Collaborative Leadership Style Research Articles

Kepemimpinan Kepala Sekolah dalam Meningkatkan Motivasi Kerja SDM di Lingkungan SMK Negeri 4 Sukabumi

The principal has a big influence on increasing the work motivation of human resources in the SMKN 4 Sukabumi environment. The general aim of this research is to analyze the influence of school principal leadership on HR work motivation and the specific aim of this research is to determine and analyze leadership styles, policies, and the results of school principal leadership styles and policies on HR performance motivation. The theoretical basis for work motivation used is from Veithzal (2005: 455). This research uses a qualitative method with a case study approach. Based on the results of the data analysis and discussion, it can be concluded that the principal’s leadership style can influence HR performance motivation. It turns out that it is the collaborative/together leadership style that teachers tend to accept when receiving instructions, because according to the survey, almost 100% of respondents answered that the collaborative leadership style is very teacher friendly. expect from a school principal. because the leadership style of a school principal that is in accordance with the teacher’s wishes has a great influence on HR performance motivation.

Academic middle leadership: An exploration of Arab women's professional identities in higher education

This study explored the professional identities of four Arab women holding academic middle leadership roles in higher education within the Arab States Region. Employing a narrative inquiry approach and guided by the Dynamic Systems Model of Role Identity, the research investigates how these women leaders perceived their career trajectories and navigated their role identities. The study sheds light on the multifaceted nature of their identity negotiations, influenced by a complex interplay of circumstances, social processes, critical incidents, key individuals, and opportunities. Notably, the study brings attention to the pervasive challenges faced by these women, not only externally but also from internalized biases ingrained within the system, perpetuated even by fellow women. The intricacies of these identity negotiations are further contextualized within micro-political processes and the inherent asymmetrical distribution of power in organizational hierarchies, marked by androcentric dominance, and lack of trust. Despite these challenges, the narratives suggest that women in these roles actively embrace collaborative and inclusive leadership styles, potentially enhancing their effectiveness in navigating the complexities of higher education leadership.

The role of organizational commitment in the relationship between collaborative leadership and teacher performance

Teacher performance significantly determines the quality of education, and various methods are employed to enhance it. Factors influencing teacher performance include personal, organizational, and managerial aspects. This study aims to examine the role of organizational commitment in the relationship between collaborative leadership and teacher performance. Participants in this research were recruited using purposive sampling, and the criteria included permanent teachers with a minimum of 2 years of experience, totaling 195 individuals. This correlational study utilized Leadership Scale, Organizational Commitment Scale, and Teacher Performance Scale to collect data, which were then analyzed through the Hayes Process Model 4. The findings indicate a relationship between collaborative leadership and teacher performance (r=0.759, p<.01) and organizational commitment with teacher performance (r=0.450, p<.01). Commitment serves as a mediator in the relationship between collaborative leadership and teacher performance, with an indirect effect value of 0.047, se=0.018, cl (0.015 – 0.089), confirming all hypotheses in this study. The study shows that teacher performance is influenced by the collaborative leadership style of the school principal mediated by the organizational commitment of the teachers. To enhance teacher performance, school principals can employ a collaborative leadership model and strengthen organizational commitment.

Why is managerial shared leadership in creative organizations a more resilient, transparent, open, and generous constellation? A case analysis approach

Leadership models in the cultural and creative sectors are frequently based on collective, shared, or distributed structures. In recent decades, research on these plural forms has yielded insights in the form of typological models and empirical studies. This article seeks to examine two issues in the literature on plural leadership that have received insufficient attention. The first is how cultural organizations combine and integrate multiple leadership models. The use of horizontal co-leadership at the macro (organisational) level alongside either vertical or horizontal leadership of embedded projects managed by teams is one example. Little is known about how the existence of distinct leadership styles at the macro and meso levels influences the career paths of individuals and organizations. The second is an inquiry into the evolution of leadership models in cultural organizations over time. This is especially important when an organisation transitions from a startup to a successful enterprise and expands its operations internationally. To empirically investigate these issues, we propose a single case study of Snøhetta, a multinational architecture firm. The results of this case study allow for a better understanding of how forms of collaborative leadership style can influence the career paths of people and organizations, and how it is possible to find a balance between the paradoxical institutional logic on which management and leadership of creativity is based. In other words, how the constellations of relationships that are generated make organizations with this leadership style more resilient and sustainable by virtue of being more transparent, open, and generous.

Theoretical Research into Leadership for Sustainability

Given the social and environmental challenges facing all organizations, there is a need for new leadership models, methods, and tools for implementing organizational change for sustainable development. Thus, throughout this article, it is reviewed the current approaches to leadership for sustainability in terms of their conceptual frameworks and extant research, which all advocate a balanced stakeholder approach to leadership to address the social and environmental issues related to sustainability and sustainable development. Being drawn from spiritual and centered on leadership theories, the article offers a Global Leadership for Sustainability model that incorporates and extends the conceptual domain beyond current approaches to leadership for sustainability. Spirituality, through the qualities of self-transcendence and interconnectedness, is critical for sustainability and fundamental for Global Leadership for Sustainability. The article also emphasizes the importance of cultivating a Global Mindset for Sustainability, which incorporates two ethical principles—an ethic of remote moral responsibility and an ethic of care and compassion. As a result, global leaders for sustainability become more committed to moving beyond satisfying stakeholders’ demands for economic returns, towards a more sustainable, triple-bottom line, balanced approach. Finally, we discuss implications for theory, research, and practice. Global leaders for sustainability are consequently more dedicated to adopting a triple-bottom-line, balanced approach that goes beyond meeting stakeholders' needs for financial gains. To change the paradigm of leadership and develop leaders who can cooperate to tackle difficult sustainability challenges, sustainability education is crucial. An up-to-date and broadened understanding of leadership is what ‘leadership for sustainability' means, putting sustainable values into practice, leading from a paradigm of living processes, and developing an inclusive, collaborative, and reflective leadership style. To make recommendations for best practices in leadership development, this study reviews and integrates literature on leadership, leadership development, and sustainability education. The following are some recommended pedagogical strategies for developing leaders: self-observation and awareness, contemplation, inquiry into various and ecological viewpoints, experiential learning, and community engagement.

Study of Leadership Style of Heads of regional Apparatus in Building Organizational Performance Programs Sustainable Environment Based

In helping to carry out concurrent affairs and regional government affairs, the Regency/City Regional Head is assisted by regional officials. Juridically, the existence of district/city regional apparatus in Law Number 23 of 2014 consists of (1) Regional Secretariat, (2) DPRD Secretariat, (3) Inspectorate, (4) Regional Regional Services, (5) Regional Agency, And (6) District. Regarding regional apparatus, this is also strengthened by Government Regulation (PP) Number 18 of 2016 concerning Regional Apparatus. From these regional apparatus organizations, a head leads the organization. The leadership of heads of regional apparatus organizations is the main factor in achieving a better regional government system. Leaders determine how an organization, namely regional government, is run. The leadership style of heads of regional apparatus provides high levels of support and interacts more with subordinates/staff members of the organization, consults more, provides guidance motivation, and provides advice to achieve the goals of running the organization's performance program. Based on a sustainable environment. We also remain committed to/refer to and are guided by the RPJMD, Strategic Plan, Regional Regulations, APBD, and APBN. We do not violate the law in creating organizational performance programs based on a sustainable environment. Apart from that, the proposed leadership model/style is more ideal and rational by the hopes and desires of stakeholders, so the collaborative leadership style model is the one that best suits the situation and conditions of heads of regional apparatus in DKI Jakarta, namely collaborative, participatory leadership style, consultative leadership style, and transformational leadership style.

The Natuna Regent's Leadership Style in 2021-2024 Period: A Leadership Characterized by Archipelagic Region

This research analyzed and described the leadership style of the Natuna Regent during the 2021-2024 period, which is characterized by the archipelagic regions. To achieve this, the Thoha theory comprising four types of leadership styles, namely directive, consultative, participative, and delegation, was employed. Furthermore, a qualitative approach with a descriptive design was employed, with data collected through interviews, observations, and documentation. The collected data were subsequently analyzed through data reduction and by drawing conclusions.The results showed that the Natuna Regent exhibits a collaborative leadership style that encompasses all four styles tailored to the specific needs of the organization. Supporting factors include the Regent's in-depth understanding of governance issues, non-authoritarian approach, welcoming attitude, strong communication skills, and encouragement of innovative ideas from all individuals. However, inhibiting factors include certain Regional Apparatus Organizations (RAO) that have not fully fulfilled their responsibilities, subordinates or RAO displaying unresponsiveness towards directives, and program implementation lacking sufficient support from the regional budget. Efforts to overcome these inhibiting factors in the leadership style of the Natuna Regent include encompassing consolidating relationships with all regional apparatus, establishing a shared mission and vision, fostering innovation among the regional apparatus and RAO heads, promoting collaboration through the Regional Leadership Coordination Forum (Forkopimda), and ensuring seamless task execution without obstacles.

The strategy of generation Z leaders in managing ethical hacker in the meta4sec community in indonesia

This study aims to find out how the strategies of a young Generation Z (Gen-Z) leader can help realize community goals that refer to the vision and mission of the organization, as well as obtain information on how all elements in the community can work together and collaborate in developing ethical hackers in the hacker community. The research method was carried out using qualitative methods, namely in-depth interviews which are in-depth interviews involving one on one interaction between the researcher and the respondent. Interviews were conducted with one community manager, one founder, and three community members, in the Meta4sec community analysis unit. This research found that Gen-Z character leadership is a generation that has the pleasure to work collaboratively and appreciates a team approach in solving problems and getting solutions. This collaborative leadership style includes the ability to listen, get team members involved, stimulate contributions from all active members, and build a positive and inclusive community environment and answer problems related to lack of management experience, generational differences, difficulties in communicating and working together, so that it proves to be effective make this community growing day by day. Through this research, it can be seen that the management and strategies carried out by the Meta4sec community are able to survive and attract many new members to easily learn and consult regarding ethical hackers.

ROLE OF WORK STRESS IN MEDIATING COLLABORATIVE LEADERSHIP STYLES ON EMPLOYEE PERFORMANCE AT THE JAMBI PRATAMA TAX SERVICE OFFICE

This research was conducted at KPP Pratama Jambi to determine the role of work stress in mediating collaborative leadership styles on employee performance. The research conducted was qualitative research, with a total of 112 respondents, and was processed using the partial least square (PLS) application. The testing process is carried out in four stages, namely outer model, inner model, and hypothesis testing. The tests that have been carried out have yielded results, namely there is a positive and significant influence between collaborative leadership style on work stress with a significant value of 0.000, between leadership style on employee performance with a significant result of 0.001, between work stress on employee performance with a significant value of 0.045, and between work stress mediating collaborative leadership style on employee performance with a significant result of 0.047 and all hypotheses Accepted. The conclusion found is that collaborative leadership styles can help employees manage work stress so that employee performance is maximized.

To what extent does collaborative leadership style impact employee productivity and job satisfaction in a work environment?

To what extent does collaborative leadership style impact employee productivity and job satisfaction in a work environment?

Perceived Effectiveness of Leadership Styles for Improvement in Public Schools of Punjab

School leadership is identified as a central point in the effectiveness of the school environment. School leaders work in instituting a learning climate in ways that assist a broad understanding of the effectiveness through the participation, learning, and achievement of students from diverse cultural and social backgrounds. There is little research about how a leadership role can assist in coping with the challenges varying according to contextual differences. Research under study furnished the reliance that different leadership styles can help to play a mediating role by carefully planning to overcome all pressure on transforming policy into practice to integrate values. Inferential statistics were applied using factor analysis, correlation, and multivariate regression. The research yielded five leadership styles that successful principals practiced: delegation, commanding, participative, cultural, and moral leadership styles. The commanding leadership style of principals is more effective in fixing responsibility to accountability, while the participative leadership style of teachers contributes to school improvement. However, a collaborative leadership style contributes to leadership effectiveness. The results indicate that a lack of leadership-oriented practices is still problematic for schools, and this challenge alone can negatively affect school improvement.

Pengaruh kepemimpinan kolaboratif dan kepuasan kerja terhadap kinerja guru

On teacher performance is one sign in evaluate the quality of the educational institutions. The performance of teachers also affect academic performance and the quality of students. Any of various factors affect performance of teachers both internally and externally. The purpose of this study was to find out how the influence of collaborative leadership and job satisfaction on teacher performance. This type of research is quantitative research with the sampling technique used is purposive sampling technique. The respondent's criteria are teachers who are more than 25 years old and have worked for at least 1 year and obtained 141 respondents. The data were then analyzed using multiple linear regression. The results showed that job satisfaction had a significant effect on teacher performance. Meanwhile, collaborative leadership style has no effect on teacher performance. However, leadership style and job satisfaction simultaneously have an influence on teacher performance. Principal leadership have an important role in managing schools and teacher job satisfaction is needed to improve teacher performance in schools. Keywords: collaborative leadership, job satisfaction, teacher job performance

Leadership style of high-achieving school principals in teacher professionalism

This study aimed to describe the implementation of leadership styles of High-Achieving School Principals in teacher professionalism. This research was conducted using a qualitative method and a human instrument. The participants consisted of 1 school principal, 4 deputy principals, and 2 teachers. The data were collected using in-depth interviews, observation, and documentation. The obtained data were analyzed using data condensation, display, and verification. The results found that the leadership style of high achieving school principals did not only comply with one leadership style. Relationship-oriented, participatory, transactional, and transformative leadership styles were mostly applied in collaboration. Such collaborative leadership style became a strategic approach in supporting teacher professionalism. Of the four leadership styles, transformative style had been the most dominant style as the principal’s vision gave a positive energy to the teachers in developing their competence. Keywords: leadership, style, principal, teacher, professionalism;

Employing the equity lens to understand multisectoral partnerships: lessons learned from a mixed-method study in Canada.

BackgroundMultisectoral approaches to health are collaborations between stakeholders across multiple sectors, usually formed to address issues that affect health but go beyond the purview of one particular sector. The significance of multisectoral partnerships to attain health equity has been widely acknowledged. However, the extent which equity can be attained depends upon the perceptions of various stakeholders. We examine how multisectoral partnerships promoting healthy eating and active living conceptualized and employed an equity lens in their work.MethodThis study is part of a larger pan-Canadian mixed-method research and knowledge sharing program entitled MUSE (Multisectoral Urban Systems for health and Equity in Canadian cities). Data collected from both quantitative and qualitative sources for two sites of the MUSE project-Saskatoon and Toronto were analyzed. In the qualitative part, 30 semi-structured key informant interviews were conducted with key stakeholders from six different multisectoral partnerships based in Saskatoon and Toronto. Data were analyzed in an inductive way. In the quantitative part, a survey with 37 representatives of stakeholder organizations was carried out. Simple descriptive statistics (means and percentages) were used to observe the distribution of data and to complement the qualitative analysis.ResultsEquity was not a central component in program design although participants addressing equity, did so by discussing accessibility. How much consideration was given to equity varied as a function of the type of partnership. Most participants emphasized geographical accessibility but a few mentioned financial accessibility. Collaborative leadership style facilitated a participatory decision-making process, and thereby upholding equity in the partnership decision-making process. Communication, networking, and negotiation skills were found to be core competencies of a leader that contributed in upholding equity in partnership dynamics. The study also showed some challenges to embed equity in partnership works, such as the lack of comprehensive understanding of population health and its equity tenet.ConclusionsFindings indicate that multisectoral partnerships aimed at promoting healthy eating and physical activity experience several challenges to attain equity within the partnership as well as in the partnership-based works aimed at reducing health equity in populations. Factors identified can support decision makers commit to and work to attaining equity within their partnerships as well as in the partnership-based work in the community and beyond.

Leadership attributes that support school improvement: a realist approach

ABSTRACT School improvement reforms aimed at achieving improved student learning remain high on the agenda for leaders across the globe. The purpose of this paper is to understand the leadership attributes that enable school leaders to bring about positive change. This qualitative study is based on interviews with school leaders (school principals and their deputy principals) and focus groups of six teachers in two case study schools. A realist approach is used to understand how leadership attributes spark related social mechanisms that lead to improved outcomes. Data analysis generated four leadership attributes: (1) valuing diversity, (2) support for staff, (3) collaborative leadership style, and (4) valuing teachers’ professional learning. Each of these was found to have influenced decision-making and sentiment, which generated positive school improvement outcomes in the two case study schools. These findings have the potential to contribute to professional learning which can improve understanding of how leadership attributes in context bring about school improvement.

GAYA KEPIMPINAN KOLABORATIF PENGETUA DAN TAHAP KEPUASAN KERJA GURU SEKOLAH MENENGAH KEBANGSAAN [PRINCIPAL COLLABORATIVE LEADERSHIP STYLE AND LEVEL OF JOB SATISFACTION OF NATIONAL SECONDARY SCHOOL TEACHERS

Collaborative leadership style is a leadership practice centered on cooperation, knowledge sharing and experience. Through collaborative leadership, social learning and communication processes can be done more effectively. The new policies introduced in the Malaysian education system add to the burden for educators to implement. This at the same time causes teachers to be dissatisfied with their work. Based on the literature, collaborative leadership style can help teachers in performing tasks more productively while increasing their level of job satisfaction. This study aims to identify the level of collaborative practice of principals, the level of job satisfaction of teachers, and the relationship between the two in national secondary schools in the district of Seremban, Negeri Sembilan. This survey study uses a quantitative approach involving 127 respondents and uses descriptive and inferential analysis. Data were obtained using the Robert Wood Johnson Collaborative Leadership and Job Descriptive Index (JDI) questionnaire which was translated and modified in the context of this study. The results show that the level of collaborative leadership practices of principals and the level of job satisfaction as a whole teacher are at a high level. The study also found that there was a positive and very strong relationship between principals' collaborative leadership practices and teacher job satisfaction level [r (127) = 0.885, p <0.01]. The findings of this study should be used as a guide by school administrators to better understand the problems and responsibilities of principals in improving the professionalism and job satisfaction of teachers as well as the performance of students and schools as a whole.

Ad Agency Leadership in the US, UK, and Australia: A Mixed-Method Analysis of Effective Attributes and Styles

Unlike the extensive scholarship on leadership in related disciplines, research on leadership in advertising is almost nonexistent. This study investigates practitioner views on attributes and styles of effective agency leaders in the US, UK, and Australia using GLOBE’s (Global Leadership and Organizational Behavior Effectiveness) Culturally Endorsed Leadership Theory. All three regions are part of GLOBE’s Anglo cultural cluster. The research examines whether the theory’s central proposition—that leadership in global contexts has universally endorsed elements but is also culturally contingent—is valid in an advertising setting. Using a mixed-method approach, data were collected from agency staff and leaders via 255 survey responses and 40 in-depth interviews. Findings indicate that the best leaders are seen as people-focused, collaboration-driven, and future-oriented. Integrity, vision, and inspiration are top leadership attributes, with collaborative and performance-oriented leadership styles considered the most effective. Views were fairly consistent across regions, with some nuanced differences. One interesting difference from main GLOBE findings is the emphasis on soft skills as a core component of effective leadership. Future research should examine this further, as well as the relationship between leadership and agency culture, millennial and gender differences, and leadership training challenges and also examine advertising leadership across other GLOBE cultural clusters.

An Improbable Journey: The Career and Influence of Puncky P. Heppner

Puncky Paul Heppner is one of the most productive counseling psychologists; he is also a social justice advocate, loving partner, and artist. Dr. Heppner has influenced counseling psychology in immeasurable ways. He is internationally recognized for his research on applied problem-solving and research methods, widely acknowledged for his visionary and collaborative leadership style, and highly respected for his culturally informed mentoring. In this life narrative, we contextualize his numerous accomplishments. We first discuss the influence of his early life experiences, following his life journey through his undergraduate years and doctoral studies, to his 36-year career at the University of Missouri. We highlight the numerous ways in which Dr. Heppner has influenced (counseling) psychology, including increasing the racial, ethnic, and international representation in the field through his leadership and advocacy as president of the Society of Counseling Psychology and editor of The Counseling Psychologist.

COLLABORATIVE LEADERSHIP STYLE AMONG ADMINISTRATIVE ASSISTANTS OF TWO FACULTIES AT INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

Purpose: This study investigated perceptions about collaborative leadership style via a study among administrative assistants of the faculty of Economics and Management Sciences and Faculty of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia. Precisely, the study examined their perceptions, collective decision making and differences between faculties under study. Methodology: A survey method was employed to collect the data. The data were analyzed using t-test and descriptive statics (frequencies and percentages). A total of 44 administrative assistants were sampled through a self-administered questionnaire from two faculties, namely Economics and Management Sciences (KENMS) and Faculty of Knowledge and Human Sciences (IRKHS) at International Islamic University Malaysia (IIUM). Main findings: The results of the analysis indicated that perceptions of administrative assistants were positive towards a collaborative leadership style. The study also found statistically significant differences between administrative assistants of KEMNS and IRKHS. It was found that IRKHS administrative assistant was more elicit to activities of collaborative leadership than their counterparts. Overall, the study revealed that administrative assistants were of the view that applying a collaborative leadership style will facilitate effective decision making in their respective faculties. Implications/Applications: This study is useful for administrative assistants in institutions of higher learning to adopt and adapt to understanding a clear collaborative leadership concept. Therefore, collaboration among staff will be recognized to develop a general perception in the educational institution. Novelty/Originality: In this research collaborative leadership style had been studied among administrative assistants critically. Permission was granted by the Dean of post-graduate studies from the kulliyyah of Education (IIUM).

School Leadership: Evidence From A Post-Conflict Post-Earthquake Country In South Asia

ABSTRACT School leadership plays a significant role in the success of a school through its effects on teachers’ efficacy.Empirical studies of school leadership in South Asia are limited. This study seeks to address this gap. The author examines teachers’ perceptions about how school principals play their role in high-achieving and low-achieving community high schools in Nepal through the lenses of a multidimensional model. Based on interviews with 18 teachers teaching in multiple disciplines, it was found that teachers in the high-achieving schools perceived their principals’ behavior positively compared to their counterparts from low-achieving schools. Dedicated, devoted principals with positive and collaborative leadership styles have greater influence on most teachers.