Balanced Leadership Research Articles

Nurturing Growth: Challenges and Strategies of Paternalistic Leadership in Facilitating Teacher Development in Qingdao, Shandong Province

This research explores paternalistic leadership in educational settings in Qingdao, Shandong Province, and its impact on teacher development. Paternalistic leadership, defined by authoritarian, benevolent, and moral elements, is firmly ingrained in Chinese cultural practices and has a substantial influence on organizational dynamics and individual behaviours in Chinese educational institutions. The purpose of this study is to investigate the issues and techniques connected with paternalistic leadership from the perspectives of principals and teachers in Qingdao, with an emphasis on their implications on professional development and educational results. Using a qualitative case study technique, the research conducts in-depth interviews with a senior principal and twenty teachers from a chosen school, as well as purposive sampling, to better understand the intricacies of paternalistic leadership. As findings, the data show that authoritarian characteristics of paternalistic leadership have a detrimental impact on teacher creativity and work satisfaction, but benign practices may improve engagement and professional development. The discussions emphasize the need of a balanced leadership strategy that combines classic paternalistic attitudes with current educational objectives, providing an atmosphere that encourages teacher autonomy and creativity. As implications this study reveals that adopting more benevolent and supportive leadership styles may considerably enhance educational environments and results. This study indicates that, although paternalistic leadership has a solid cultural base, there is much room to improve these practices to better accord with modern educational philosophies and teacher demands.

The Role of Occupational Self-Efficacy as a Mediator between Paradoxical Leadership and Job Crafting from the Lens of Proactive Motivation Theory

Purpose- By utilizing the theory of the proactive motivation model, the mediation effect of occupational self-efficacy between paradoxical leadership and job crafting has been examined in this study. Study Design/methodology/approach- This study adopted a temporally segregated research design for two time intervals, 1 month apart; we collected data from 422 employees from the telecom sector of Islamabad and Rawalpindi. Findings- Using SMART PLS-SEM, the findings showed that the relationship between paradoxical leadership and job crafting was mediated by occupational self-efficacy. The data supported the hypothesized relationships. Research Practical Implications- The study highlights the significance of employees’ proactive behavior providing practical insights for managers and identifies occupational elements by incorporating the model of proactive motivation theory. Organizations can undertake leadership training that is specifically designed to promote proactivity. Managers should create a balanced leadership and conducive environment to initiate occupational self-efficacy that can promote proactivity in job crafting. Originality/value- There is limited research on paradoxical leadership that can align with the proactivity of employees who have been efficacious at work. These findings offer insight into how employees' occupational self-efficacy can initiate the proactivity of job crafting in a dynamic environment.

A global typology of school principals’ time use: Exploring the effects of contextual and individual factors

This study aims to provide quantitative evidence regarding school principals’ time use by employing Latent Class Analysis (LCA) and multinominal logistic regression to the 2018 Teaching and Learning International Survey (TALIS) data from 47 societies. We examined (1) how principals spend their time across different societies by developing a global typology and (2) what macro (national) and micro (organizational) level contextual factors, as well as principals’ demographic characteristics, predict principals’ association with the identified typology. The results suggest four distinguishable categories of principal leadership in terms of their time use: Balanced Leadership, Administrative Leadership, Instructional Leadership, and Student-Centered Leadership. Several contextual (national and organizational) and individual variables influencing principals’ prioritization of their leadership responsibilities were also identified.

The Role of Leadership Style in Improving Employee Satisfaction and Performance in Etisalat

Purpose: study the impact of leadership styles on employee satisfaction and organizational performance in Emirates Telecommunication Corporation (Etisalat),
 Methodology: primary data was gathered from interviews with Etisalat staff, while secondary data was gathered from the Etisalat website and online articles.
 Findings: Although Etisalat has both transactional and transformational leadership styles it appears that the satisfactory job terms of the company's departments vary, whereas some are very satisfied, but others have reached a medium level of satisfaction. it has been concluded that leadership plays a critical role in inspiring employees, and lack of leadership guidance discourages their creativity
 Unique Contribution to Theory, Practice and Policy: The study recommends that Etisalat should build a balanced leadership style that focuses on employee productivity and mental health. It also recommends that that employees need to be provided with a comprehensive platform to participate, communicate, and interact with their colleagues and managers.

Authoritarian leadership and firm-level voluntary turnover among SMEs in Thailand: Does benevolent leadership matter?

PurposeThis research aims to examine the impact of authoritarian leadership on firm-level voluntary turnover among small and medium-sized enterprises (SMEs) in Thailand and asks whether benevolent leadership can mitigate the adverse impact of authoritarian leadership.Design/methodology/approachA total of 110 owner-managers of SMEs and 951 employees in Thailand were invited to participate in the study. Tobit regression was used for analyzing aggregated data (i.e. employees' assessment of owner-managers' leadership styles) and firm-level voluntary turnover data provided by SME owner-managers.FindingsThe results showed that authoritarian leadership was positively related to voluntary turnover, whereas benevolent leadership was negatively related to voluntary turnover. Furthermore, the relationship between authoritarian leadership and voluntary turnover was moderated by benevolent leadership, such that the highest levels of voluntary turnover rates were observed among firms with high-authoritarian and low-benevolent leaders. In contrast, firms with high-authoritarian and high-benevolent leaders were not necessarily associated with high turnover rates. These results were observed for both the voluntary turnover rates of full-time and part-time employees and the weighted voluntary turnover rate.Practical implicationsThese findings suggest that owner-managers of SMEs should take a balanced leadership approach to managing their employees, acting as paternalistic leaders who tread a fine line between being “strict and cold” and being “strict and warm.” They can achieve this by showing care and genuine concern for employees when enacting authority.Originality/valueWhile past research has shed important light on the additive and joint effects of authoritarian and benevolent leadership styles on individual-level outcomes, this study contributes to this body of work by being among the first to show that these effects are also isomorphic at the organizational level of analysis.

Real‐world implications of high‐performance competencies and strategic management simulation technology

AbstractThe construct and criterion‐related validity of 11 High‐Performance Competencies (H‐PC) are explored through data collected by three highly reliable methods: work shadowing, assessment centres, and Strategic Management Simulation Technology. A large international managerial sample indicates that some H‐PC are more highly developed than others. This suggests that managers may have a restricted capacity to co‐operatively address the multidimensional issues that loom large today. Strategic Management Simulation Technology is discussed as a way of developing a more balanced leadership capability profile and enhancing desirable real‐world outcomes.

A Systematic Review of Leadership Styles in Organizations: Introducing the Concept of a Task-Relationship–Change Leadership Network

Despite the leadership literature involving a spread spectrum of relevant frameworks to explain leadership behaviors, there is still an ever-increasing demand for more conceptual transparency in leadership styles, characteristics, and their impacts on members and organizations. This study aims to systematically review and identify all the leadership styles and presents a leadership network of all styles based on the seven steps proposed by Scaringella and Radziwon [2018] . A total of 59 articles were consequently selected according to the protocols and then the predominant leadership styles, as well as their characteristics, were investigated and classified in terms of the three criteria namely “task”, “relationship”, and “change” and a [Formula: see text] leadership network was created covering retrogressive and passive leadership (frame 1.1), authentic and exchange-oriented leadership (frame 9.1), influential and transactional leadership (frame 1.9), transformational leadership (frame 9.9), and balanced leadership (frame 5.5). The proposed network indeed coherently covers all the leadership styles reviewed and presents a framework for shifting towards transformational leadership. This network should be viewed as a coherent entirety and all the six leadership concepts including training, behaviors, culture, competencies, succession, and evaluation need to be taken into consideration.

Balancing leadership in projects: Role of the socio-cognitive space

Balanced leadership has emerged as a contemporary theory of the dynamics in the continuous transfer of leadership authority between project managers and team members in projects. This article addresses the cognitive mechanisms for the coordination of this transfer. Four case studies in three different continents identified the most generic cognitive coordination mechanisms between project managers and team members. By building on and extending the concept of the socio-cognitive space, the study shows that empowerment, self-management, and shared understanding of skills needs govern and legitimize the question of ‘who leads’ at any point in time. The content of these three constructs varies contingent on the type of project management methodology used. A theory about the role of the socio-cognitive space in balanced leadership is developed and discussed.

TMT leadership ambidexterity: balancing exploration and exploitation behaviors for innovation

PurposeThe purpose of this study is to explore balanced leadership behaviors, which exhibit ambidexterity, in a top management team (TMT) recognized for innovation and operational success.Design/methodology/approachAn action research case study was conducted in a single global organization in an industry requiring high levels of innovation. Operationalized as a balance of exploratory and exploitative behaviors, leadership ambidexterity was measured using the strategic-operational dimension of the Leadership Versatility Index (LVI©) which when completed included 67 assessments provided by TMT peers, supervisors and direct reports. Using quantitative and qualitative data, we examined the behaviors of six executives and the degree of flexibility they exhibit when switching opposing behaviors.FindingsThis study provides empirical evidence that TMT leaders of a highly innovative company strive to flexibly move between explorative and exploitative behaviors both as individual members and as an executive team. A high degree of exploitation–exploration versatility was also linked to the TMT effective performance.Practical implicationsFor organizational practitioners, the study offers a quantifiable measure of individual and team leadership ambidexterity. It can be used to raise awareness and suggest ambidextrous behaviors to TMT leaders and “high-management-potentials”.Originality/valueThis study measures leadership ambidexterity of individual executives and the TMT as a group using a quantitative instrument supported by 360-degree qualitative data. Access to both secondary and proprietary information allowed in depth examination of the TMT behaviors in an innovative firm, which was acquired at a premium and was recognized with multiple innovation awards.

Transitions in Balanced Leadership in Projects: The Case of Horizontal Leaders

Balanced leadership theory conceptualizes that in projects leadership authority bounces back and forth between different roles in situational contingency, and is controlled by the project manager. One of these roles is the horizontal leader—a team member appointed by the project manager to lead the project through a particular issue or crisis. This article investigates the transition at the end of a horizontal leader's assignment and the morphostatic or morphogenetic consequences for future assignments, stemming from the “fit” between the horizontal leader's work with the expectations that led to his/her appointment. A realist social theory and transition theory perspective is taken with 30 interviews in eight case companies. A model for transition in balanced leadership is abductively developed. Variables identified are context, conditions, actors, mechanism, criteria, and outcomes. Results explain the nature and change of assignment conditions, as well as the (dis)continuation decisions on horizontal leader roles at the end of their assignment. A theory is developed that describes the transfer event, with its variables and their interaction. This provides for an extension of the theory of balanced leadership. Practitioners can apply the study's insights to steer the process of horizontal leader appointment and its (dis-)continuation to desired outcomes.

Empowering leadership, work group cohesiveness, individual learning orientation and individual innovative behaviour in the public sector: empirical evidence from Norway

PurposeThis study clarifies the factors that foster individual innovative behaviour in the public sector by examining the effects and roles of empowering leadership, work group cohesiveness and individual learning orientation. This study also explores the direct effect of empowering leadership on work group cohesiveness and individual learning orientation, the influence of work group cohesiveness on individual learning orientation and the mediating roles of work group cohesiveness and individual learning orientation.Design/methodology/approachData were collected from an online survey of respondents working in a public sector organization. Partial least squares structural equation modelling and mediation analysis by the bootstrap method were used for the data analysis.FindingsEmpowering leadership and individual learning orientation had significant direct effects on individual innovative behaviour. Both empowering leadership and work group cohesiveness have significant direct effects on individual learning orientation. Empowering leadership was positively related to work group cohesiveness. The mediation analysis revealed that individual learning orientation mediates the relationships between empowering leadership and individual innovative behaviour and between work group cohesiveness and individual innovative behaviour.Research limitations/implicationsThe study focuses on three factors that foster individual innovative behaviour in a public sector organization.Originality/valueThis study offers new insights into the factors that foster individual innovative behaviour in the public sector. The findings reveal the importance of using a balanced leadership style and encourage learning in the workplace for individual innovativeness by public leaders.

تنمیة القیادة لدى معلمی المدارس الإبتدائیة بجمهوریة مصر العربیة فی ضوء القیادة المتوازنة Developing Leadership of primary schools, teachers in Arab Republic of Egypt in the light of Balanced Leadership

يعد مفهوم قيادة المعلم مصدر أمل لمستقبل مهنة التدريس، فمن خلال التعاون والعمل معا يمتلک القادة المعلمين ومديريهم، وأقرانهم القدرة على خلق بيئة مناسبة لنمو المعلمين مهنيا لضمان تنمية معرفتهم، ومهاراتهم، وقيمهم للنجاح في المجتمع العالمي سريع التغير. وتعرف قيادة المعلم Teacher Leadershipعلى أنها الممارسة التي يؤثر من خلالها المعلمون بشکل فردي وجماعي على زملائهم، مديريهم، وباقي أعضاء المجتمع المدرسي لتحسين ممارسات التدريس وزيادة تعلم وانجاز الطالب. وتلعب القيادة المدرسية بالمدارس الإبتدائية دورا هاما وحيويا في تنمية القيادة لدى المعلمين بإعتبارها مشارکة مهارية واسعة في عمل القيادة، الأمر الذي يتطلب معه تبني إطار عمل يهدف إلى تزويدهم بمدخل متوازن من المعرفة والمهارات التي يحتاجونها للتأثير بنجاح على انجاز الطلاب، أو ما يعرف بالقيادة المتوازنة. تعرف القيادة المتوازنة Balanced Leadership بأنها: ذلک النمط القيادي الذي يدعم ارتباط مجموعة من السلوکيات القيادية الشاملة، والتي يمکن أن تساهم في تطوير المديرين لمهارات ومعرفة متنوعة وواسعة وإستخدامها بفاعلية في تنمية القيادة لدى معلميهم بشکل يضمن تحقيق انجاز طلابي عالي، وإحداث التغيير المطلوب بمدارسهم. وبناء على ذلک تمثل الهدف الرئيسي للبحث في التوصل إلى مجموعة من الإجراءات المقترحة لتنمية القيادة لدى معلمي المدارس الإبتدائية بجمهورية مصر العربية في ضوء القيادة المتوازنة، وتحقيقا لهذا الهدف اعتمد البحث على المنهج الوصفي، والذي بمقتضاه تم معالجة الموضوع وفقا لثلاثة خطوات رئيسة، تضمنت الخطوة الأولى الإطار النظري للبحث من حيث القيادة المتوازنة بالمدارس الإبتدائية، وقيادة المعلم بالمدارس الإبتدائية، وتنمية القيادة لدى معلمي المدارس الإبتدائية في ضوء القيادة المتوازنة، وذلک من خلال تناول 3 ممارسات متعلقة بتمکين المعلمين، وقيادة التغيير، وتنمية واستدامة العلاقات داخليا وخارجيا. أما الخطوة الثانية تضمنت واقع تنمية القيادة لدى معلمي المدارس الإبتدائية بجمهورية مصر العربية في ضوء القيادة المتوازنة. أما الخطوة الثالثة تناولت إجراءات مقترحة لتنمية القيادة لدى معلمي المدارس الإبتدائية بجمهورية مصر العربية في ضوء القيادة المتوازنة. The concept of teacher leadership is considered a source of hope to teaching profession future, through cooperation and working together, teacher leaders, their principals, and colleges have the ability to develop a suitable environment for teacher professional development to insure the development of their knowledge, skills, and values to success in the global changeable world. Teacher leadership is defined as these practices through which teacher affect individually and collectively on their colleges, principals, and the rest of school community members to improve teaching practices, and increase student learning and achievement. Primary School leadership plays a vital role in developing leadership of teachers as a wide skillful participation in leadership work. Thus required adapting a framework aims to provide them with a balanced approach of knowledge, skills they need to affect student achievement successfully, which is called balanced leadership. Balanced leadership is defined as a leadership style that support the connection of a group of comprehensive leadership practices which may help principals in developing their knowledge, skills, and use it effectively in developing leadership of their teachers in a way that insure achieving student high achievement, and making the needed change in their schools. Thus, the main goal of this research is to reach to a group of suggested procedures to develop leadership of primary schools, teachers in Arab Republic of Egypt in the light of Balanced Leadership, to achieve this goal the research depended on the descriptive methodology through which the research issue was handled according to three main steps: the first one included theoretical framework around balanced leadership and teacher leadership in primary schools, developing leadership of primary schools in the light of balanced leadership through three practices( teacher empowerment, change leadership, developing and sustaining relationship . As for the second step, included the reality of developing leadership of primary schools teachers in Arab republic of Egypt in the light of balanced leadership. Finally the third step included a group of suggested procedures to develop leadership of primary schools, teachers in Arab Republic of Egypt in the light of Balanced Leadership.

Assignment of project team members to projects

PurposeThe purpose of this paper is to investigate how project managers, influence the assignment of project team members by directly assigning or specifying who they want or by indirectly using lateral influence strategies to secure the appropriate resources. This study is part of a wider study investigating the balance between vertical and horizontal leadership in projects in which nomination (or assignment) was identified as a key event contributing to balancing the leadership. It focuses specifically on the nomination or assignment event at the start of a project.Design/methodology/approachBased on the philosophy of critical realism, case studies were used to collect data through 70 semi-structured interviews in Australia, Scandinavia and South Africa. Interviews were conducted with senior managers, project managers and project team members. Two project team members who worked with the same project manager were interviewed to gather diverse views. The data were analyzed individually by researchers from each location using a coding method proposed by Miles et al. (2014). The researchers then jointly analyzed the findings to arrive at five common themes from that explained how team members were assigned in practice.FindingsDespite the recognized need for project managers to form their own teams, this study found that project team members were often assigned by others. This was because project managers lacked authority to secure their resources. Therefore, they used lateral influence strategies to help with assigning project team members. The study identified five lateral influencing strategies adopted by project managers to assign team members: creating an image of competence; creating coalitions; taking a gamble; waiting for the right moment; and reasoning with facts. Two of these lateral influencing strategies were not identified in the previous literature on influencing strategies used in organizations.Research limitations/implicationsThe findings should not be viewed as representative of the respective continents where the cases were studied. However, this study contributes to the literature on project management, illuminating how project teams are assigned and by whom and, specifically, the role that influence plays during this event of the balanced leadership theory. It also identifies the types of lateral influence strategies used by project managers when assigning team members to their projects. It provides a pathway to explore the use of lateral influencing strategies by project managers beyond the assignment process.Practical implicationsThis study will help project managers to become aware of influencing strategies that they can use in practice while assigning team members to their projects. It will also highlight the importance of assigning the right resources to projects with a view to achieving balanced leadership.Originality/valueThis research is of value to organizations using projects to successfully deliver their strategies by assigning suitable resources to their projects.

How do BRM-training participants understand non-technical skills?

Non-technical skills (NTS) can be defined as “the cognitive, social and personal resource skills that complement technical skills and contribute to safe and efficient task performance” (Flin et al. 2008, Safety at the sharp end: a guide to non-technical skills, p. 1). This paper aims to explore how bridge officers understand and discuss the non-technical skills involved in behavior and performance of participants in Bridge Resource Management (BRM) training. A thematic network analysis is applied to transcriptions of post-simulation debriefing sessions, based on a peer observation system that encourages discussion between training participants. The five skills identified are situation awareness, decision-making, stress management, verbal communication, and balanced leadership, all of which are mostly found to be in concurrence with generic theory on non-technical skills. However, for each of these skills, the findings also provide examples of certain aspects where the informants’ understanding stray from generic theory and BRM syllabus. This is discussed as possible clues to domain-specific aspects of NTS at ship bridges, as well as yielding implications for BRM training.

PENGARUH DISIPLIN KERJA DAN GAYA KEPEMIMPINAN TERHADAP KINERJA KARYAWAN PADA PT CAPELLA MEDAN CABANG PEMATANGSIANTAR

The results of this study can be summarized as follows: 1. Employees declare good work discipline, leadership style and employee performance is categorized well. 2. Regression analysis result Ŷ = 19,070 + 0,280 X1 + 0,447X2, meaning there is positive influence between work discipline (X1) and leadership style (X2) on employee performance (Y). 3. Correlation analysis results obtained r value = 0,787, meaning there is moderately and positive correlation between work discipline variables and leadership style with employee performance. Whether or not the performance of employees can be explained coefficient of determination by work discipline and leadership style can be 61,9%. 4. H0 Hypothesis rejected, meaning that work discipline and leadership style have a positive and significant impact on employee performance at PT Capella Medan Branch Pematangsiantar. As for suggestion of this research is to increase the influence of work discipline, hence company have to increase sanction firmly to employees who violate with work discipline regulation which have been applied company. To realize an effective and balanced leadership style, leaders should be able to make their own decisions, and be able to use a good leadership style in accordance with authority as a leader. To improve employee performance that is by giving appeal and training to employees to create the ability to cooperate between leaders, co-workers can run more optimally

LEADERSHIP STYLES IN PROJECTS: CURRENT TRENDS AND FUTURE OPPORTUNITIES

Currently, many organisations experience challenges as a result of uncertainty, fast-changing environments, globalisation, and increasingly complex work tasks. In order to adapt to these challenges, a shift in leadership style may be needed. Traditionally, leadership has been seen as a vertical relationship (top-down influence). For a number of decades, this vertical leadership model has been the principal one in the leadership field; but lately, shared and balanced leadership have gained importance, especially in the project management literature. This theoretical study highlights some differences between ‘leadership’ and ‘management’, and explores current trends in the leadership literature. It especially focuses on vertical, shared, and balanced leadership in project management, and identifies future opportunities for research.

Learning to teach in the era of test-based accountability: a review of research

ABSTRACT As test-based accountability gains more popularity worldwide, concern has been growing that it reduces and confines teacher learning and professionalism to exam-oriented teaching. Given novice teachers’ vulnerability and the likelihood that accountability regimes will affect them significantly, this review examines 12 studies focusing on novice teachers’ professional learning in varied test-based accountability contexts. Despite the international popularity of accountability, most of the studies in this area were conducted in the United States, apart from one from Singapore. Most studies found that test-based accountability had a negative effect on novice teachers’ learning by causing them to experience too much pressure and tension and forcing them to produce teacher-directed lessons for exam preparation. Meanwhile, a few studies suggested that providing balanced principal leadership, community support, or both could help reconcile teachers’ instructional beliefs with exam-oriented practices, thus leading to better teacher learning. The review findings have produced implications for research, policy, and teacher education.

The governance of horizontal leadership in projects

Using the framework of balanced leadership in projects, we explore how horizontal leadership is governed. Previous research in project governance has focused on control and trust as the main mechanisms of governance. We apply this approach to the leadership field and investigate the nature of governance of temporary horizontal leaders in projects through contextual enablers, mechanisms, structures, practices and process. We argue that control and trust unfolds in particular combinations of the above items. Based on a study of different projects in Lithuania, we provide insights and discuss characteristics of trust and control, as exercised in the governance of horizontal leadership.

Balance Leadership Among Your Committee Co‐Chairs

Special Events GaloreVolume 18, Issue 7 p. 8-8 Articles Balance Leadership Among Your Committee Co-Chairs First published: 12 June 2018 https://doi.org/10.1002/speg.30888Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume18, Issue7July 2018Pages 8-8 RelatedInformation

Teacher Leaders and Student Achievement: can the dots be connected?

Abstract This study was designed to determine the effects of teacher leadership on student achievement in middle school math and science. Participants were 173 8th grade students, and eight teachers — four of whom were identifed as teacher leaders. The experimental groups were comprised of students who were instructed by teachers identifed as teacher leaders; and the control groups were comprised of students instructed by teachers not identifed as teacher leaders. Each experimental and control group was compared using the Explorer test results to determine equivalence between groups. An ANOVA performed on End of Quarter Test data in advanced and non-advanced math and science revealed a signifcant difference in both the advanced science and math groups; teacher leaders are positively correlated with higher scores of the advanced math and science groups. 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