Transformational leadership

About: Transformational leadership is a research topic. Over the lifetime, 18939 publications have been published within this topic receiving 600379 citations.

Paternalistic leadership in Chinese organizations: Research progress and future research directions

Abstract: P aternalistic leadership (PL) is an indigenous Chinese leadership style that is rooted in China's patriarchal tradition and has been found to be prevalent in overseas Chinese family businesses. Farh and Cheng (2000) proposed a model of PL that has three components: authoritarianism, benevolence, and moral leadership. Since then, a series of empirical studies have been conducted by Cheng and his colleagues to examine the validity of Farh and Cheng's PL model using a variety of samples from Taiwan and mainland China. In this chapter, we review this body of research and identify promising areas for future research. Introduction In the second half of the twentieth century, entrepreneurship among overseas Chinese exploded not only in Chinese-dominated communities such as Hong Kong, Singapore, and Taiwan, but also in South-east Asian countries, such as Indonesia, Malaysia, Thailand, and the Philippines, where the Chinese are in the minority (Weidenbaum, 1996). Scholars who were intrigued by this phenomenon embarked on a series of studies of the practices of overseas Chinese businesses. They discovered a distinct management/leadership style called paternalism, widely practiced among the owners/managers of overseas Chinese family businesses (e.g. Cheng, 1995c; Redding, 1990; Silin, 1976; Westwood, 1997). Paternalism, which is rooted in the traditional Chinese family structure, has crossed the boundary of families and generalized to the workplace.

Keeping Positive and Building Strength The Role of Affect and Team Leadership in Developing Resilience During an Organizational Crisis

Abstract: During an organizational crisis in health care, we collected multilevel data from 426 team members and 52 leaders. The results of hierarchical linear modeling describe the influence of leader behavior on team members’ resilience, which is primarily through affective mechanisms. Specifically, transformational leadership was associated with greater levels of positive affect and lower levels of negative affect, which in turn predicted higher resilience among team members. Inverse effects were found for the passive form of management-by-exception (MBE) leadership. Contrary to expectation, no relationship was found between active MBE leadership and affect. The implications for leaders and team members to foster positive affect and resilience during a crisis are discussed.

Transformational Leadership and Creative Problem-Solving: The Mediating Role of Psychological Safety and Reflexivity

Abstract: Previous research has pointed to the importance of transformational leadership in facilitating employees' creative outcomes. However, the mechanism by which transformational leadership cultivates employees' creative problem-solving capacity is not well understood. Drawing on theories of leadership, information processing and creativity, we proposed and tested a model in which psychological safety and reflexivity mediate the effect of transformational leadership and creative problem-solving capacity. The results of survey data collected at three points in time indicate that transformational leadership facilitates the development of employees' creative problem-solving capacity by shaping a climate of psychological safety conducive to reflexivity processes. However, the findings also indicate that psychological safety is related both directly and indirectly, through reflexivity, to employees' creative problem-solving capacity. This study sheds further light on the ways in which transformational leaders help to develop and cultivate employees' capacity for creative problem-solving.

The Effect of Leadership on Follower Moral Identity: Does Transformational/Transactional Style Make a Difference?

Abstract: The goal of this article is to study the effects of transformational versus transactional leadership behavior on how followers report their level of moral identity. Using field survey data (n = 672...

Teachers Designing Curriculum as Professional Development: A Model for Transformational Science Teaching.

Abstract: We have designed a model for transformational science teaching focused on linking theory and practice through curriculum decision making that has been the framework for professional development sessions for middle-grade science teachers during the past 5 years. Interviews with teachers revealed that their experiences with curriculum development were of significant value in making decisions concerning the design of classroom environments. As teachers reflected on current research about teaching and learning, in collaboration with university scientists and science educators, they were informed by theoretical perspectives which held implications for their practice. Curriculum development became a vehicle for professional development and school reform; however, it was vital that the teachers were in clear communication with their administrators and communities concerning reform issues. Students and teachers from schools implementing the model and from control sites were interviewed to determine the model's influence on instructional practices and student attitude and achievement in science. The five-phase model for transformational science teaching is discussed here, accompanied by teacher comments about tensions experienced at each phase. This discussion is followed by an analysis of teacher and student interview data that reveals teachers' use of instructional strategies and students' attitudes toward science. Results and analysis of student performance on a mandated end-of-grade science test are also included. From this evidence, we recommend a new design for professional development opportunities for teachers that engages them in decision making as they reflect about the connections between theory and practice and the value of continually testing, revising, and reevaluating curriculum and instructional issues. J Res Sci Teach 34: 773–789, 1997.