Destructive Leadership Behaviors Research Articles

Leadership matters: The role of destructive leadership behavior and teachers’ demographic characteristics on teachers’ social engagement with students

The study intended to investigate the role of destructive leadership behavior, and teachers’ demographic characteristics on teachers’ social engagement with students in colleges of teacher education in the State of Amhara. A mixed method with an explanatory sequential design was employed. 397 teachers and 366 students participated in the quantitative data collection (questionnaire), whereas the qualitative data were collected with the help of interviews with college deans and teachers. Data collected through a questionnaire was analyzed through descriptive and inferential statistics. On the other hand, narration and interpretation were employed for qualitative data analysis. Findings revealed that deans’ destructive leadership behavior was exhibited significantly. Teachers were socially engaged with students (t (396) = 58.902, d = 0.54, p = .000). Deans’ destructive leadership behavior and demographic characteristics explain teachers’ social engagement with students. However, demographic characteristics only have a minimal contribution in explaining teachers’ social engagement with students. In conclusion, demographic characteristics have no role in teachers’ social engagement with students but destructive leadership behavior plays a role. Finally, recommendations were forwarded to potential stakeholders.

Antecedents and prevalence of destructive leadership behaviour: the case in primary and middle level schools

ABSTRACT The main purpose of this empirical study was to investigate the antecedents and prevalence of destructive leadership behaviour in primary and middle-level schools of the state of Amhara, Ethiopia. A mixed approach with an embedded research design was employed. Multi-stage stratified sampling was applied to select 748 teacher respondents. One sample t-test, multiple regression and hierarchical multiple regression model were used to analyse the data. The study revealed that antecedents of destructive leadership were moderately exhibited in Primary and Middle-Level Schools. When the prevalence of destructive leadership was regressed on susceptible followers, leader behaviour and conducive environment antecedents of destructive leadership, 61% of the variance in the prevalence of destructive leadership behaviour was accounted for by the interplay of susceptible followers, leader behaviour and conducive environment. Leader behaviour antecedent of DLB contributes more to the prevalence of destructive leadership behaviour among principals in primary and middle schools. Based on the findings of the study it is inferred that the antecedents of destructive leadership were moderately exhibited in the primary and middle-level schools of the study area.

The prevalence and effect of destructive leadership behavior on teachers’ organizational commitment in the post-COVID-19 period: a case study of secondary schools in Amhara Regional State

The prevalence and effect of destructive leadership behavior on teachers’ organizational commitment in the post-COVID-19 period: a case study of secondary schools in Amhara Regional State

Insights into leadership practices in South African Higher Education

Orientation: The complexity of higher education highlights leadership’s significance. Effective leadership ensures quality education and institutional survival, with senior academics (specifically, professors and associate professors) greatly influencing reputation and research. Exploring senior academics’ leadership experiences is therefore crucial.Research purpose: This study aimed to explore senior academics’ experiences of leadership behaviours at a South African higher education institution, extracting their experiences of positive and negative behaviours.Motivation for the study: Senior academics play significant roles, with vital teaching, research, and reputation contributions to the quality of the university’s educational service. Despite numerous leadership studies, none have explored senior academics’ experiences in South Africa.Research approach/design and method: In this study, a qualitative descriptive design was employed to investigate the experiences and perspectives of 14 senior academics. The participants were selected using stratified random and snowball sampling techniques.Main findings: Participants experienced positive, effective behaviours and negative, destructive behaviours, highlighting the complexity of leadership experiences through contrasting experiences. Positive, effective leadership behaviours include constructive engagement, compassionate support, psychological safety and enabling growth. Negative, destructive leadership behaviours include poor communication and collaboration, eroding integrity and regard, unresolved issues, depersonalisation and toxic practices.Practical/managerial implications: Understanding experiences and implementing recommendations could incorporate positive leadership behaviours into competency frameworks for human resources practices. Awareness of the leadership ethos dichotomy can potentially establish a unique and characteristic leadership culture.Contribution/value-add: This study provides senior academics’ leadership behaviour perspectives and produces lists of positive and negative leadership practices.

Measuring the Relationship Between Leadership Styles and Destructive Leadership Behaviors Among Air Force Students Attending Army Command and General Staff College

Background: The Air Force uses the full range of leadership model (transformational, transactional, and passive-avoidant leadership) to develop leaders. However, there has been less research at how the leadership styles in the full range of leadership model are related to destructive leadership behavior, evidenced by adverse administrative actions. Objective: Conduct a pilot study using the Multifactor Leadership Questionnaire and Destrudo-L in tandem, within a smaller population of Air Force Professional Military Education students, to determine if, and to what degree, a relationship existed between leadership styles and destructive leadership behaviors. Methods: The MLQ-5X and Destrudo-L research instruments were used to collect data from a population sample of the Air Force field grade officers attending professional military education (n = 22). The MLQ-5X measured leadership styles, and the Destrudo-L measured destructive leadership behaviors. Results: Linear regressions measured the relationships between leadership styles and destructive leadership behavior and all regressions found p ≤ 0.005. Transformational leadership behaviors were negatively related to both passive (B = −1.36) and active (B = −0.86) destructive leadership behaviors. Transactional leadership behaviors were also negatively related to both passive (B = −1.3) and active (B = −0.83) destructive leadership behaviors. However, passive-avoidant leadership behaviors had a positive relationship with passive (B = 1.21) and active (B = 0.68) destructive leadership behaviors. Conclusion: This pilot study found a relationship between leadership styles and destructive leadership behavior. However, the cross-sectional design, small population within a single officer rank, setting of a competitive in-residence Professional Military Education course, limit the generalizability of the findings.

Identifying the prevalence of destructive leadership behavior and its determinants in northwest Ethiopia

Identifying the prevalence of destructive leadership behavior and its determinants in northwest Ethiopia

Destructive leadership behaviors: The case of academic middle leaders in higher education

Destructive leadership, characterized by abusive behaviors and a lack of ethical integrity, undermines organizational morale and performance. This phenomenological study investigates destructive leadership behaviors exhibited by academic middle leaders in higher education, examining them through the lens of faculty members. Six faculty members from six Arab States participated in three rounds of interviews to capture their lived experiences. Data were supplemented by reflective journal entries, allowing researchers to examine their preconceived notions of the phenomenon under study. A whole-part-whole approach was utilized for data analysis. Findings illuminate specific instances of destructive leadership, including micromanagement and control, vitriolic communication, a detrimental organizational climate, and encroachment upon faculty members’ work-life balance. The study explores the impact of these behaviors on faculty morale, productivity, and overall organizational culture. This study contributes to a deeper understanding and discussion of the challenges presented by ineffective middle leadership in higher education environments.

Unmasking Toxic Leadership: Identifying, Addressing, and Preventing Destructive Leadership Behaviours in Modern Organizations

Unmasking Toxic Leadership: Identifying, Addressing, and Preventing Destructive Leadership Behaviours in Modern Organizations

Emphasizing Destructive Leadership Behavior in Colleges of Teacher Education in the State of Amhara, Ethiopia: Prevalence Identification as the First Stage of Mitigation Strategy

Emphasizing Destructive Leadership Behavior in Colleges of Teacher Education in the State of Amhara, Ethiopia: Prevalence Identification as the First Stage of Mitigation Strategy

Influence of destructive leadership behaviors on the meaning of work and work productivity.

This study aimed to determine the influence of destructive leadership behaviors on employees' meaning of work and work productivity, using a longitudinal research design. Local government organizations in a municipality in Sweden were invited to participate in the study. Self-rated questionnaire data on employees' meaning of work and work productivity was collected at four time points over a period of 18 months, and 582 employees responded to the questionnaire on one or more occasions. A 4-item Destructive Leadership Scale (DLS) was developed and used at the first time point to assess the destructive leadership behaviors of incoherent planning, assigning unnecessary tasks, ambiguous expectations, and autocratic behavior. Latent growth models were used to analyze the influence of destructive leadership on the change in employees' meaning of work and work productivity over the 18-month period. The results show that destructive leadership has a significant negative influence on employees' meaning of work (β = -0.44, p = 0.02) and work productivity (β = -0.46, p = 0.04). The effect sizes were greater than those identified in previous cross-sectional studies, indicating that the effects of destructive leadership may accumulate and become more important over time. Important destructive leadership behaviors include incoherent planning, assigning unnecessary tasks, ambiguous expectations, and autocratic behavior. These behaviors have a significant negative effect on employees' meaning of work and work productivity. Proactive assessment of destructive leadership behaviors is warranted to improve future selection and training of managers.

Stimulating Constructive and Destructive Leadership Behaviours through the Emperor of Lanka and Villain of Ramayana

Purpose: All are kings. But some follow rules and some break rules. The question is why? Ram and Krishna act for the benefit of others, the larger group. Ravan and Duryodhan are more interested in their glory even if their respective kingdoms are destroyed. On a parallel track, it constantly distinguishes Durga, the symbol of social status, from Shakti, the inner power - physical and mental prowess. On exemplifying positive and negative leadership through Ram, Ravan, Krishna and Duryodhan. The journey towards leadership is a journey from ‘me’ to ‘we’. Thus, linking mythological themes & management with the present-day materialistic world is not easy. The present research links and contextualizes the concepts of virtue & vice leadership behaviours and personality types through the king of Lanka to business and management with the ancient Indian texts. Objectives: The researchers have set the following primary objectives and the current study investigates 2 broad research questions: (1) To evaluate Ramayan's character Ravan stimulates constructive and destructive leadership behaviours. (2) To identify the personality type (MBTI) of the Anti-Hero, Ravana. Design/Methodology/Approach: The study is based on both secondary & primary evidence. Hypotheses are stated for the various variables selected and analyzed to prove or disprove the same without any errors. Findings/Result: There were stimulating virtue and vice leadership behaviours through the emperor of Lanka and the villain of Ramayana. Also, there was a personality type (MBTI) of Anti-Hero, Ravana to business and management with the ancient Indian texts. Research Limitations/Implications: In the present research an attempt is made by the researchers to understand the research gap in the area hence a conceptual idea is proposed and the research goes further to advance significance to discover the degree of relationship to evaluate Ramayan character Ravan stimulates behaviours showing high moral standards (constructive leadership behaviours ) & bad behaviours (destructive leadership behaviours) & to identify personality type (MBTI) of Anti-Hero, Ravana. Originality/New Knowledge/Interpretation/Value: Many of the earlier studies have proved that, Indian mythology has a deeper meaning than basic good and evil. There is an intriguing narrative at every turn, if one is willing to go deep. Ravana portrayed a villain, but it's crucial to understand why he chose to do so. Actually, the goal was to balance the forces of good and evil. It is understandable why he is still revered in some areas of the world. Ravana is often looked down upon as an evil character in the Ramayana. But nobody can be really classified as completely black or white. Like every other mortal, Ravana also had shades of grey. But none of us can ever deny the fact that he was the most dexterous character in the epic as well. Hence, this study helps in concluding that, a comparative look at virtue and vice leadership behaviours and personality type makes Ravana the most interesting Ramayana character ever and offers insight into business and management with the ancient Indian texts. Paper Type: The study is based on both secondary & primary evidence.

Neuroticism as an antecedent of abusive supervision and laissez‐faire leadership in emergent leaders: The role of facets and agreeableness as a moderator

AbstractAcademic interest in the relationship between leaders' personality and subordinates’ perception of destructive leadership behavior is increasing. However, results so far have been weak, contradictory, and inconsistent to theory. Here, we examine if using facets of neuroticism, rather than the broader trait, can be more informative and increases the predictive power. Next, we explore the interplay between personality dimensions by examining if the relationship between the facet angry hostility in neuroticism and destructive leadership behavior is moderated by the trait agreeableness. Four hundred and twenty emergent leaders were examined in a military selection context, combining the leaders' self‐rated neuroticism (T1) with subordinates' subsequent perception of abusive supervision and laissez‐faire leadership in a field exercise two weeks later (T2). The results indicated that using facets instead of the broad factor of neuroticism improved the prediction of examined outcomes. Only some of the facets of neuroticism were related to perceived leader behavior, with specific facets being identified for abusive supervision and laissez‐faire leadership, respectively. Further, the relationship between angry hostility and both leadership styles was moderated by agreeableness.

From a restless pillow to a ruffled mind: testing a moderated mediation model of off-the-job antecedents of abusive supervision

PurposeAlthough work-related antecedents of abusive supervision are well-known, knowledge on the cross-domain antecedents of this destructive leadership behavior is scarce. Accordingly, this study aims to investigate off-the-job supervisors’ after-work experiences that may influence their work behavior. The authors explore how and when a supervisor’s poor recovery experiences lead to abusive supervisory behaviors through a negative start-of-workday mood for high vs low supervisor sleep quality.Design/methodology/approachThe authors conducted a single-source, three-phase field study (N= 422) to test the proposed moderated mediation model for participants from a large telecommunications company located in Anhui province, People’s Republic of China.FindingsPoor recovery experiences in the supervisor’s personal life can spill over to their work domain and provoke abusive supervisory behavior through the mediating effect of a negative start-of-workday mood. Moreover, a supervisor’s good night’s sleep (i.e. first-stage moderator) serves as a key mitigating factor to diminish the negative start-of-workday mood resulting from a lack of relaxation, mastery experiences and control experiences (except for the lack of psychological detachment from work) and lessens abusive supervision.Originality/valueThis study contributes to the literature examining off-the-job events to understand the antecedents of abusive supervision that are beyond organizations’ control but significantly influence workplace behaviors, showing that not all antecedents of abusive supervision exist in the workplace; some are transferred from the home domain through nonvisible moods. Finally, the inclusion of sleep quality as a first-stage moderator provides insights on preventing abusive supervision caused by nonwork-related events. This adds a unique dimension to the abusive supervision literature by highlighting factors in the home domain that can prevent negative spillovers to the work domain. The authors conclude with some theoretical and practical implications for researchers and practitioners.

Workplace deviance among healthcare professionals: the role of destructive leadership behaviors and citizenship pressure

Workplace deviance among healthcare professionals: the role of destructive leadership behaviors and citizenship pressure

Exploring Subordinates' Perceptions and Experiences with Abusive Leaders in Higher Education: A Qualitative Study

Exploring Subordinates' Perceptions and Experiences with Abusive Leaders in Higher Education: A Qualitative Study

Leadership through the subordinates' eye: perceptions of leader behaviors in relation to age and gender

PurposeThe study represents a theory-based leadership approach in exploring the subordinate's perceptions of leadership behaviors in relation to age, gender and type of work environment. The aim was (1) to compare subordinates' ratings of their respective leaders' leadership behaviors based on of the leaders' age and gender, controlling for type of work environment and (2) to analyze the relationship between the subordinates' ratings of their leaders' leadership behaviors and their ratings of the outcome of these leadership behaviors.Design/methodology/approachData were collected using the Developmental Leadership Questionnaire (DLQ) from a sample of Swedish leadership course participants (n = 10,869) and their respective subordinates (n = 97,943). The DLQ measures leadership behaviors designed to reflect the following leadership styles: developmental leadership, conventional-positive leadership, conventional-negative leadership and destructive leadership.FindingsResults showed that older leaders (51 years or older) were rated less favorably than younger (29 years or younger) and mid-aged leaders. Female leaders received more positive ratings than male leaders. A 3-way analysis-of-variance showed strong main effects for age, gender, and type of work environment and no significant interaction effects. A significant model with high equivalents of R2 coefficients (Cox and Snell, 1989; Nagelkerke, 1991) was obtained in a logistic regression analysis. Developmental leadership and conventional-positive leadership made significant positive contributions to the subordinates' ratings of the outcome of their leaders' leadership behaviors. Destructive leadership behaviors contributed negatively to the outcome ratings.Research limitations/implicationsWeaknesses include the cross-sectional study design. The large sample size is a strength, and the results have novel implications for leadership theory related to subordinates' view on leadership.Practical implicationsCounter-stereotype age and gender findings may have implications for organizational decisions and processes regarding selection of managers. Development programs are suggested for all categories but for older, male leaders with a focus on reducing their use of leadership behaviors perceived negatively by their subordinates, whereas younger female leaders should be encouraged to continue to develop their positive leadership behaviors.Originality/valueThe theory-based approach on subordinates' perceptions of leadership behaviors with a simultaneous focus on age, gender and type of work environment, based on a large-scale data set, is new.

The moderating role of intrinsic motivation on the relationship between toxic leadership and emotional exhaustion.

Dysfunctional and destructive leadership behaviors have begun to be seen frequently in today's business world. Likewise, toxic leadership, with incompetent supervision elements results with negative outputs for organizations and heavily for the employees. Employees may experience long-term stress in the work environment and develop emotional exhaustion, resulting in mental breakdown. Hence, this study aims to reveal the effects of toxic leadership on emotional exhaustion within the healthcare industry as a first step. Moreover, we also attempt to reveal the contingency of intrinsic motivation to lessen the reflections of toxic leadership on emotional exhaustion as a second step. Using PLS-SEM, we find that toxic leadership is positively associated with emotional exhaustion. Furthermore, our findings provide empirical evidence supporting the moderator role of intrinsic motivation on the relationship between toxic leadership and emotional exhaustion.

Constructive and Destructive Leadership Behaviors, Skills, Styles and Traits in BIM-Based Construction Projects

Building information modeling (BIM) implementation is expanding over time, and collaboration is becoming more critical in construction projects. Leadership characteristics may contribute to or hinder the effectiveness of these collaborations in BIM-based construction projects. However, the current body of knowledge lacks information on the leadership characteristics that can be constructive or destructive for BIM-based construction projects. Therefore, this study aims to determine the constructive and destructive leadership behaviors, skills, styles, and traits in BIM-based construction projects. An explorative qualitative study was conducted by interviewing twenty architecture, engineering, and construction (AEC) professionals. Then, the thematic analysis approach was used to analyze the interview data. The study findings suggest that common constructive leadership behaviors are tolerant and committed. Furthermore, the common constructive leadership trait and style is reliability. On the contrary, the common destructive leadership behavior is intolerant. This study provides the literature with a novel list of constructive and destructive leadership characteristics for BIM-based construction projects. Understanding these characteristics would assist industry professionals and policymakers in increasing the performance of BIM-based construction projects.

Why do leaders engage in destructive behaviours? The role of leaders’ working environment and stress

AbstractComplementing previous research on antecedents of destructive leadership, we examined the role of work stressors in the emergence of active and passive destructive leadership behaviours. Building on conservation of resources theory, we examined direct and indirect relations between leaders’ perceptions of workload, role ambiguity and intragroup conflict on ratings of their own destructive leadership, as well as mediating paths through perceived stress. We used a two‐wave survey design consisting of a random sample of 1311 managers. Structural equation modelling revealed that work stressors were only related to passive forms of destructive leadership, whereas personality was related to both active and passive forms of destructive leadership. Implications for research and practice are discussed.

Comparing models of follower outcomes: destructive and constructive leader behavior

PurposeTo provide evidence-based recommendations on the types of leader behaviors organizations should target for a better return on leader training investment the authors draw on the destructive and constructive leadership behavior model and the bad is stronger than good proposition to examine the following question: Compared to constructive leader behavior, does destructive leader behavior have a greater effect on follower outcomes or is something more nuanced occurring?Design/methodology/approachThe authors used Qualtrics online panels to collect data (N = 211 and N = 342) from full-time office-based participants. They used multivariate latent regression and dominance weights analyses to examine the relative strength of destructive versus constructive leader behaviors on followers' satisfaction with leader, and task performance.FindingsAcross both samples, leader hypocrisy and leader social undermining had relatively stronger effects on follower satisfaction with leader. Leader knowledge hiding had a relatively strong effect on follower task performance. Leader ethical conduct had the strongest association with follower satisfaction with leader in both samples. Hence, the authors' results were aligned with the bad is stronger than good proposition.Originality/valueThe authors' show that white-collar organizations can benefit from improved follower attitudes and performance by reducing leader hypocrisy and social undermining (destructive behavior) while simultaneously promoting leader ethical conduct (constructive behavior).