Dimensions Of Leadership Behavior Research Articles

The effects of leadership behaviours on departmental performance in Ethiopian public research universities

AbstractDespite the abundance of research linking leadership behaviours to organisational effectiveness in various sectors, there is a lack of empirical studies that investigate how leadership behaviours influence performance in the context of research universities. The present study examined the effects of leadership behaviours on departmental performance in public research universities in Ethiopia. The study employed a quantitatively driven embedded type of mixed methods design. The participants of the study were 1176 academic staff (969 instructors and 207 department heads). They were selected from four public research universities using a simple random sampling technique. In addition, 14 key informants were selected using a purposive sampling technique based on their teaching‐learning, research and leadership lived experiences in higher education institutions and interviewed using semi‐structured guiding questions. Quantitative data were collected using questionnaires composed of demographic questions and adapted versions of two scales: Multifactor Leadership Questionnaires and a new tool for measuring global academic performance. The quantitative data were analysed using frequency, percentage, multiple correlations and regression, one sample t‐test, exploratory factor analysis and confirmatory factor analysis. Version 23.0 of Analysis of Moment Structures (AMOS) and SPSS‐23 were used for data analyses. Qualitative data were analysed thematically using open code version 4.03 software. The analyses showed that transactional leadership dimension and teaching‐learning dimension of departmental performance were practised predominantly. Dimensions of leadership behaviour were found to be positively and significantly related to dimensions of departmental performance. The joint contributions of dimensions of leadership behaviour were larger than their separate contributions, thereby supporting the formulated alternative hypotheses. Implications of the findings were discussed.Context and implicationsRationale for the studyLeadership is one of the indispensable factors that determine organisational success. However, empirical study findings that show the effects of leadership behaviours on departmental performance in public higher education institutions were scarce.Why the new findings matterThe new findings matter because the transactional leadership dimension of leadership behaviours and the teaching‐learning dimension of departmental performance are practiced predominantly in the sampled research universities. The findings demonstrated that the stated dimensions of leadership behaviour are positively and significantly related to departmental performance. It is more informative and contributes to knowledge and practice that the combined contributions of leadership behaviours are larger than their separate contributions.Implications for practitionersThe findings of the study have policy and practical implications for improving effectiveness of higher education leadership and departmental performance dimensions: the teaching‐learning process, research and community services in the context of Ethiopian public research universities. This finding further implies that schools and department heads need to use a combination of appropriate leadership behaviours in order to improve departmental performance dimensions.

Teachers’ commitment and leadership behavior as correlates of academic performance

This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas–commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.

How transactional and transformational safety leadership behaviours are demonstrated within the construction industry

Transactional and transformational safety leadership have been repeatedly found to be important for safety. Yet how transactional and transformational leadership behaviours are most effectively demonstrated can be dependent on the context and industry. Using an ethnographic approach, supervisor safety leadership was explored across eleven construction sites in Australia. The findings revealed that, within the construction site context, contingent reward, idealised influence, and management-by-exception behaviours demonstrated by supervisors closely aligned with their definitions in Full-Range Leadership Theory (FRLT). These three types of leadership behaviour reflect observation of supervisors’ positive actions, which included: praising workers for good safety performance; proactively anticipating and attending to safety issues; and consistently leading-by-example with safety, even at times of significant production pressure. Other theoretically described dimensions of leadership behaviour, i.e. individual consideration, inspirational motivation, and intellectual stimulation, were not directly reflected in observed supervisors’ behaviour in the way they are conceptualised in FRLT. The existence of a good supervisor-worker relationship enabled workers to comfortably raise safety issues, think creatively about how to undertake work safely, and talk to their supervisor if they were experiencing personal problems. These are motivational, intellectual, and empathetic elements of leadership, which do not directly align with the way leadership behaviours are conceptualised in mainstream FRLT. The study suggests that, in the construction worksite context, leadership behaviours may take a form that differs from theoretical ideal types and that ethnographically attained insights into supervisors’ interactions with workers can contribute to understanding transformational and transactional leadership in practical terms.

Guidelines for Effectively Studying the Behavior of Leaders in the Tourism Sector Using Interactionism Model from a Strategic Management Perspective

The interactionism model is strongly connected to the theory of leadership effectiveness as a secondary concept of psycho-behavioral science that is extensively used today to support leaders in various professions, including tourism management, implying that strategic leadership qualities are a behavior capable of adapting to change and guiding the organization to reach its highest goals. Hence, this article explains the theoretical relationship between the interactionism model, leadership effectiveness theory, and McKinsey 7s framework concepts in tourism management and proposes an integrated research framework as a guideline for Thai scholars to investigate leadership behavior in the future under the conditions of tourism management. This study suggests combining the two ideas using a structural model analysis (SEM) framework due to its findings. The situational leadership effectiveness is categorized as part of the interactionism model, which focuses on two dimensions of leadership behavior: LPC psychological element and situational governance. It has been augmented by leaders’ circumstances or the working environment because of the study's context-specific situations, namely, tourist management. Consequently, a connection between leadership and strategic management was discovered.

Ethiopian Public Universities Leadership Behavior and Instructor's Job Satisfaction: Evidence from Arba Minch University

The present study examines the link between leadership behavior and instructor's job satisfaction in four purposefully selected colleges and schools of Arba Minch University (AMU). The study participants were 167 randomly selected instructors of sampled colleges and schools. Of these, 149 were male instructors and the remaining18 were female ones. The data for the study were gathered via adapted questionnaire. The study employed quantitative correlational research design to examine the relationship between leadership behavior and instructor's job satisfaction. A Pearson's correlation coefficient (r) value was used to determine the correlation between the independent variable (leadership behavior) and the dependent variable (instructor's job satisfaction) and simple linear regression was employed to predict their relationship. The findings revealed that leadership behavior has statistically significant, positive and strong correlation with instructor's job satisfaction (r=.761, p<.049 two-tailed). The study further indicated that the value of R2 (.580) indicates 58 % of the job satisfaction is explained by leadership behavior. From these findings, it was concluded that there is a positive link between leadership behavior and instructor's job satisfaction. Therefore, it was recommended that through both formal and informal trainings, the university leaders should aware how their leadership behavior is correlated with instructor's job satisfaction and then they should adopt and practice different dimensions of leadership behavior to improve instructor's job satisfaction.

Ethiopian Public Universities Leadership Behavior and Instructor's Job Satisfaction: Evidence From Arba Minch University

The present study examines the link between leadership behavior and instructor's job satisfaction in four purposefully selected colleges and schools of Arba Minch University (AMU). The study participants were 167 randomly selected instructors of sampled colleges and schools. Of these, 149 were male instructors and the remaining18 were female ones. The data for the study were gathered via adapted questionnaire. The study employed quantitative correlational research design to examine the relationship between leadership behavior and instructor's job satisfaction. A Pearson's correlation coefficient (r) value was used to determine the correlation between the independent variable (leadership behavior) and the dependent variable (instructor's job satisfaction) and simple linear regression was employed to predict their relationship. The findings revealed that leadership behavior has statistically significant, positive and strong correlation with instructor's job satisfaction (r=.761, p<.049 two-tailed). The study further indicated that the value of R 2 (.580) indicates 58 % of the job satisfaction is explained by leadership behavior. From these findings, it was concluded that there is a positive link between leadership behavior and instructor's job satisfaction. Therefore, it was recommended that through both formal and informal trainings, the university leaders should aware how their leadership behavior is correlated with instructor's job satisfaction and then they should adopt and practice different dimensions of leadership behavior to improve instructor's job satisfaction. Keywords: Leadership; Leadership behavior; Teacher; Instructor's Job satisfaction; Performance DOI : 10.7176/JEP/11-1-06 Publication date: January 31 st 2020

Behavior of Successful Family and Non-Family Executives in German Family Firms

Many studies of family firm failures have identified non-family members in leading firm positions as a reason. Nonetheless, non-family members’ involvement in family firms is increasing. This study explores detailed leadership behaviors of successful family and non-family executives, thereby nuancing the previous failure claim. Systematic in-depth, open interviews were conducted with successful German family-firm executives. The questions incorporated the fifteen Dulewicz and Higgs (2005) dimensions of leadership behavior. This study has an abductive character; new research propositions are offered to provide insights into aspects of successful leadership behavior for executives in family firms. The results indicate that family and non-family executives show more similarities than differences. The few differences per-tain to “critical analysis & judgment”, “engaging communication” and “self-awareness”. The detailed results on those dimensions illuminate family firm (pre-)leadership processes such as succession, recruiting, selection and training. The paper discusses how the few identified differences between successful family and non-family executives of German family firms can, nevertheless, be important. Thus, this study contributes to what is required from non-family executives to have a positive effect on family firms and highlights leadership behavior that encourages and sustains family-firm’s well-being, both for their employees and for the owning family.

Liderlik Davranışlarının Çalışanların Değişim Kapasitesine Etkileri: Bir Araştırma Çalışması

The aim of this study is to investigate the effect of the behavior of leaders on the change potential of employees in organizational changes taking place at firms. The research data was collected from 140 employees in 17 manufacturing companies operating around Kocaeli Industrial Region performing organizational change. From these employees, the data collected by the questionnaire were analyzed in the research framework. The relationship between the dimensions of leadership behavior and the dimensions of change capacity of employees relations have been examined. The findings show that there is a significant relationship between change-oriented leadership behavior features open to change and emotional readiness of employees. Relationship-oriented leadership behavior is the highly important factor to increase of cognitive readiness and intentional readiness for change of employees.

Developing Managerial Skills Through Coaching: Efficacy of a Cognitive-Behavioral Coaching Program

Managerial coaching is currently seen as an effective leadership practice facilitating learning process of the employees for performing better and being more effective in organizations. This article builds on recent research on the importance of the managerial coaching by empirically investigating the effects of a cognitive-behavioral coaching programme over mid-level managers. Due to the similarities between managerial coaching behaviors and transformational leadership behaviors, we have adopted the transformational leadership model as theoretical framework for evaluating management behaviors. The study used a pre-posttest approach to test the effects of the coaching program especially designed for 23 mid-level managers having as responsibility the supervision of production teams in a multinational organization. The major aims of the program consisted of: developing managerial coaching skills, assertive communication skills, motivation of subordinates. Overall, the analysis of results elicited an increase of scores in the leadership behavior dimensions measured by multifactor leadership questionnaire that are part of the managerial coaching skills. Besides, the effectiveness perceived as an indicator of performance was significantly higher upon completion of the coaching program. Findings suggest that coaching, as a professional development method, has great potential to contribute to the managerial behaviors that facilitate development at subordinate level, as they are captured by some transformational and transactional scales. Such knowledge can be informative for practitioners as well in developing effective managers and leaders and understanding and managing employee attitudes and behaviors in organizations.

The Mediating Role of Leadership Styles on the Organizational Citizenship Behavior and Innovativeness Relationship

This study focuses on the relationships among the organizational citizenship behavior, leadership behavior and innovativeness. The relationships among the three dimensions of leadership behavior- change oriented leadership, task oriented leadership, relation oriented leadership -, five dimensions of organizational citizenship behavior (OCV)- altruism, courtesy, civic virtue, conscientiousness, sportsmanship -, and innovativeness have been examined in details. Afield survey using questionnaires was conducted in that survey. The obtained data from the questionnaires are analyzed through the SPSS 16.00 Statistical Packet Programme. Factor analysis, reliability analysis, correlation and hierarchical regression analyses are used to evaluate the data. Analyses results revealed change oriented leadership mediates effect of organizational citizenship behavior on innovativeness.

Influence of head nurse's leadership behavior on nurse's involvement and self-efficacy

Objective To understand head nurse's leadership behavior and analyze the influence of it on nurse's involvement and self-efficacy. Methods General information questionnaire was taken,and the data of 280 nurses to head nurse's leadership behavior, involvement and self-efficacy were investigated. Results There were differences in nurse's involvement and self-efficacy between head nurse's transformation and transaction leadership behavior (F=4.39, 2.37, 2.94, 2.17, P <0.05). The transformation leadership behavior dimensions were positive correlation with nurse's involvement and self -efficacy, P<0.05. Conclusion Head nurse should fully play a positive role of transformation leadership behavior, in order to promote involvement and improve self-efficacy. Key words: Nurses; Leadership behavior; Involvement; Self-efficacy

The Relationship between Leadership Behaviors of School Principals and their Organizational Cynicism Attitudes

One of the problems in improving process of the schools is “cynicism”. Cynicism is an attitude in which individual benefits are the foreground and is described as scepticism, negativism and being pessimistic about facts. In schools, what is expected from the school principals is to realize the change and mutation depending on the improvements. Leadership is a process that manages people affecting towards organizational aims. Leadership has two dimensions: to organize a structure and tolerance in organization (culture and climate). In this study, it is tried to determine correlations between teacher's organizational cynicism and leadership skills of school principals. The analysis of the data was made by using SPSS 15.0 and in order to determine whether some demographic features (e.g., sex, marital status, educational status) show a meaningful difference on the lower dimensions of organizational cynicism and leadership behaviour, Whitney-U and Kruskal Wallis-H tests were used; and a meaningful difference was not observed. Furthermore, Pearson correlation and regression analysis were used to measure the level of relation and being predictable between the organizational cynicism and lower dimensions of leadership behaviour. In accordance with the result of the research's findings, it was found a negatively directed and medium-level relation between cynicism and leadership behaviour.

Competencies which shape leadership

Purpose – The purpose of this paper is to analyse three dimensions of leadership behaviour in professional environments by disclosing the specific competency profile developed by those who actually lead in work organizations. Design/methodology/approach – Using data from a graduate survey oriented to provide evidence on the transition from higher education to labour market, a structural equations model (SEM) is specified and estimated to explain leadership behaviour at work in terms of the competency profile developed by individuals and its determinants. The competency profile behind leadership behaviour is the combination of two elements: the competency accumulated through professional experience and the competency profile of individuals five years before, which was partially a result of higher education. The relationships are tested on two subsamples of graduates from engineering and business/economics fields, and on a sample of graduates from all study fields. Findings – Estimates show evidence of significant direct and indirect effects of a specific competency profile on three connected dimensions of leadership behaviour at work: tasks, relations and change. The results show direct effects of competency profiles at the time of graduation on competency profiles five years later, and of specific higher education ways of teaching and learning on competency profiles at the time of graduation. The effects are also significant by field of study with slight differences on estimates size and on the composition of effects. Originality/value – The analysis brings together leadership behaviour, competency development and education production literatures to help scholars and managers to better understand the relationships between the process of competency development and individual leadership behaviour in working environments.

Introduction: Remembering the Fundamentals in Research and Teaching

When reading an empirical article, have you ever skipped over (or just briefly glanced at) the table of descriptive statistics and correlations? If you answered “yes” to this question, this EDI essay may change how you look at this table and assess empirical research. In “‘More than Meets the Eye’: The Descriptive Statistics and Correlation Matrices Reported in Management Research,” Arthur Bedeian (Louisiana State University) posits that research methods education has emphasized learning the latest statistical techniques, often at the expense of learning data fundamentals. He argues that graduate programs should ensure that new researchers have a fine-grained knowledge of primary data analysis procedures in order to assess whether findings based on complex statistical analyses are situated on solid ground or quicksand. Bedeian supports this argument by providing a 12-point checklist that is an informative primer (or refresher) for those who conduct, teach, and review empirical research. This essay reminds us of the need to know the fundamentals not only of research methods, but also of contemporary theories and practices in management education. For instance, what are the conceptual and empirical heritages of the latest popular leadership theories that we research and teach? To what extent are these simply minor variations on the “consideration (people-oriented)” and “initiating structure (task-oriented)” leadership behavior dimensions identified in the early Ohio State University studies? Read the original works of these leadership researchers (e.g., Fleishman, 1953; Stogdill, 1950)—then be prepared for a sense of deja vu when reading about the latest leadership theory. Judge, Piccolo, and Ilies’ (2004) metaanalysis found substantial empirical support for the validity of these not-to-be “forgotten” leadership dimensions. That the source data for meta-analysis procedures is often correlations (Rosenthal & DiMatteo, 2001) further supports Bedeian’s call for researchers to closely examine these statistics. This essay encourages a greater appreciation of the fundamentals in research methods as well as the foundations of the theories that we teach. And after reading it, you will be more likely to do a critical analysis of the basic data statistics in empirical papers. REFERENCES

Strategic Human Resource Practice: A Functional Framework and Causal Model of Leadership Behavior, Job Satisfaction, Organizational Commitment, and Job Performance

Research objectives were to determine a functional framework and to synthesize a causal model of leadership behavior, job satisfaction, organizational commitment, and job performance of sugar company employees in Thailand. The study reported the responses of 591 operational employees from 24 sugar companies operating in different parts of Thailand. Data were analyzed with descriptive statistics using SPSS (version 11.5) and path analysis using LISREL (version 8). Research findings indicated that dimensions of leadership behavior, job satisfaction, and organizational commitment have mediated positive effect on job performance. Organizational commitment positively mediates the relationships between leadership behavior and job performance and between job satisfaction and job performance. Furthermore, leadership behavior is positively correlated with job satisfaction.

The Influence Of Leadership, Talent Management, Organizational Cultureand Organizational Support On Employee Engagement

A leadership driven model was hypothesized to examine the simultaneous influences of three dimensions of leadership behaviors (transformational, transactional, and interaction between transformational and transactional) on employee engagement, mediated by three intangible organizational factors: (1) talent management practices, (2) organizational culture, and (3) perceived organizational support (POS). Results of this research show that leadership behaviors (transformational and interaction between transformational and transactional) significantly influence mediating variables (talent management practices, organizational culture and POS), whereas transactional leadership must interact with transformational leadership behavior to influence mediating variables. Both talent management practices and organizational culture influence employee engagement, while POS indirectly influences employee engagement. DOI : https://doi.org/10.21632/irjbs.5.3.30-50 Keywords: Talent management practices, Employee engagement, Transformational and transactional Leadership behaviors, Leadership-driven model on employee engagement

The Influence of Leadership, Talent Management, Organizational Culture and Organizational Support on Employee Engagement

A leadership driven model was hypothesized to examine the simultaneous influences of three dimensions of leadership behaviors (transformational, transactional, and interaction between transformational and transactional) on employee engagement,mediated by three intangible organizational factors: (1) talent management practices, (2) organizational culture, and (3) perceived organizational support (POS). Results of this research show that leadership behaviors (transformational and interaction between transformational and transactional) significantly influence mediating variables (talent management practices, organizational culture and POS), whereas transactional leadership must interact with transformational leadership behavior to influence mediating variables. Both talent management practices and organizational culture influence employee engagement, while POS indirectly influences employee engagement.DOI :https://doi.org/10.21632/irjbs.5.3.30-50Keywords:Talent management practices, Employee engagement, Transformational and transactional Leadership behaviors, Leadership-driven model on employee engagement

Developmental stability and leadership effectiveness

Developmental stability is the degree to which we can withstand environmental or genetic stressors during development. Fluctuating asymmetry (FA), concerns the extent to which the right and left side of the body is asymmetrical and is one way to measure developmental stability. Two studies were carried out that examined both the predictive value of leader FA with leadership behaviors and its role in facilitating group performance. The first study examined the hypothesis that a leader's FA is correlated with scores on the Multifactor Leadership Questionnaire (MLQ). The results revealed individuals with a more asymmetrical morphology scored higher on the transformational, but not transactional, dimensions of leadership behavior. A second study examined the hypothesis that asymmetrical morphology and leadership effectiveness would share a positive relationship. In this study participants who led a business game exercise, revealed a positive relationship between FA and self-reported well-being and task satisfaction. Importantly, there was also a positive correlation between the leader's FA score and group performance. The role that developmental stability may play in leadership effectiveness is discussed in the wider context of evolutionary psychology.

Athlete Satisfaction and Leadership: Assessing Group-Level Effects

In a group context (e.g., athletic team), group-level effects may be present in constructs typically measured at the individual level (e.g., athlete satisfaction, leadership behavior). If a group-level effect is present, constructs should be analyzed using the group as the unit of analysis and failure to do so can lead to skewed relationships with other constructs. The purpose of this study is to examine the existence and magnitude of group-level effects when athletes rate athlete satisfaction and leadership behavior. The authors hypothesize: (a) group-level effects emerge when group members rate a shared property of the group, and (b) group-level effects may be present when group members rate an individual-level construct that exist within the context of the group. A total of 212 team athletes (members of 16 interactive athletic teams; mean age 20.1 ± 1.96 years) completed subscales of the Leadership Scale for Sports and the Athlete Satisfaction Questionnaire. Results show large group-level effects for all leadership behavior dimensions and satisfaction dimensions associated with group-level constructs, whereas smaller group-level effects were found for satisfaction dimensions associated with individual-level constructs. The results support the hypotheses that group-level effects can emerge for constructs previously viewed solely as individual-level constructs when measured in a group setting. Recognition of these effects should play a factor in determining the appropriate unit of analysis. Implications for handling groups without a group-level effect, while the majority of groups show an effect, are also discussed.

Leadership, trustworthiness, and the mediating lens

PurposeThe purpose of this research is to propose and empirically test hypotheses concerning the influence of leadership behaviors on interpersonal perceptions of trustworthiness.Design/methodology/approachSurvey research is employed to assess the dimensions of leadership behavior and dimensions of trustworthiness and to determine the relationships among the leadership behavior dimensions and trustworthiness dimensions.FindingsFactor analyses support previous research advocating three dimensions of leadership behavior (relationship development, resource utilization, and image management) and three dimensions of trustworthiness (ability, benevolence, and integrity). A structural model (LISREL), testing the relationship among the three leadership behavior dimensions and the three trustworthiness dimensions, shows that image management influences perceptions of all three dimensions of trustworthiness, and relationship development influences the benevolence dimension of trustworthiness. Using analysis of variance, the research finds that younger individuals view leaders as being more trustworthy than older individuals do.Research limitations/implicationsThe limitations of this study include a survey research methodology and a sample of university students.Practical implicationsThere are consequences to leaders' actions. This study shows that perceptions of trustworthiness can be influenced by leadership behavior.Originality/valuePast research suggests that trustworthiness is an important component of a successful organization. This research supports the hypothesis that leadership behavior affects perceptions of trustworthiness, which is important to researchers and managers interested in how the behaviors of leaders influence other areas of the organization.