EMPOWERMENT AND TRANSFORMATIONAL LEADERSHIP BEHAVIORS AND EMPLOYEE WELL-BEING: THE MEDIATING ROLE OF ORGANIZATIONAL SUPPORT

Collaborative innovation in the Pakistan’s dairy industry: effectiveness of managerial leadership and organizational readiness

In this investigation of officers' transformational leadership behavior, we expand the array of subordinate outcomes investigated, assess differential effects of transformational and transactional leadership behaviors, and examine differences in the occurrence and effects of such behaviors across three levels of the U.S. Army. Transformational leadership was expected to augment the effects of transactional leadership on an array of unit outcomes and across organizational levels. In support of our hypotheses, transformational behavior was found to augment the effects of transactional behaviors on followers' job motivation and affective commitment, whereas transactional behaviors were associated with subordinates' calculative commitment. Results indicated that the unique effects of transformational leadership on subordinate job motivation increased as a function of leadership level. In addition, higher ranking officers were perceived as more transformational and less passive than were lower ranking officers. Theoretical and methodological implications of these findings for transformational leadership research are discussed.

Organizations devote considerable resources developing employees' capacity for leadership because they believe that "leaders" are essential in the operations of their organizations. Unfortunately, organizations do not have the time or resources to send their employees off for lengthy leader development training programs. This has contributed to the growing popularity of short-term training programs which are relatively inexpensive to conduct. However, researchers are increasingly requesting more empirical studies that examine the impact of these programs, yet these requests have remained largely disregarded. Additionally, there is a lack for developing methodologies to determine whether or not involvement in a short-term program facilitates change in an individual's transformational and transactional leadership behaviors. To address this lack of inquiry, this study examined the impact of a well-recognized leader development simulation on transformational and transactional leadership behaviors among participating mid and upper level managers. A quasi-experimental pre-test, post-test research design was used to measure the impact both from the managers' perspective and their direct reports' perspective. Based on an analysis of the assessments completed by 50 managers and 81 direct reports, the findings suggest that managers perceived significant and positive changes in all of their transformational leadership behaviors and reductions in their transactional behaviors. However, their direct reports perceived significant changes in only one dimension of their manager's transformational leadership behavior: individualized consideration. Direct reports felt that their managers spent more time teaching and coaching them, helped them to develop their strengths, and considered their individual needs more as a result of participating in the training program. Direct reports also saw improvements in leadership effectiveness and were more satisfied with their managers after the training program. In addition, managers who under-estimated their transformational leadership behavior were rated the highest in transformational leadership by their direct reports. Furthermore, managers who dominated more on the Myers-Briggs perceiving scale than the judging scale were identified as being more transformational than other personality types. The findings of this study contribute empirical support for the impact of a leader development program and demonstrate that individuals can change some of their transformational leadership behaviors from participation in a short-term training program.

Many factors contribute to the effectiveness in implementing organizational change. However, many change effort fail due to several factors such as lack of commitment, style of leadership, and emotional distress of the employees who have to implement the change. This study was intended to determine the influence of leadership behavior and organizational commitment on organizational readiness for change in a higher learning institution. It was based on a conceptual framework that combined part of an adapted model from organizational development and change theory. A total of 169 academic staff from the main and branch campuses UiTM throughout Malaysia were selected based on stage and cluster sampling to participate in this study. The result shows that there is a significant relationship between organizational commitment and leadership behavior on organizational readiness for change. The findings also revealed that 36.5% of the variance in readiness for change is explained by organizational commitment and transactional leadership behavior. In determining the role of the organization commitment as a moderating variable, the result of the study indicates significant moderating effect of affective commitment on the relationship between transformational leadership behavior and organizational readiness for change. This study implied that building organizational commitment as well as developing transformational and transactional leadership behavior could contribute to formulation of organizational readiness for change and subsequently lead to the success of a change program.

Purpose The purpose of the present study is twofold. First, the authors examine the potential mediating role of promotion focus in terms of the relationship between transformational leadership and work engagement. Second, the authors set out to examine whether the indirect effect of transformational leadership and follower work engagement through promotion focus is stronger when followers' public service motivations are higher versus lower. Design/methodology/approach The present study examines the association between transformational leadership behavior and employees' work engagement. Data included measures of transformational leadership behavior and promotion focus as well as public service motivation and work engagement. Utilizing a field sample of 316 employees, the study tested the proposed relationships with robust data analytic techniques. Results were consistent with the hypothesized theoretical framework, in that promotion focus mediated the relationship between transformational leadership behavior and work engagement stronger when public service motivation was high and weaker when public service motivation was low. Based on the findings, the study concludes that the connection between transformational leadership behavior and work engagements partially mediated by promotion focus and this mediated connection is stronger when employees' public service motivation is high and weak when employees' public service motivation is low—thereby yielding a pattern of moderated mediation. Findings The study findings suggest five main conclusions. First, consistent with previous studies (Aryee et al. , 2012; Bui et al. , 2017; Hetland et al. , 2018; Li et al. , 2021; Ng, 2017; Tims et al ., 2011; Zhu et al ., 2009), the study found a positive relationship between transformational leadership and employees' work engagement. Second, along the same lines of previous research (Brockner and Higgins, 2001; Hetland et al. , 2018; Johnson et al. , 2017; Kark et al. , 2018; Tung, 2016), this study found a positive association between transformational leadership and employees' promotion focus. Third, as hypnotized, the study found a positive association between employees' promotion focus and their work engagement. Fourth, as hypothesized using regulatory focus theory, promotion focus positively mediates the relationship between transformational leadership and employees' work engagement. This result elucidates the underlying mechanism that enables leadership to influence employees' work engagement, particularly, through the self-regulatory promotion focus. The result demonstrates that leadership relates to and affects basic motivations of the promotion systems, which have been known as a basic human need for development and growth. The study demonstrates that leaders may be able to promote followers' motivations by provoking a promotion focus frame and this motivational frame further shapes followers' outcomes in terms of employees' work engagement. Hence, this finding support previous research claiming that promotion focus acts as a mediating mechanism in the relationship between transformational leadership and various outcomes(e.g. Johnson et al. , 2017; Kark et al. , 2018). However, this study adds significantly to existing research by being the first study to empirically test and pay attention to the promotion focus frame as the underlying psychological mechanism through which transformational leaders motivate followers to higher levels of work engagement. Finally, consistent with the study hypothesis, public service motivation has a moderating effect on the promotion focus-work engagement association. In addition, as the study hypothesized, public service motivation has a moderating effect on the mediating relationships between transformational leadership and employees' work engagement through promotion focus in public sector organizations. It appears that the relationship between transformational leadership and followers' work engagement through promotion focus is enhanced by the role of employees' PSM. In other words, the employees' public service motivation increases employee engagement further for employees with high situational promotion focus than for employees with a low situational promotion focus, which could be explained by the fact that more public service motivation is more meaningful to followers with promotion focus motivational framework to be more engaged. That is, public servants who are predisposed to respond to motives grounded primarily or exclusively in public institutions and organizations are more engaged at work due to their self-regulatory promotion focus spirit. This result is in congruence with findings that indicate that PSM is an important driver of organizational performance and has a positive impact on organizational behavior (Ritz et al. , 2016). This finding does provide support to Bakker's (2015) proposition that PSM may strengthen the positive relationship between personal resources (e.g. optimism and self-efficacy) and work engagement because public servants with high levels of enduring PSM find their work important and meaningful. Therefore, they are likely to invest their resources in public service work, be engaged in their work and perform well. Research limitations/implications First, it examines the extent to which transformational leadership contributes to employee work engagement. That is, the current study adds to the literature by using promotion focus attributes to probe the underlying mechanism through which transformational leaders enhance employee engagement in the workplace (Kark and van Dijk, 2019). Second, by combining insights obtained from the literature on the self-regulatory theory (Higgins, 1997) and the PSM theory (Perry and Wise, 1990), this study adds to work engagement literature by showing the importance of PSM as an institutional factor in work engagement. Lastly, the study expands the transformational leadership literature by using a moderated mediating model that recognizes PSM as a situational variable in the mediating relationship between transformational leadership and employee engagement. Practical implications The results have several implications for practice. Findings reveal that transformational leaders can enhance follower work engagement by inducing their promotion focus orientation. Managers can, therefore, display more transformational behaviors, such as providing a compelling vision, communicating high expectations, promoting new ideas and giving personal attention to each employee in the workplace. In addition, managers may develop a promotion-focus orientation among their followers by appealing more to their ideals and aspirations than to their duties and responsibilities (Brockner and Higgins, 2001). Organizations, on the other hand, could offer leadership training and development programs designed to enhance transformational leadership Behaviors. As for employees' PSM, public organizations have to be more creative in attracting, selecting and retaining employees with high levels of public service motives (Kim, 2021). Public organizations can also train their employees on public service values and enhance their incentives structures to align their motivational predispositions with the organization mission and values. Originality/value The present study adds to the existing theory in two ways. First, despite significant progress in exploring the process and boundary conditions for transformational leadership with beneficial work behaviors, the study findings paid attention to the underlying psychological mechanism, precisely the self-regulatory promotion focus frame through which transformational leaders motivate followers to higher levels of work engagement. A second theoretical contribution of the present study is that it adds to the long line of research supporting a more concerted effort to understand both the moderating and mediating mechanisms that link transformational leadership to follower outcomes. By using the moderated mediating model, this study shows that transformational leaders can induce a promotion focus within followers who have developed a public service motivation profile to be more willing to engage in their organizations. The current study also has several practical implications that can be drawn from the study findings. First, organizations should become more sensitive to their employees' (promotional and preventive) self-regulatory foci. Managers should be trained to be strategically oriented toward people's growth and development. Second, by serving as role models, managers can shape their subordinates' regulatory foci. The more managers' actions suggest that they are focused on promotion, the more likely it is that their subordinates will follow suit. Third, managers may emphasize the use of positive feedback, such as praise, by giving it when employees succeed and withholding it when they fail. This feedback style is more likely to elicit a promotion focus, especially if the praise for success focuses on what the employee was able to accomplish (e.g. “You aided

Transformational leader behaviors and substitutes for leadership as determinants of employee satisfaction, commitment, trust, and organizational citize

The goal of this study was to examine the effects of transformational leadership behaviors, within the context of Kerr and Jermier’s (1978) substitutes for leadership. Data were collected from 1539 employees across a wide variety of different industries, organizational settings, and job levels. Hierarchical moderated regression analysis procedures generally showed that few of the substitutes variables moderated the effects of the 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). However, the results did show that: (a) the transformational leader behaviors and substitutes for leadership each had unique effects on follower criterion variables; (b) the total amount of variance accounted for by the substitutes for leadership and the transformational leader behaviors was substantially greater than that reported in prior leadership research; and (c) several of the transformational behaviors were significantly related to several of the substitutes for leadership variables. Implications of these findings for our understanding of the effects of transformational leader behaviors and substitutes for leadership are then discussed.

The present study aims to examine whether principals’ emotional intelligence (specifically, their ability to recognize emotions in others) makes them more effective transformational leaders, measured by the reframing of teachers’ emotions. The study uses multisource data from principals and their teachers in 69 randomly sampled primary schools. Principals undertook a performance task to allow assessment of their emotion recognition ability; half the teachers’ sampled ( N = 319) reported on principals’ leadership behaviors and the other half ( N = 320) on teachers’ subjective perceptions of principals as promoting teachers’ reframing of negative emotions into more positive ones. Data were analyzed through multilevel structural equation modeling. Findings indicated a cross-level relationship between principals’ transformational leadership behaviors and teachers’ emotional reframing, as well as a relationship between principals’ emotion recognition ability and their transformational behaviors. Furthermore, the study revealed that principals’ emotion recognition ability has an indirect effect on teachers’ emotional reframing through principals’ transformational leadership behaviors. The results provide empirical support for the claim that transformational leadership promotes emotional transformation. The theoretical and practical implications of the study are discussed.

A BSTRACT: The effects of globalization, advancement of information and communication technology , together with economic volatile situations have force d academic institutions to adapt to strategic changes , so that they could remain relevant and competitive advantages. Hence, effective and efficient leadership behavior has become more critical than ever. Previous studies showed that transformational leaders’ support is seemed to be an essential factor in promoting institutional success. However, to what extend this is true , especially in the local public universities. Therefore, this study was intended to examine the nature of transformational leadership behavior and its augmentation effects as perceived by the academics in a Malaysian higher educational institution. Using a stage cluster sampling, a total of 169 academic staff from UiTM ( Universiti Teknologi MARA or MARA University of Technology ) in Shah Alam, Selangor, Malaysia participated in the study. The result revealed the academic staff perceived that their superiors exhibited a transactional leadership style rather than transformational leadership style. The study also revealed that augmentation of transformational leadership was moderate. Hence, this study has several practical implications for policy makers and academic leaders in higher learning institutions to provide leadership program , particularly in making organizational change efforts successful. K EY WORDS : L eadership , globalization, t ransformational, t ransactional, e ffectiveness, e xtra -e ffort, higher learning institutions , and s atisfaction . About the Author: Norshidah Nordin is a Lecturer at the Faculty of Education UiTM ( Universiti Teknologi MARA ), Seksyen 17, 40200 Shah Alam, Selangor Darul Ehsan, Malaysia. For academic purposes, the author can be contacted via mobile phone at: +60133373410 or via e-mail at: shidah147@gmail.com How to cite this article? Nordin, Norshidah. (2014). “Do Academic Leaders Matters? A Study on Transformational Leadership Behavior in a Higher Learning Institution” in EDUCARE: International Journal for Educational Studies , Vol.7(1) August, pp.7-18. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (February 2, 2014); Revised (April 25, 2014); and Published (August 17, 2014).

Transformational leader behaviors are defined as those behaviors that make followers more aware of the importance and values of task outcomes, activate their higher-order needs and induce them to transcend self-interests for the sake of the organization (Bass, 1985; Yukl, 1989a, b). These behaviors primarily include six types: articulating a vision, intellectual stimulation, demonstrating high performance expectations, providing an appropriate model, fostering collaboration and providing individualized support. Transactional leader behaviors, on the other hand, are founded on an exchange process in which the leader provides rewards/ punishments in return for the subordinate's effort and performance (Burns, 1978). They often include four types: contingent/non-contingent reward and contingent /non-contingent punishment. We examined the effects of these leader behaviors on subordinates' job satisfaction, organizational commitment and organizational citizenship behavior (OCB) in Chinese organizations. Data from 410 subordinate-supervisor dyads (287 in Taiwan and 123 in the PRC) suggest that while transformational leader behaviors in both samples have a more profound impact than transactional behaviors on employee job satisfaction and organizational commitment, the effects of each specific transformational and transactional behavior are different in the PRC and Taiwan. In particular, among the six types of transformational behaviors, ‘providing an appropriate model” and “demonstrating high expectation of performance” significantly influenced PRC employees' job attitudes and OCB, whereas “providing individualized support” and “fostering collaboration” had significant influence on Taiwan employees' job attitudes and OCB. Furthermore, among the four types of transactional behaviors, contingent reward and punishment had significant positive impact on PRC employees' job satisfaction and organizational commitment, whereas the job attitudes of the Taiwan employees were not significantly affected by contingent punishment. Instead, it was found that non-contingent reward had significant positive impact while non-contingent punishment had significant negative effect on their job attitudes. In addition, both contingent and non-contingent punishment had significant negative effects on Taiwan employees' OCB, whereas only non-contingent punishment had such negative effects in the PRC. The implications of these findings are discussed in terms of the contingent nature of leadership effectiveness.

This study examines teachers' perceptions of the relationship between transformational leadership behavior of principals and teacher participation in decision making in site-based managed schools. Site-based management was defined as the shift of decision making responsibility from the central office to the local school. Transformational leadership behavior was defined as the behavior of principals that helps build new relationships between teachers and principals. Teacher participation in decision making was defined as the participation of teachers in deciding issues related to school improvement and student achievement. Five main results emerged in the study. First, this school district does not contain components of site-based management. This district had intentions of restructuring but after years of planning, the school board voted against pursuing the initiative further. Second, results substantiate findings that the constructs of transformational leadership behavior and teacher participation in decision making are multidimensional. Transformational leadership behavior consists of three dimensions and teacher participation in decision making contains four dimensions. Third, one canonical correlation was found to be significant between transformational leadership behavior and teacher participation in decision making. Results of the canonical correlation indicate that the "instructional behavior" dimension (e.g., staff development) contributed more to the leadership behavior variate than the other two dimensions. Fourth, a significant difference was found in teacher participation between schools rated high and schools rated low in transformational leadership behavior. Principals in schools rated high in transformational leadership behavior encourage teachers to participate in decisions related to the "managerial procedures" dimension (e.g., student assignments, budget development) more than teachers in schools rated low in transformational leadership behavior. Fifth, case study results indicate that teacher participation in decision making is low in this district. It also indicates that teachers in schools where the principal was rated high in transformational leadership behavior participate more in the decision making process than teachers in schools where the principal was rated low in transformational leadership behavior.

This research investigates the association between transformational leadership and Organizational Citizenship Behavior (OCB). Moreover, organizational justice is analyzed as a mediating variable between transformational leadership behavior and OCB. This research was conducted in the restaurants of Pakistan, on a sample of 219 employees. The current study used correlation and regression analyses in order to test the hypothesized model. Findings of this research show that transformational leadership behavior and employees’ perception of organizational justice are significantly and positively related to employees’ OCB. In addition, the results also show that organizational justice perception mediates the relationship between transformational leadership and OCB. Thus, current research shows that the top management of the restaurants in Pakistan should focus on establishing transformational leadership behavior and also focus on the selection of individuals having transformational leadership qualities which have the ability to positively influence organizational justice perception thereby fostering OCB of employees. Lastly, this study provides its limitations and suggestions for further research.

The aim of this research was to investigate the effect of principals' transformational leader behaviors on teachers' organizational commitment. In the research, causal-comparative and relational survey methods were used. The study group, defined according to convenient sampling method, was composed of 260 public school teachers working in five provinces in the Central Anatolia Region in Turkey. The data was gathered with "Transformational Leadership Scale" and "Teachers' Organizational Commitment Scale", in the spring semester of the 2021-2022 academic year. Descriptive statistical analysis, independent groups t-test, test of variance (ANOVA), Pearsons' corelational analysis and regresion analysis were employed in the analysis phase. The findings showed that both principals' transformational leadership levels and teachers' organizational commitment levels were moderate. It was observed that teachers' perceptions about their principals' transformational leadership behaviours and organizational commitment levels didn't show a significant difference among the groups of gender, age and work experience. It was found that there was a significant relationship between principals' transformational leadership behaviours and teachers' organizational commitment, and the former was a significant predictor of the latter. It was concluded that principals' transformational leadership behaviors might be effective in enhancing teachers' organizational commitment. In this frame practical, theoretical and research recommendations were developed.

Aims: This study examines the contribution of top management's transformational leadership behaviors on two targets of nurses' turnover intention (organization and occupation) by focusing on the indirect (through vigor and dedication) and conditional indirect associations (involving autonomous motivation as a moderator). Background: Although the issue of nurse turnover has received growing scientific attention, the research is currently silent about the specific targets of turnover intention and more importantly, the potential pathways through which top management's transformational leadership behaviors relate to each target. Method: Cross-sectional data from a sample of 426 French-Canadian nurses and structural equation modeling were used to test the proposed model. Results: Top management's transformational leadership behaviors distinctly predicted organizational and occupational turnover intention through specific nurses' states of engagement. While perceived transformational leadership positively predicted vigor, its indirect associations (via dedication) with organizational and occupational turnover intention depend on nurses' level of autonomous motivation at work. Conclusion: In times of nurse shortage, the present findings provide insights into how and when top management's transformational leadership behaviors relate to nurses' organizational and occupational turnover intention. Implications for Nursing Management: Healthcare organizations are advised to foster top management transformational leadership behaviors and autonomous motivation to sustain the nursing workforce.

The aim of this study was to investigate staff nurses' perception of their nurse managers' transformational leadership behaviors and their own structural empowerment. Transformational leadership behaviors in nurse managers have been linked to increased staff nurse satisfaction and decreased turnover and burnout. Perception of nurse managers' leadership behaviors by staff nurses and the relationship to the staff nurses' structural empowerment is important to advance our understanding of the leadership role of nurse managers. A descriptive correlational design was used to examine the relationship between staff nurses' perception of their nurse managers' transformational leadership behaviors and their own structural empowerment. Staff nurses at a conference were offered an opportunity to participate in the study. The transformational leadership behaviors of nurse managers were moderately correlated to staff nurses' structural empowerment. Transactional leadership behaviors were associated with staff nurses' structural empowerment to a lesser degree. Nurses who perceived their nurse managers as demonstrating transformational leadership behaviors experienced higher structural empowerment.