Component Of Effective Leadership Research Articles

Teachers’ Followership Behaviours and Principals’ Leadership Effectiveness in Malaysian Public Secondary Schools: A Case Study in Sarawak Southern Region

Improving leadership effectiveness in schools is a crucial priority across organizations. However, ineffective attempts to enhance leadership effectiveness often led to wasted resources and fail to improve student performance. These failures are typically attributed to an excessive focus on leaders while neglecting other organizational factors, including followers. Unfortunately, few studies have examined the impact of followership on leadership effectiveness in schools. This study aimed to investigate the followership behaviors of teachers and the leadership effectiveness of principals in Malaysian public secondary schools, using a follower-centric approach. The study employed a quantitative survey method, utilizing Google Forms to collect data. Respondents were selected from five public secondary schools in Sarawak's Southern Region through purposive sampling. A total of 108 valid questionnaires were analyzed using IBM SPSS version 27.0 statistical software. The findings indicated that teachers exhibited high levels of followership behaviors, including Assuming Responsibility, Serving, Taking Moral Action, and Participating In Transformation. However, their levels of Challenge were only moderate. Additionally, teachers reported that their principals demonstrated all five components of effective leadership: Modeling the Way, Inspire A Shared Vision, Challenge the Process, Enable Others to Act, And Encourage the Heart, at a high level. These findings provide valuable insights for academics and practitioners interested in understanding how followership actions can contribute to the success of leadership development efforts. The study contributes significantly to the field of educational leadership and management by exploring the emerging concept of educational followership. It serves as a reliable reference for those seeking to enhance leadership effectiveness in schools, offering new perspectives in this area of research.

Psychological Features of Professional Identi"cation of Employees of the Committee of Inquiry

As a steady trend towards a certain interpretation of “patterns” of professional activity and readiness to work according to arising sense-value attitudes, professional identification influences the level of professional activity and the extent of professional self-realization of employees of the Committee of Inquiry. The article describes results of the empirical study in which 1286 investigators took part. The authordraws a conclusion that considering features of employees’ professional identification should be a component of effective leadership in conditions of work of the Committee of Inquiry.

Leading Our Way to Zero Harm

Guest editorial A key theme of SPE’s 11th International Conference on Health, Safety, and the Environment in Oil and Gas Exploration and Production was how to achieve an incident-free workplace. Leadership is one of the critical elements of reaching this goal. This column explores components of effective leadership as it pertains to safety and its effect on employees. Safety is about managing risk. Although the people who manage risk within an organization generally have “manager” titles, these are usually not the people who are injured. Consequently, to attain excellent safety levels, it is essential that all employees who are at risk of injuries be included in organizational risk-management activities. Employees currently address risks in many ways, including performing audits of workplace conditions and writing work orders to ensure follow-up on key workplace conditions that require continuous improvement. Employee responsibilities also include collecting and using key information about near misses before an injury actually occurs. Perhaps most importantly, employees in many organizations are also asked to create a more interdependent workplace in which they watch out for one another and always act in service of one another in “moments of choice” to ensure that, when coworkers perform a behavior that puts themselves or others at risk, an intervention takes place before an injury occurs. This growing requirement of interdependent behavior within organizations requires that employees personally develop the courage to care. It also requires them to develop the humility to care enough to receive feedback, which includes dropping defensiveness and listening to peer coaches in the interest of always working more safely. This is hard work that requires personal transformation. The achievement of this degree of personal transformation requires an increased level of leadership effectiveness of those in the management positions. So how do managers exercise increased leadership in moving toward an employee-empowerment model essential for ownership of everyone’s safety at the appropriate levels across the entity? Empowering Employees for Safety Excellence World-class safety, in which all employees assume the responsibility of their own safety and the safety of those around them, arises only out of discretionary behavior. Discretionary behavior is simply a choice made by each employee every day; employees cannot be mandated to comply. It is what they do all day, every day, when no one is watching. Because discretionary behavior is the response of employees to their experience in the workplace, managers have a great deal of influence on its occurrence. Management affects employees’ workplace experience; the more positive the experience the more discretionary behavior that the employees provide. The more negative the experience, however, the more employees will just mechanically perform their work to obtain credit for success or to avoid the consequences of failure.

A Meta-Analysis of the Relationship Between Emotional Intelligence and Effective Leadership

The purpose of this study was to conduct a meta-analysis to ascertain if there was empirical evidence to support the inclusion of emotional intelligence as a component of effective leadership. It is proposed in this paper that emotional intelligence is a component of transformative leadership that should be evaluated and developed. In order to conduct the study, precise, composite definitions of emotional intelligence and effective leadership were drawn from the respective literature. One hundred and forty-one studies were reviewed for possible analysis with 48 studies meeting the criteria for inclusion. The study concludes that there is a moderately strong relationship between emotional intelligence and effective leadership. This study has implications for candidates of Educational Leadership Preparation Programs and the incorporation of emotional intelligence in the Educational Leadership Preparation Programs curriculum.

Civil Leadership in the Academy

Within pluralistic and diverse communities, civility represents a time-honored strategy that allows individuals and groups with little else in common to live together and get along. Opportunities for civic engagement and contribution are often predicated on shared understandings of civil discourse and behavior. Inability to get along can have dire consequences for any community. Establishing a civil climate is a shared responsibility of community members yet some individuals, by virtue of their influence and authority within the community, serve to establish and model behavioral norms and expectations. Civility in the academy, its presence and value, has been questioned and debated in recent years. (See End Note #1) University presidents and other campus leaders recognize civility as a constituent component of effective leadership. Beyond recognition of its importance to effective leadership, there is a need to examine the root sources of incivility, threats to civility, and approaches to establishing and strengthening civil culture in university communities.