Development Of Leadership Competencies Research Articles

Understanding strategies that foster nurses to act as clinical leaders in hospitals: A realist review.

To identify strategies that develop clinical nursing leadership competencies among staff nurses, and to explain the contextual elements and mechanisms that underpin the development of clinical nursing leadership competencies. Realist review according to the Realist and Meta-narrative Evidence Syntheses-Evolving Standards (RAMESES). PubMed, Embase, CINAHL, Web of Science, Wiley Online Library, PsycInfo and ProQuest were searched from January 2000 until October 2022. Three iterative phases: (1) development of initial programme theory, (2) structured searches for relevant published and grey literature and (3) data synthesis and interpretation by researchers and theory triangulation, and discussions within the research group. Multiple context-mechanism-outcome configurations were extracted from 10 reports that explain how, under what circumstances and why strategies can facilitate (or discourage) staff nurses to act as clinical leaders. Reports were both quantitative and qualitative in design, originating from English-speaking countries only. A logic model was developed and suggests four contexts and five mechanisms underlying the development of clinical nursing leadership. Growth in clinical nursing leadership was mainly experienced through experiential learning, which was enhanced by a supportive relationship with a coach or mentor, the use of reflective practices and modelling from other leaders. Furthermore, a supportive work environment triggers ownership, confidence and motivation, and thereby growth in clinical nursing leadership competencies. Fostering competencies for clinical leadership among staff nurses requires multifaceted strategies. Strategies are successful if, and only if, they combine learning by doing, by knowing and by observing, and establish a responsive work environment. Hospital policy should ensure that staff nurses have access to reciprocal relationships with role models or a coach. In order to grow as clinical nurse leader, ownership and self-reflection on own leadership behaviour need to be facilitated. Prospero ID CRD42021292290.

The values of leadership in badminton game

The values in sport settings have long been discussed in the literature, including the ones in the context of badminton. Despite there have been many leadership values in the literature, there is no explicit leadership value coming from research in badminton. Therefore, the purpose of the current study was to investigate the values of leadership being learned from the badminton game and develop value products through Research and Development. The research method used was a mixed method. Participants of the study included 7 former badminton players having leadership positions and 122 students in physical education teacher education program. Data were collected through in-depth interviews and survey. The results of these interviews were then interpreted, reduced, and given codes so that the values of leadership in badminton were obtained converging. The results of the research on leadership values in badminton games included (1) knowing the boundaries of territory (2) realizing the limits of authority (3) working together (4) obeying rules (5) keeping secrets (6) depth of knowledge (7) elegant decisions (8) obeying superiors (9) act with heart. The value products have been implemented and measured their effectiveness. It concludes that badminton provides opportunities to learn and develop leadership competencies. The value products are effective as a model for teaching leadership through badminton.

Leadership competencies developed during a short-term domestic study tour: An exploration of participants’ perceptions

As short-term study abroad tours seek to develop globally competent leaders within the agricultural industry, the rich diversity present within the United States has led to the inception of short-term domestic study tours. To improve how global leadership competencies are developed among adolescent participants, understanding competencies gained during short-term international and domestic cultural immersion trips is vital. This case study analysis sought to explore state FFA officer perceptions of leadership competencies developed through participation in the National FFA Organization’s International Leadership Seminar for State Officers (ILSSO) which pivoted to a domestic study tour for 2022. The findings indicate participants perceived agricultural exposure and networking with peers as the development of leadership competencies. Participants also expressed perspective shifts around agricultural production methods and varied cultural experiences in the state of California. Recommendations include designing leadership curriculum for both short-term abroad and domestic tours with a framework grounded in leadership theory and replicating this study to compare findings in various contexts. Similar studies should also be conducted to assess outcomes of leadership development programs designed by the National FFA Organization.

DEVELOPMENT OF STUDENT LEADERSHIP COMPETENCIES IN THE CONTEXT OF THE RUSSIAN-UKRAINIAN WAR

The article deals with the problem of development of student leadership competencies in the process of their study at the university. Today, the Russian-Ukrainian war highly motivates teachers of higher education institutions to form leadership qualities of the future professionalspatriots of their country. The main challenges of education in the conditions of the Russian-Ukrainian war are: destruction of the infrastructure of institutions of higher education, psychological depression of both students and teachers, low motivation to study, lack of digital infrastructure, etc. Despite the full-scale war, Ukrainian school graduates continue to make plans for the future in our country. The admission campaign statistics of 2022 indicates high level of patriotic education of the Ukrainian youth. The analysis of three theories of leadership (theory of traits, situational theory, system theory) indicates the fact that the phenomenon of leadership appears in a situation where a problem needs to be solved and consists of three components: personal traits of the leader; the nature of the group-members; the problem to be solved. The terms “leader”, “leadership” and “leadership competencies” are defined. Three groups of leadership competencies are introduced. Clear examples of leadership competencies are offered. The pedagogues contribute significantly to the development of professionally important leadership qualities of students. Their role lies in the use of innovative methods and techniques of studentsʼ leadership competencies development. To such methods and techniques we refer: methods of self-leadership development, methods of teaching communication skills, game-based methods, methods based on learning in groups, interactive learning methods. We conclude that the development of student leadership is the necessity of today’s Ukrainian society.

The Evaluation of The Performance of MSMEs Leaders in Mandailing Natal Regency

This study examines the relationship between servant leadership, innovativeness, competence, and leadership performance in Micro, Small, and Medium Enterprises (MSMEs) in Mandailing Natal regency. The research aims to determine the significance of these variables and their impact on MSMEs' leadership effectiveness. The study employed a hypothesis testing approach, using a significance level of 0.05, to analyze the collected data. The results revealed that servant leadership, as indicated by a p-value of 0.007, innovativeness (p-value of 0.000), and competence (p-value of 0.000) significantly influenced the performance of MSMEs leaders. The findings suggest that leaders who prioritize serving others, demonstrate innovative thinking, and possess the necessary competencies are associated with improved performance in MSMEs leadership roles. The discussion highlights the importance of adopting a service-oriented leadership style, fostering innovation, and investing in leadership competencies to enhance leadership effectiveness in MSMEs. These results have practical implications for MSMEs in Mandailing Natal regency. By embracing servant leadership values, fostering a culture of innovation, and developing leadership competencies, MSMEs can improve their overall performance, operational efficiency, and strategic decision-making. It is important to note that these findings are specific to the context of MSMEs in Mandailing Natal regency. Further research in different settings and industries would contribute to a broader understanding of the relationship between these variables.

THE PECULIARITIES OF THE COMMUNICATIVE METHOD OF TEACHING A FOREIGN LANGUAGE AS ONE OF THE EFFECTIVE TOOLS FOR THE DEVELOPMENT OF STUDENTS’ LEADERSHIP COMPETENCIES

The article examines the peculiarities of the communicative method of teaching a foreign language as one of the effective tools for the development of students’ leadership competencies. The urgency of the problem stated in the article is due to the need to develop foreign language communicative competence of students as one of the important components of modern leaders who are prepared for effective activities at the international level, intercultural communication and the manifestation of their leadership qualities and abilities. The purpose of the study is to reveal the content of the communicative method of teaching a foreign language and justify the feasibility of its application for the development of leadership competencies of students. The object of this study is the process of applying communicative methods in the process of teaching a foreign language, the subject of the study is the need to develop the leadership competence of students. In the context of this research, special attention is paid to the analysis of the essence and features of the communicative technique for the formation of students’ leadership competencies. The basis of the methodological approach in this study is a qualitative combination of theoretical research methods, in particular, analysis, synthesis, interpretation, generalization and abstraction were used to define theoretical approaches to explaining the concept of “communicative technique” and revealing the content of this concept, and problem-comparative and structural methods were applied to the analysis of the features of the process of formation of leadership competencies using a communicative approach in the process of teaching a foreign language to students. The main results that were obtained within the scope of this scientific study should be considered to be the substantiation of the effectiveness of the use of communicative methods in the process of teaching a foreign language for the formation of students’ leadership competencies. The results of this scientific research, as well as the conclusions formulated on their basis, are of practical value for foreign language teachers in institutions of higher and professional pre-higher education, teachers, methodologists, as well as other pedagogical workers and scientists who are engaged in studying the problems of foreign language learning, leadership and formation of leadership competence among students at the current stage.

Innovations in Trauma-Informed Care: Building the Nation's First System of Trauma-Informed Recreation Centers.

Exposure to adversity and traumatic events affects well-being across important domains of functioning, including mental, physical, social, emotional, spiritual, and neurobiological. Situated as a focal point throughout neighborhoods, recreation centers are a prime opportunity to cultivate spaces of safety and healing. However, current models of trauma-informed care largely do not map neatly onto the recreation organizational structure and functioning. This paper describes the efforts over the past five years to transform the City of Cleveland, Ohio's 22 recreation centers into trauma-informed Neighborhood Resource and Recreation Centers (NRRCs)--places where children, youth, and adults can readily acquire the support and services they need in an environment in which trauma-informed care principles are fully embedded in the fabric of the organization's culture. Phase 1 included transitioning the recreation centers to NRRCs, hiring of trained social workers and counselors to work within the recreation centers, and training all recreation staff about trauma. Phase 2 included development of NRRC trauma-informed standards, development of the Trauma-Informed Progress Tool to track change over time, development of Trauma-Informed Leadership Competencies for Center Managers, and ongoing training for the social workers and counselors. We discuss ideas for future work and lessons learned from each phase.

Exploring Leadership Competencies and Mentoring Needs of Physical and Occupational Therapy Leaders in the United States

Abstract Study Design The current study used a phenomenological qualitative design to investigate leadership competencies and mentoring needs of physical and occupational therapy leaders. Objectives The purpose of the study was to evaluate leadership competencies of physical and occupational therapy leaders based on years of leadership experience and determine their mentoring needs for developing leadership competencies. Background Personnel shortages are a major issue in health care, and health care organizations should focus on professional development of health care leaders for better staff retention. Methods and Measures Nonprobability convenience sampling was used to recruit physical and occupational therapists currently working as therapy leaders in the United States. A self-developed, two-part structured interview guide was created and contained three demographic questions regarding leadership and four open-ended questions. Before the interview, participants reviewed the National Center for Healthcare Leadership Health Leadership Competency Model 3.0, which discusses seven domains of leadership competency, and the interview guide. Interviews took ∼30 to 45 minutes and were conducted using Zoom. NVivo software was used to code interviews for themes, and identified themes were grouped into five categories of years of leadership experience. Results Twenty-five physical and occupational therapists participated in the study. Participants in all five experience categories identified collaboration and communication as leadership competencies they possessed. Other identified competencies were analytical thinking, team leadership, accountability, and professional and social responsibility. Human resource management, financial skills, and relationship and network development were identified as mentoring needs for developing leadership competencies by participants in all categories. Information technology management and self-confidence were also identified. Conclusions By determining the current leadership competencies and mentoring needs, the results of the current study may be useful for establishing leaders who can address personnel shortages in health care.

Preservice Teachers’ Perceptions of How Teachers Lead in the Classroom

This study examines the perception of teacher leadership among preservice teachers and how this affects their understanding and teaching practice in an educational setting. The findings of this study indicate that preservice teachers construct their concepts of teacher leadership by observing and actively participating in the practice of teaching with their clinical teachers that include a myriad of tasks necessary for effective teaching. Initially, many preservice teachers do not realize that successful teachers are also strong leaders, and that teacher leadership exists in at different levels depending on the setting in the teaching profession. Preservice teachers' responsibility towards teacher leadership varies. It appears that the need for reflective practice to merge their ideals of leadership with the realities is the greatest obligation they have. The level of teacher leadership education given to preservice teachers and society’s level of value for teacher leadership determine the barriers or inhibitors to preservice teachers’ development of teacher leadership competencies.

COVID-19 and management education: From pandemic to endemic

The disruption in management education caused by COVID-19 was significant, creating a noteworthy impetus for new research. Given that COVID-19 has transitioned from pandemic to endemic, it is an opportune time to retrospect the contributions of related research to shape the future of management education. Using the SPAR-4-SLR protocol, a systematic literature review was conducted on management education research relating to COVID-19 published between 2020 and 2022. A total of 56 relevant articles were found in and retrieved from the Web of Science database and subsequently analyzed using descriptive and content analyses. The descriptive analysis revealed a steep increase in research on the impact of COVID-19 on management education over time, with most research appearing in The International Journal of Management Education. The contributions came from various countries, with the top five being the USA, the UK, Australia, India, and China. The content analysis showed that most research adopted empirical methodologies while self-determination theory emerged as the most popular theoretical lens for study. The related research revolved around five major themes—i.e., digital teaching and learning, collaboration and partnership, embracing uncertainty and building resilience, transformation and innovation, and developing an entrepreneurial mindset—and provided implications for management education in the new normal, wherein the priority is focused on enhancing education quality and preparing future business leaders for profound challenges in the new normal, thereby necessitating the development of innovative pedagogies and leadership competencies.

Hospital Innovation and its Relationship with Transformational and Ambidextrous Leadership

Purpose: The study aims to examine the influence of transformational and ambidextrous leadership styles on administrative and technological innovation in public sector hospitals. It also examines the influence of each component of leadership styles on hospital innovation. Design/methodology/approach: This cross-sectional study employed the survey methodology to investigate the relationships between leadership styles and hospital innovation. A total of 315 usable responses were collected from medical officers working in public sector hospitals. A 29-item scale was used to assess the leadership styles and a 17-item scale was used to assess hospital innovation. Demographic data were obtained, which included age, work tenure, gender, and educational level. Findings: The hospitals demonstrated a moderate level of administrative and technological innovation. As perceived by the medical officers, transformational and ambidextrous leadership styles were positive and significant predictors of hospital innovation. It further revealed that the idealized influence and intellectual stimulation components of transformational, and exploitation behaviors of ambidextrous leadership are positive and significant predictors of hospital innovation. Conclusions: Transformational and ambidextrous leadership styles were effective in enhancing innovation in healthcare organizations. More attention must be focused on developing leadership competencies among medical doctors to perform leadership roles in their organizations and promote innovation. Implications: Healthcare policies and strategies are needed to promote innovation, and facilitate the implementation of certain leadership qualities by providing healthcare leaders with the appropriate training and environment. Originality/value: This research presents a rare insight into the current state of healthcare innovation in the public sector hospitals in Pakistan, especially because the country is relatively under-researched and under-resourced in the health sector. Thus, the research adds to the theoretical views concerning earlier research undertaken in other, mainly developed countries, highlighting new perspectives on healthcare leadership and innovation..  

Peran Pesantren dalam Era Digital

This research aims to find out more deeply about the role of Islamic boarding schools in the digital era that emerged amid the Industry 4.0 and Society 5.0 markets. This research uses a type of qualitative research with a descriptive analysis method and describes it in a systematic, comprehensive, and holistic manner. Then the results of research on the role of Islamic boarding schools in the digital era can utilize various kinds of technology instead of being tossed around by the world of technology. Islamic boarding schools can also take advantage of digital technology in bureaucracy, administration, and in preaching. There are at least two constrictive steps that can be taken by Islamic boarding schools, namely Islamic boarding schools must be able to adapt to the times without losing their characteristics as Islamic boarding schools, and be able to fill digital space wisely. Islamic boarding schools are also undergoing reconstruction in facing the era of Society 5.0, especially in terms of curriculum, they must develop leadership competencies, language skills, IT literacy, writing skills, problem-solving, and critical thinking. As well as the efforts of Islamic boarding schools to enter into PISA, namely implementing HOTS Literacy-based learning, carrying out trials of questions in a format like the PISA test questions, increasing the competence of educators in Islamic boarding schools in HOTS Literacy-based learning, increasing the competence of educators in Islamic boarding schools in developing learning tools. which leads to PISA through Micro-Learning workshops, and provides links to simulation questions for PISA that are easily accessible to students.

The Assessment of Leadership Competencies in First-Year Undergraduate Medical Students

This study aimed to assess the views and leadership competencies of incoming medical students and determine whether leadership traits predicted patient-centeredness in these students. Incoming medical students at one institution from 2017-2020 (N=428) completed a Leadership Needs Assessment assessing self-reported ability and the importance of competency in teamwork, selfless service, integrity, critical thinking, and emotional intelligence. Participants in the entering class of 2020 (n=92) also completed the Johns Hopkins University Patient-Centeredness Assessment to evaluate patient-centered attitudes. This cohort repeated both surveys at the completion of the first year to assess for changes in the perceived importance of leadership qualities, self-reported competencies, and patient-centeredness. Participants self-reported the highest competency (mean, SD) in integrity (7.92, 1.19) and the lowest in critical thinking (6.59, 1.12). Leadership Development Opportunity (difference between leadership expectation and self-reported ability) was largest in teamwork (2.31, 1.11) and smallest in integrity (0.97, 1.18). Post-first-year assessments were compared in the 2020 cohort, and statistically significant increases (mean, p-value) were found in critical thinking (0.31, p<0.01), emotional intelligence (0.18, p<0.03), and patient-centeredness (0.92, p<0.05). Patient-centeredness was positively predicted by integrity and negatively predicted by critical thinking. Incoming medical students highly value leadership and enter medical school with a robust self-reported ability level. Our data suggest that integrity may increase patient-centeredness and that incoming medical students perceive teamwork as the greatest area for leadership competency development. Further research is needed to determine the best curricula to develop leadership competencies and increase patient-centeredness.

A modified Delphi study on establishing a curriculum content structure for the leadership and management competency cultivation for future nurse managers in China

BackgroundIt is critical to train future nursing managers in advance for the prospective development of healthcare organizations, but a widely recognized curriculum content structure for leadership and management competency development for nurturing future nurse managers was lacking in China. ObjectiveTo establish a curriculum content structure for the leadership and management competency cultivation for future nurse managers in Chinese healthcare setting. MethodsA modified Delphi study was conducted. 22 experts who have in-depth knowledge of nursing leadership and management from 4 main geographical regions in China were included. The initial curriculum content structure was constructed based on a previous qualitative study and two team meetings. Subsequently, a two-round Delphi survey was conducted with 22 panelists in the first round and 19 in the second round. Scores of importance and textual comments were collected and used to judge the achievement of consensus. ResultsAfter the two-round Delphi process, consensus was reached, as each item was rated ≥4 by 84.21–100% of the experts and each one had a coefficient of variance (CV) ≤ 0.174. The finalized curriculum content contains 9 modules and 27 items. ConclusionsThis study formed a curriculum content structure for leadership and management competency training for nurses preparing for managerial roles, which contribute to the establishment of a nursing management talent pipeline to meet the needs of healthcare institutions for contemporary nurse managers.

THE DEGREE OF ETHICAL LEADERSHIP PRACTICE AMONG ARAB SECONDARY SCHOOL PRINCIPALS IN THE TRIANGLE AREA IN ISRAEL FROM THE POINT OF VIEW OF TEACHERS

This study aimed to identify the degree of ethical leadership practiced by Arab secondary school principals in the Triangle area in Israel from the point of view of teachers. The study adopted the descriptive approach as it is more suitable for this type of studies, and the study population consisted of all Arab secondary school teachers in the Triangle area in Israel, who numbered (2191) male and female teachers, the study sample consisted of (378) male and female teachers. The results showed that the degree of ethical leadership practice among Arab secondary school principals in the Triangle area in Israel was highly appreciated, where the "human relations" dimension came in the first place, followed by the "teamwork" dimension, the "administrative" dimension, and in the last place the "personal" dimension. The results showed that there were statistically significant differences attributed to the variable "years of experience" and came in all dimensions of ethical leadership and the overall degree, and the differences came in favor of the "more than 10 years" category, and there were statistically significant differences attributed to the variable “Educational Qualification” in all dimensions of ethical leadership and the total degree, and the differences came in favor of the “graduate studies” category. In light of the findings of the study, the researcher recommends a number of recommendations, the most important of which are: Work to strengthen ethical leadership, through the adoption of an administrative philosophy and organizational methods that support the application of the dimensions of ethical leadership, and the adoption of an educational policy for Arab secondary school principals at the level of schools in Israel, on the importance of implementing the dimensions of ethical leadership, paying attention to developing leadership competencies and training them in the field of ethical leadership through high quality training and development programs. Key words: Dimensions of Ethical Leadership, Secondary Schools, The Triangle Area

Preparing the Leaders of Tomorrow: Learnings from a Two-Year Community of Practice in Fragility Fractures

ABSTRACT To facilitate the development of leadership competencies in a multidisciplinary group of 18 emerging bone experts from 6 European Countries and Brazil, to face future scenarios in the evolving field of fragility fractures, and to support secondary fracture prevention and improve patient outcomes. Changes brought by the COVID-19 pandemic have further highlighted this need. A 2.5-year community of practice (CoP) programme was established with two senior bone experts acting as mentors. The content was adapted during the COVID-19 pandemic. The education impact of the programme was assessed using an ethics-approved mixed-method design consisting of multiple sources of qualitative and quantitative data collected longitudinally. Quantitative data were analysed descriptively. Qualitative data underwent a thematic analysis. After participating in the programme, participants reported increased interprofessional collaboration and communication skills, better understanding of health economics and negotiation, application of adult learning principles to their work setting, development of competencies to critically appraise guidelines, enhanced abilities to facilitate behaviour change in others, and improved confidence leading their team through crisis situations. Although time was required for some physicians to get accustomed to the CoP concept and develop trust with other members, it was described as a beneficial real-world learning experience. An educational real-world CoP programme was effective in enhancing leadership competencies among future leaders in the bone field to improve care of fragility fracture patients. The results presented could guide the development of other CoPs in fragility fracture care as leadership competencies are increasingly required in that field.

What about sustainability? Adding the “S” to leadership and management competency development in the engineering curriculum

To provide a framework for engineering educators to map leadership and management skills development in the curriculum, the authors previously created a Leadership-Management Development Model (LMDM). In this paper we look to extend the model to include sustainability by using an “environmental limits approach”, creating a Leadership-Management -Sustainability Development Model (LMSDM). Adding the sustainability dimension provides a contextual purpose for leadership and management development as it relates to creating and stewarding sustainable socio-technical engineering solutions. This can set a common language and a harmonized framework in the context of skills development and application in engineering practice to complex socio-technical problems. Ultimately the model will allow programs and instructors to map and situate the development of leadership, management and sustainability concepts in their programs in an integrated manner., and to examine learning outcomes relevant to the Canadian Engineering Accreditation Board (CEAB) graduate attributes (GA). Curricular examples are provided to give insight into application of the LMSDM in engineering courses and programs. Future work will include mapping the developed LMSDM to engineering curriculum at multiple institutions.

Развитие лидерства учителей как инструмент непрерывного развития в условиях повышения квалификации

The article’s content is based on the materials of an empirical study on the implementation of strategies for developing leadership competencies in the professional development of subject teachers. In this regard, the article presents practice-oriented material related to the analysis of the initial state of the ideas of Kazakhstani teachers about the spheres of influence of leadership on the quality of the school educational environment and its resources (questionnaire and survey results), describing the purpose of the developed educational program of the advanced training course to create a leadership environment in school, as well as strategies propaedeutically used in course preparation. The relevance of the article is due to the need to integrate new pedagogical thinking and activities to improve learning, teaching, and evaluation, which should be correlated with the motivated and consistent promotion of innovation by teachers, and requires their active and systematic research practice. The novelty of the research is thus realised in the article as a scientific and methodological justification of teaching subject teachers in courses (with continuation in post-course support), involving leadership resources in continuous professional and pedagogical development. The research results can be used in the practice of general secondary education (to analyze the initial state of formation and development of the leadership environment in school teaching), in the professional training of future teachers (to create and implement educational programs for the development of leadership competencies), in the professional development system (to monitor the needs of teachers in leadership, development of a post-course support system). The following conclusions are drawn from the research material. Creating a school leadership environment requires teachers’ leadership competencies in the structure of professional competence. The focus of continuous pedagogical development, especially in postgraduate education, is leadership. It includes tools for improving motivation, strategic thinking, vision, proactivity, and intellectual, human, and technological resources management. These tools should be comprehensively and consistently directed to the constructive change of teaching, teaching, and evaluation in the updated content of school education. It is necessary to start with such an organization of the educational process in which educational activities focus on the leadership manifestations of the teacher and students. Further, due to the expanding leadership, leadership needs and manifestations will be in demand in the extracurricular environment, the environment of mentoring teachers, stakeholders, and social partnership, which stimulates the creation of a school leadership environment.

President Joko Widodo's Leadership Style Model in Controlling Covid-19

During the current COVID-19 pandemic, many state leaders must make decisions quickly. Quick decision-making also has a positive impact on society and the country. Leadership style greatly influences a president in managing a pandemic. As head of state, the President can use his executive power to solve problems, especially pressing ones. This study aims to examine the model of the President's leadership style in dealing with the COVID-19 pandemic in Indonesia. In addition, this model will be the basis for forming a particular program that focuses on developing leadership competencies and being an evaluation in urgent situations. This type of research is qualitative. The data used in this study is a literature study that focuses on using secondary data in the form of forty news media articles taken from March 2, 2020, to October 2020. The analysis of news media data was managed using Nvivo 12 Plus software through coding and cross-tabulation analysis. The results of this study are the model of President Joko Widodo's leadership style, applying various leadership styles in controlling the COVID-19 pandemic in Indonesia. This study concludes that the leadership style is inefficient in handling the COVID-19 pandemic, even though President Joko Widodo has directly taken over the handling of the crisis.

Leadership development in initial teacher training

This research focused on analyzing the development of the most relevant leadership competencies for the initial teacher training of future education professionals through a systematic review. The development and formation of leadership competencies in education is a relevant topic which must be investigated. Since the role of teachers is fundamental for the formative processes of the students, leadership competencies must be developed in their initial training. The training processes include both the knowledge that students must acquire according to the curriculum, as well as the development of skills that help them grow as individuals. The research problem focused on the need to develop leadership skills in the initial teacher training that allows them to perform comprehensively in their professional life in the field of education. The purpose was to analyze the development of the most relevant leadership competencies for the initial teacher training of future education professionals through a systematic review. It was demonstrated with this research that the competencies of leadership, communication, emotional intelligence and teamwork are the most relevant for initial teacher training. In addition, the contribution that the development of these competencies in the initial training of education graduates has on professional performance was confirmed.