group design (N = 20) was used to assess the effects of transformational leadership training, with 9 and 11 managers assigned randomly to training and control groups, respectively.
Abstract: A pretest-posttest control-group design (N = 20) was used to assess the effects of transformational leadership training, with 9 and 11 managers assigned randomly to training and control groups, respectively. Training consisted of a 1-day group session and 4 individual booster sessions thereafter on a monthly basis. Multivariate analyses of covariance, with pretest scores as the covariate, showed that the training resulted in significant effects on subordinates' perceptions of leaders' transformational leadership, subordinates' own organizational commitment, and 2 aspects of branch-level financial performance.
1,352 citations
TL;DR: In this paper, the authors identify three core components (vision, vision implementation through task cues, and communication style) of a leader: vision of high quality weakly affected performance quality but significantly affected many attitudes.
Abstract: On the basis of 7 charismatic and transformational leadership theories, 3 core components (vision, vision implementation through task cues, and communication style) were identified. A laboratory simulation manipulated the 3 components in a completely crossed experimental design, where 2 trained actors portrayed the leader. Participants were 282 students in upper level business classes who performed a simulated production task. The vision of high quality weakly affected performance quality but significantly affected many attitudes. Vision implementation, in the form of task cues, affected performance quality and quantity. Charismatic communication style affected only the perception of charisma. Mediation was not found ; rather, an exploratory path analysis found a 2-part causal sequence, where the vision of quality and vision implementation each affected self-set goals and self-efficacy, which, in turn, affected performance.
1,054 citations
Book•
14 Aug 1996
TL;DR: In this paper, the authors discuss the need for change in an organization and how to navigate the land of uncertainty and the fear of change in a manager to become a leader in a team.
Abstract: Preface Part One: Deep Change or Slow Death 1. Walking Naked into the Land of Uncertainty 2. Confronting the Deep Change or Slow Death Dilemma Part Two: Personal Change 3. The Fear of Change 4. The Heroic Journey 5. Finding Vitality 6. Breaking the Logic of Task Pursuit 7. A New Perspective 8. Confronting the Integrity Gap 9. Build the Bridge as You Walk on It Part Three: Changing the Organization 10. Denying the Need for Change 11. Finding the Source of the Trouble 12. When Success Is the Engine of Failure 13. The Tyranny of Competence 14. The Internally Driven Leader Part Four: Vision, Risk, and the Creation of Excellence 15. Overcoming Resistance 16. From Manager to Leader 17. Why Risk is Necessary 18. The Transformational Cycle 19. Excellence is a Form of Deviance 20. Confronting the Undiscussable 21. A Vision from Within 22. The Power of One 23. The Power of Many
378 citations
01 Feb 1996
TL;DR: In this article, the authors view transactional and transformational models of leadership through a factor analytic framework and provide answers to a series of fundamental questions concerning what we know about leadership, what we do not know, and identify areas for further research.
Abstract: : The preponderance of research on leadership stems from either of the two dominant models of leadership. The transactional model and the transformational model have provided the backbone for a theoretical understanding of leadership. This report views both of these models through a factor analytic framework. It also provides answers to a series of fundamental questions concerning what we know about leadership, what we do not know, and identifies areas for further research.
365 citations
Book•
24 Jul 1996
TL;DR: This book presents a meta-leadership framework for a post-modern view of leadership that considers the role of inspiration, self-confidence, and self-consistency in the development of a leader.
Abstract: PART I: BUILDING BLOCKS Chapter 1. Definition and Significance of Leadership Chapter 2. The Global and Cultural Contexts Chapter 3. Early Theories: The Foundations of Modern Leadership Chapter 4. Individual Differences and Traits Chapter 5. Power PART II: CONTEMPORARY CONCEPTS Chapter 6. New Models of Leadership: Neo-Charisma, Inspiration and the Relationship with Followers Chapter 7. Other Leadership Perspectives: Upper Echelon and Leadership of Nonprofits PART III: LEADING Chapter 8. Participative Management and Leading Teams Chapter 9. Leading Change Chapter 10. Developing Leaders
364 citations
TL;DR: The use of qualitative research in the study of leadership is growing and its impact on the field is beginning to be felt as mentioned in this paper, and some of the advantages of qualitative investigations of leadership and reports the results of an investigation of police leadership in England in which a qualitative approach was employed.
Abstract: The use of qualitative research in the study of leadership is growing and its impact on the field is beginning to be felt. This article outlines some of the advantages of qualitative investigations of leadership and reports the results of an investigation of police leadership in England in which a qualitative approach was employed. Drawing on ideas from the New Leadership approach, data deriving from semi-structured interviews with a sample of police officers were analyzed in terms of concepts deriving from typical New Leadership findings. While many findings were consistent with New Leadership approaches, some important divergences emerged too. For example, charisma emerged as much less prominent in notions of what makes an effective leader than might have been expected from New Leadership research; by contrast, instrumental leadership was far more pervasive in police officers' thinking as central to effective leadership. The reasons for such findings are speculated upon. particularly with respect to the sensitivity to context that is a feature of qualitative research.
343 citations
TL;DR: This paper used meta-analysis to explore the relationship between charismatic leadership and satisfaction with the leader, perceived leader's effectiveness, and performance, and found potential moderating effects for two moderators of research design (objective/subjective performance and percept-percept/multisource study design).
Abstract: This study used meta-analysis to explore the relationship between charismatic leadership and satisfaction with the leader, perceived leader's effectiveness, and performance. To maintain construct consistency Bass' 1985 conceptualization of charisma was used. Results indicate potential moderating effects for two moderators of research design (objective/subjective performance and percept-percept/multisource study design) and for two theoretically predicted moderators (organizational level of focal leader and organizational context). The results are discussed in relation to implicit leadership theory and cognitive classification theory.
334 citations
Journal Article•
TL;DR: This article found that statistically significant positive relationships existed between instructional leadership behaviors of school principals and the selected characteristics: teacher commitment, professional involvement, and innovativeness (p < 0.0005).
Abstract: The purpose of this study was to determine the relationship between instructional leadership and selected school-level characteristics essential to the development of successful schools. Data were collected from a random sample of teachers (n=624) and subjected to multiple regression analysis. This study found that statistically significant positive relationships existed between instructional leadership behaviors of school principals and the selected characteristics: teacher commitment, professional involvement, and innovativeness (p<.0005). Also, the researcher developed “best fitting” models of instructional leadership that account for variance of each characteristic. Models for professional involvement and innovativeness vary with school type (elementary or high). Results of this study reinforce the validity of instructional leadership and suggest that particular instructional leadership behaviours contribute to school characteristics that facilitate school improvement.
329 citations
01 Jan 1996
TL;DR: Transformational leadership is a term which has appeared with increasing frequency in writings about education since the late 1980s as mentioned in this paper and has been used to signify an appropriate type of leadership for schools taking up the challenges of restructuring now well underway in most developed countries throughout the world.
Abstract: Transformational leadership is a term which has appeared with increasing frequency in writings about education since the late 1980’s. Sometimes it has been used to signify an appropriate type of leadership for schools taking up the challenges of restructuring now well underway in most developed countries throughout the world (Leithwood, 1992). In this context, a common-sense, non-technical meaning of the term is often assumed. For example, the dictionary definition of transform is ‘to change completely or essentially in composition or structure’ (Webster, 1971). So any leadership with this effect may be labelled transformational, no matter the specific practices it entails or even whether the changes wrought are desirable.
Book•
01 Jan 1996
TL;DR: The CATI project as discussed by the authors is a case study of second and foreign language teaching in Second and Foreign Language teaching and it has been used to evaluate the transformational capacity of the second-and third-language teaching systems.
Abstract: I SOME GENERAL CONSIDERATIONS ON EDUCATIONAL INNOVATION 1 Introduction 2 Some defining examples of innovations in Second and Foreign language teaching 3 Issues and definitions II A CASE STUDY APPROACH TO UNDERSTANDING CURRICULAR INNOVATION: THE CATI PROJECT 4 Issues in project design and implementation 5 Issues in project management: developing an organization's capacity to sustain change 6 Issues in project evaluation and maintenance: Evaluating the transformational capacity of the CATI project III SOME GENERAL CONSIDERATIONS ON EDUCATIONAL INNOVATION RE-VISITED 7 The lessons of the CATI project
Book•
01 Jan 1996
TL;DR: Motivation and leadership in organizations models of work motivation: Motivational implications of reinforcement theory, Judith L, Komaki et al, Equitty theory predictions of behaviour on organization, Richard T. Mowday, Procedural justice and work motivation, Russell Cropanzano, Robert Folger, Social cognitive theory of organizational management, Robert Wood, Albert Bandura Goal setting theory: an introduction, Edwin A. Locke, Gary P. Latham, Howard J. Klein, Meaning, self and motivation in organizations, Boas Shamir models of leadership: Leadership: do
Abstract: Part 1 Motivation and leadership - an introduction motivation and leadership in organizations models of work motivation: Motivational implications of reinforcement theory, Judith L, Komaki et al, Equitty theory predictions of behaviour on organization, Richard T. Mowday, Procedural justice and work motivation, Russell Cropanzano, Robert Folger, Social cognitive theory of organizational management, Robert Wood, Albert Bandura Goal setting theory: an introduction, Edwin A. Locke, Gary P. Latham, An integrated control theory model of work motivation, Howard J. Klein, Meaning, self and motivation in organizations, Boas Shamir models of leadership: Leadership: do traits matter?, Shelley A. Kirkpatrick, Edwin A. Locke, Leadership theory and development: the coming "new phase", Chester A. Schriesheim, Linda L. Neider, The motivational effects of charismatic leadership: a self concept based theory, Boas Shamir et al, The romance of leadership, James R. Meindl et al, Leadership: an alienating social myth?: Substitutes for leadership: effective alternatives to ineffective leadership, Jon P. Howell et al Implementing organizational change: Beyond the charismatic leader: leadership and organizational change, David A, Nadler, Michael L, Tushman, Leadership behaviours, influence tactics, and career experiences of champions of technological innovation, Jane M. Howell, Christopher A. Higgins, The leader's new work: building learning organizations, Peter M. Senge. Part 4 Motivation, leadership and performance: motivation and leadership: some concluding observations. (Part contents).
Book•
01 Jun 1996
TL;DR: Klenke as discussed by the authors examines women's access to leadership roles and how these roles are perceived in society, using real-life examples and case studies of prominent women, and explores the complex interactions between gender, leadership, and culture.
Abstract: This book examines women's access to leadership roles and how these roles are perceived in society. It represents one of the first scholarly examinations of the burgeoning field of leadership. Using real-life examples and case studies of prominent women, Dr. Klenke explores the complex interactions between gender, leadership, and culture. Topics include the changing conceptions of leadership, women leaders in history, contemporary leadership theories, barriers to women's leadership, and women leaders worldwide. This volume is of primary interest to educators and students involved in women's studies programs as well as in courses in gender and leadership.
TL;DR: In this paper, a case study of a large public hospital to examine the processes of leadership and strategic change in organizations where goals are unclear and authority is fluid and ambiguous is presented.
Abstract: This paper draws on a case study of a large public hospital to examine the processes of leadership and strategic change in organizations where goals are unclear and authority is fluid and ambiguous. The case history describes the evolution of leadership roles during a period of radical change in which a general hospital acquires a university affiliation while moving towards a more integrated form of management. The study traces the tactics used by members of the leadership group to stimulate change, and the corresponding impact of these tactics on both the progress of change and on leadership roles themselves. It is suggested that strategic change in these organizations requires collaborat ive leadership involving constellations of actors playing distinct but tightly-knit roles. Yet, collaborative leadership is fragile and can easily disintegrate due to intemal conflict or to discreditation associated with more unpopular (although potentially effective) change tactics. Thus, under ambiguity, radical trans...
01 Jan 1996
TL;DR: In this paper, the authors describe a field study of a large-scale management development program designed to stimulate middle managerial change, and the development of a change typology suggests that middle manager...
Abstract: The article describes a field study of a large-scale management development program designed to stimulate middle managerial change. The development of a change typology suggests that middle manager...
TL;DR: The authors developed a theoretical account of how teachers' perceptions of transformational school leadership are formed and provided an initial empirical test of the theory, developed from cognitive science views of human thought and perception, explains the formation of teachers' leader perceptions as a function of both alterable conditions found in the school context and unalterable characteristics of both leaders and followers.
Abstract: This study has two purposes: to develop a theoretical account of how teachers'perceptions of transformational school leadership are formed and to provide an initial, empirical test of the theory. The theory, developed from cognitive science views of human thought and perception, explains the formation of teachers' leader perceptions as a function of both alterable conditions found in the school context and unalterable characteristics of both leaders and followers. Survey evidence from a sample of 423 elementary and secondary schools about their principals suggests that alterable school conditions explain most of the variation in teachers' leader perceptions.
TL;DR: In this article, the authors argue that a model of transformational and transactional leadership has some degree of universality, which implies that the relations between attributes of the person and performance as a leader are a constant across situations.
Abstract: Universality implies that the relations between attributes of the person and performance as a leader are a constant across situations. It also implies that similar concepts and behaviors associated with leadership can be relevant everywhere. It is a difficult position to maintain. Nevertheless, this lead article contends that a model of transformational and transactional leadership has some degree of universality. The article describes the elements of the model and summarizes the support for these elements which derives from research initiated in the United States. Three corollaries are discussed with supportive evidence gathered in studies conducted in India, Italy, Canada, New Zealand, Japan, Singapore, Sweden and elsewhere to document the universality of transactional and transformational leadership. We conclude that although this model of leadership may require adjustments and fine-tuning as we move across cultures, particularly into non-Western cultures, overall, it holds up as having considerable un...
TL;DR: Two key problems hamper the study of charismatic/transformational leadership are: 1) the field lacks a generally accepted conceptual framework to guide research and practice; and 2) only limited e...
Abstract: Two key problems hamper the study of charismatic/transformational leadership. First, the field lacks a generally accepted conceptual framework to guide research and practice. Second, only limited e...
TL;DR: In this article, the authors explore the notion that crisis is important to the emergence of charismatic leadership and find that crises foster the emergence and performance of charismatic leaders who are then rated as more effective than group leaders who emerge in non-crisis situations.
Abstract: Existing models of transformational change often highlight the charismatic attributes of leaders. Few approaches focus on the social preconditions which allow charismatic leadership processes to unfold. This research explores the notion that crisis is important to the emergence of charismatic leadership. The findings of a laboratory study indicate that crises foster the emergence of charismatic leaders who are then rated as more effective than group leaders who emerge in noncrisis situations. The implications for current conceptualizations of charismatic leadership processes and their role in frame-breaking organizational changes are discussed.
TL;DR: In this paper, the authors examined the leader behavior of interuniversity athletic administrators according to Bass's (1985) transformational/transactional leadership model and examined the impact of that behavior on subordinates' satisfaction with leadership, perceived leader effectiveness, departmental commitment, and extra effort.
Abstract: This study examined the leader behavior of interuniversity athletic administrators according to Bass's (1985) transformational/transactional leadership model. The impact of that behavior on subordinates’ satisfaction with leadership, perceived leader effectiveness, departmental commitment, and extra effort was also examined. A sample of head coaches from Ontario universities (N = 114) completed the Multifactor Leadership Questionnaire (MLQ) Form 5X (Bass & Avolio, 1991) with regard to their athletic administrators. The resultant profile was one of predominantly transformational as opposed to transactional or nonleadership behavior. Furthermore, leader-centered behavior (idealized influence, attributed charisma) was used more often than subordinate-centered behavior (individualized consideration, intellectual stimulation). Coaches' satisfaction with leadership, perceived leader effectiveness, and extra effort were positively and strongly associated with transformational leadership and contingent reward beh...
01 Jan 1996
TL;DR: In this article, the authors take a critical approach to understand the nature of the evolving role of school leadership, why it has changed, and what we need to know and to be able to do to make the leadership role more doable.
Abstract: We have come a long way since the days of valuing leaders who ‘run a tight ship’. We have gone through the phases of the principal ‘as administrator’ and the principal ‘as instructional leader’ to a broader and more fundamental notion of principal as change agent. In this chapter I take a critical approach to understanding the nature of the evolving role of school leadership, why it has changed, and what we need to know and to be able to do to make the leadership role more doable. While the focus is on ‘school’ leadership (principal and teacher leadership), much of the analysis applies to ‘system’ leadership involving superintendents and other central office staff.
TL;DR: The authors reviewed recent developments in leadership and discussed the shift towards the language of performance outcomes used increasingly to describe leaders and leadership and the changing political and economic environments in which educational leaders act.
Abstract: This article reviews recent developments in leadership. It discusses the shift towards the language of performance outcomes used increasingly to describe leaders and leadership and the changing political and economic environments in which educational leaders act. Theories have polarized around transformational and managerial leadership, the former emphasizing the personalities and action of individuals, and the latter stressing a rational, structural approach. Both create the impression of newness and difference but display strong continuities with previous theories of leadership. The significance on follower perspectives of leadership is highlighted and alternative methodological approaches emphasizing historical and comparative contexts are outlined. The paper concludes with an example of visionary leadership in education.
TL;DR: In this article, survey responses from a sample of 337 Canadian teachers were used to estimate the value of the variables in a model explaining teacher burnout which included, in addition to leadership, both personal and organizational variables associated with burnout in previous empirical studies.
Abstract: School restructuring processes typically increase teacher stress and the potential for burnout. This study inquired about the contribution of transformational forms of school leadership to the amelioration of burnout in restructuring contexts. Survey responses from a sample of 337 Canadian teachers were used to estimate the value of the variables in a model explaining teacher burnout which included, in addition to leadership, both personal and organizational variables associated with burnout in previous empirical studies. The LISREL 8 analysis of covariance structure aproach to path analysis and maximum likelihood estimates was used to test the model. Results indicated that leadership had a combined direct and indirect effect on burnout of .34, organizational factors .50, and personal factors .15.
01 Apr 1996
TL;DR: LMI et al. as mentioned in this paper explored the relationship among principals' leadership behaviors and teacher efficacy in Wisconsin middle schools involved in building-level change efforts and found that three of Leithwood's transformational leadership behaviors (modeling behaviors, inspiring group purpose, and providing contingent rewards) were significantly related to general teaching efficacy.
Abstract: This paper presents findings of a study that explored the relationships among principals' leadership behaviors and teacher efficacy in Wisconsin middle schools involved in building-level change efforts. An adaptation of Bandura's social cognitive learning theory of self-efficacy (A. Woolfolk and W. Hoy 1993) provided the theoretical framework. Phase 1 of the research surveyed 10 principals and 280 teachers from 10 middle schools. Principals and teachers completed The Nature of Leadership Survey (Leithwood 1993) and teachers completed an adapted version of S. Gibson and M. Dembo's Teacher Efficacy Scale (1984). Data for phase 2 were collected through interviews with the 10 principals and 34 teachers. The data indicate that three of Leithwood's transformational leadership behaviors--modeling behavior, inspiring group purpose, and providing contingent rewards--were significantly related to general teaching efficacy. "Models behaviors" and "provided contingent rewards" were significantly related to personal teaching efficacy. Qualitative data confirmed these r2sults and suggested eight additional leadership behaviors that reinforce and sustain teacher efficacy. In addition, a significant difference was found between general teaching efficacy and personal teaching efficacy. An implication is that if a strong sense of efficacy motivates teachers to higher levels of competence and success, then an increased focus on this teachc!r attribute is critical. (Contains 38 references.) (Author/LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** Teacher Efficacy: Influence of Principal Leadership Behavior Paper Presented at the Annual Meeting of the American Educational Research Association New York City, New York
TL;DR: In this paper, the effects of government-sponsored attempts to change the way that the NHS, one of the largest employers in Europe, is managed are analysed. But the focus of this analysis is at local board level.
Abstract: This paper analyses the effects of government-sponsored attempts to change the way that the NHS, one of the largest employers in Europe, is managed. The theoretical issues raised relate to the concept of transformational change and attempts at public-sector restructuring, which set the context for the presentation of data. The empirical research, carried out over three years, examines the changes since the most recent reforms (the NHS and Community Care Act 1990).
The research considers the extent of organizational change which can be seen as the outcome of these reforms in relation to: a multiple and inter-related change agenda; the creation of new forms of organization; the creation of new roles; the reconfiguration of power relations; and the creation of a new culture, ideology and organizational meaning. These are presented as the key variables which could indicate whether transformational, rather than incremental, change has occurred. The focus of this analysis is at local board level.
This article concludes that earlier analyses of the limited success of administrative reform are no longer the case. Our analysis of the key variables suggests that what is occurring at least at local board level goes beyond incremental change and may represent the beginnings of an ‘organizational transformation’. This contains unintended as well as intended elements as an unanticipated ‘hybrid’ form of management may be emerging.
TL;DR: The importance of emotional engagement in motivation of followers by transformational/charismatic leaders has often been emphasized by leadership scholars as mentioned in this paper. Despite such consideration, little has been be...
Abstract: The importance of emotional engagement in motivation of followers by transformational/charismatic leaders has often been emphasized by leadership scholars. Despite such consideration, little has be...
TL;DR: In this paper, a study was conducted to test a process model of transformational leadership in the hospitality industry and found that it has a direct impact on perceptions of subordinate satisfaction with the leader and leader effectiveness as well as an indirect effect on these variables through its impact on openness of communication, mission clarity, and role clarity.
TL;DR: In this paper, the authors explore the relationships that exist between transformational leadership, organizational culture, and organizational effectiveness in the campus recreation programs of both the Big Ten and Mid-American Conferences.
Abstract: The areas of leadership and organizational culture continue to capture the interest of researchers and practitioners alike Some suggest that these two areas might hold the key to understanding and predicting organizational effectiveness Others remain skeptical, offering that effectiveness is determined by a variety of factors, many of which fall beyond the scope of the leader's influence or the culture of the organization The purpose of this preliminary investigation was to explore the relationships that exist between transformational leadership (measured by the Leadership Behavior Questionnaire, organizational culture (measured by the Culture Strength Assessment), and organizational effectiveness (measured by the Target Population Satisfaction Index) in the campus recreation programs of both the Big Ten and Mid-American Conferences (N = 19) The directors of these programs were given considerable levels of job autonomy to lead their respective programs as well as the opportunity to alter and/or imbed