Effective Leadership Behaviors Research Articles

Measuring behaviors counterfactually

More and more scholars are expressing doubt about whether questionnaire-based and other human-rater-based forms of behavior measurement are trustworthy, even though many of these measures meet psychometric best practice standards. I identify a lack of behavioral counterfactuals as common yet avoidable underlying problem and the existence of behavioral counterfactuals as an overlooked validity criterion. When behavioral counterfactuals exist, variation in item responses indicates variation in the presence, magnitude, or temporal unfolding of behaviors. By contrast, responses to non-counterfactual items and measures represent an indefinite mix of behavioral variation and variation in raters’ evaluation of the social significance of behaviors. I offer a typology of behaviorally non-counterfactual item formulations and conduct a large-scale review that identifies non-counterfactual item formulations as a severe and widespread problem that has intensified in recent decades. Such non-counterfactual measurement undermines the correctness of research findings and the clarity of action recommendations for managers. Using the stylized example of helpful and harmful leadership, I illustrate how non-counterfactual measures can gain erroneous empirical support and provide flawed as well as opaque “information” about effective leadership behavior. To reinvigorate research, I provide recommendations for ensuring behavioral counterfactuals, for example, through better questionnaires and coding schemes, experimentation, and technology-based measurement.

Inclusive leadership and team climate: the role of team power distance and trust in leadership

PurposeThe purpose of this paper is to investigate the effect of inclusive leadership on team climate. Drawing on the social exchange theory (SET), this study proposes a theoretical model in which (1) inclusive leadership enhances team climate, (2) the moderating effect of team power distance and trust in leadership in the relationship between inclusive leadership and team climate.Design/methodology/approachA quantitative research method was applied, with a survey of 247 Nigerian employees nested in 59 teams in multiple small manufacturing firms across diverse industries widely distributed into textile, furniture, bakery and palm oil production firms. The partial least square structural equation modelling was used to test the study's proposed hypotheses.FindingsThe results revealed that inclusive leadership has a positive and direct effect on team climate. Also, this study found that (1) team power distance positively influences the relationship between inclusive leadership and team climate; and (2) trust in leadership positively influences the relationship between inclusive leadership and team climate.Research limitations/implicationsThis study affirms the explanatory power of SET to investigate inclusive leadership and team climate at the team level. Also, the study utilised the SET to confirm the significance and value of team power distance and trust in leadership in the relationship between inclusive leadership and team climate at the team level in the Nigerian context.Practical implicationsThe paper examined the relationship between inclusive leadership and team climate with team power distance and trust in leadership as moderators. The findings suggest that inclusive leadership play a paramount role in understanding team climate among small manufacturing firms. Moreover, the findings can be applied in organisations by creating different assessment mechanisms, e.g. webinars and training sessions, to encourage effective inclusive leadership behaviours in fostering a team climate for creativity and innovation.Originality/valueThe main contribution of this current research to knowledge is on the examination of the distinctive leadership style that influences team climate. The study indicates that when team members are allowed to fully contribute to the team, inclusion is promoted among group members, and trust in leadership is strengthened, which increases their perception of team climate within organisations.

The Fostering Success: Investigating Knowledge Sharing, Leadership, Work Behavior and Performance

This study examines the relationships between knowledge sharing, effective leadership, work behavior, and performance in Sekretariat Daerah Denpasar. The aim is to investigate how knowledge sharing and effective leadership influence performance, mediated by work behavior. Data was collected from 83 respondents through questionnaires, and multiple linear regression and path analysis were used for analysis. The results demonstrate significant and positive effects of knowledge sharing and effective leadership on work behavior within Sekretariat Daerah Denpasar. This emphasizes the importance of promoting a culture of knowledge sharing and developing effective leadership behaviors to enhance employee work behaviors. Furthermore, the study reveals significant and positive impacts of knowledge sharing, effective leadership, and work behavior on performance, highlighting their role in driving organizational success. Importantly, work behavior is identified as a mediating variable in the relationships between knowledge sharing, effective leadership, and performance. Positive work behaviors, including collaboration, communication, and adaptability, mediate the influence of knowledge sharing and effective leadership on performance outcomes. These findings underscore the significance of fostering positive work behaviors and creating a supportive work environment. The practical implications suggest that Sekretariat Daerah Denpasar should prioritize initiatives that enhance knowledge sharing practices, develop effective leadership skills, and foster positive work behaviors. By investing in these areas, the organization can improve employee engagement, collaboration, and productivity, ultimately leading to enhanced performance outcomes.

Personality Traits and Leadership Effectiveness. A Mini Review

The analysis of the relationship between personality traits and leadership effectiveness has been a central area of investigation within organizational psychology for an extended period. This review aims to examine the impact of fundamental personality traits on leadership effectiveness. Based on empirical findings derived from the Five-Factor Model (FFM), it has been observed that specific personality traits, namely conscientiousness and emotional stability, exhibit consistent associations with effective leadership behaviors. Conscientious leaders exhibit traits such as organization, diligence, and responsibility, which in turn contribute to enhanced decision-making capabilities and the successful execution of projects. Emotional stability enables leaders to effectively manage and navigate the various stressors encountered in the workplace, demonstrating composure and a clear understanding of the situation. Openness to experience, a personality trait identified in the Five-Factor Model (FFM), has the potential to facilitate innovative thinking and adaptability, both of which are crucial for effectively navigating the dynamic challenges of the business environment. Nevertheless, it is widely agreed upon that these characteristics hold significant value. Nonetheless, the ideal equilibrium of these traits differs depending on the specific circumstances, sectors, and societal norms. There is also evidence from research suggesting that situational factors and individual experiences may moderate the influence of personality. In summary, personality traits are a fundamental framework for assessing leadership potential. However, it is essential to recognize that the expression and influence of these traits are complex and varied, thus necessitating a comprehensive approach to cultivating leadership skills. This systematic review aims to compile a comprehensive body of evidence spanning thirteen years, focusing on the impact of personality traits on leadership performance. The study examines various personality traits, including extroversion, approachability, receptivity to new experiences, neuroticism, conscientiousness, narcissism, honesty-humility, approach to risk, and tolerance of ambiguity. A significant positive correlation was observed between effectiveness and all traits mentioned above except neuroticism and, in certain instances, narcissism. The results of our study can serve as a basis for future investigations in this field.

Introverted and yet effective? A faceted approach to the relationship between leadership and extraversion.

Extraversion and its facets of assertiveness and sociability were identified as stable predictors for leader emergence and effectiveness. However, recent research suggested that extraversion may lie in the eyes of the beholder; it might not be the leader's possession but their followers' attribution of the trait that shapes these criteria of leader success. In our study, we reverse-engineered this relationship and assessed the effects of effective leadership behaviors on personality perceptions. More specifically, we created scenarios of a leader responding to coordination challenges with passive-avoidant, transactional, or transformational leadership behaviors. We presented 204 participants with these scenarios and assessed how extraverted, assertive, and sociable they perceived the leader to be. Interestingly, and not fully meeting our expectations, ascriptions of extraversion and its facets of assertiveness and sociability did not directly relate to the effectiveness of the behaviors, as the moderately effective transactional leadership style garnered the highest ascriptions of extraversion and its facets. Further, ascriptions of extraversion to the transformational behavior of intellectual stimulation were remarkably low, matched only by the laissez-faire dimension of the passive-avoidant leadership style. We integrate and contrast these unexpected but explainable findings with current research, discuss potential associations between introversion and empowering leadership practices and provide suggestions for future discourse, illustrating the potential of investigating the presence of an introverted leadership advantage in the workplace of tomorrow.

“You Can’t Pour From An Empty Cup”: A Qualitative Exploration of Formal and Informal Social Support as Experienced by Frontline Nurse Leaders

Effective leadership behaviors of nurse managers shape the quality of patient care, foster a positive work environment, and drive the overall health care organizational success. Evidence suggests that leadership behaviors of nurse managers are a function of personal and social factors; however, a better understanding of this process is needed. Based upon interviews with 10 nurse leaders, this qualitative descriptive multisite study examined how nurse managers experience formal and informal social support. Results suggest that nurse managers perceive social support as essential to their ability to exhibit effective leadership behaviors. Findings from this study call organizations to establish interventions that facilitate the provision of support for nurse managers both in the workplace and at home.

School Heads’ Instructional Leadership Behavior and Teachers’ Work Engagement in Public Elementary Schools

This study focused in finding out the school head’s instructional leadership behavior and its impact to teacher’s work engagement as perceived by the teachers. Public Elementary School teachers of Tiaong II District, Division of Quezon were chosen as the respondents of the study. The adapted and modified survey questionnaire by Philip Hallinger was utilized to measure the instructional behavior of the school heads and Schaufeli and Bakker (2003), the Utretch Work Engagement Scale (UWES) was used to measure the Teachers Work Engagement in terms of Vigor, Dedication and Absorption using the Likert Scaling of 1-5. The result of the variables showed that there is a significant relationship between the Instructional Leadership Behavior and Teacher’s Work Engagement in terms of (Vigor, Dedication and Absorption). However, the results implied that school leaders with instructional leadership style manifest behavior that is expected by the teachers and make them work with energy, enthusiasm, commitment and dedication at work. Despite of this result, as for the recommendations, school heads may continue lead their teachers and do what is best for teachers and student’s welfare. Also, teachers may continue showing enthusiasm, dedication and full of commitment with their work, duties and responsibilities for their student’s development. School heads may also adopt the effective instructional leadership style and behavior to keep the teachers inspired, motivated, work with energy and dedicated with their work. However, school heads may lessen the extra-curricular and other activities and programs in the school for the teachers to continue work with energy, dedication and commitment.

Nurses' perceptions of the influence of leadership behaviours and organisational culture on patient safety incident reporting practices.

Patient safety is a priority for all healthcare organisations. Enhancing patient safety incident reporting practices requires effective leadership behaviours at all levels in healthcare organisations. To explore nurses' perceptions of the influence of nurse managers' leadership behaviours and organisational culture on patient safety incident reporting practices. A descriptive, cross-sectional, correlational design was adopted with a convenience sample of 325 nurses from 15 Jordanian hospitals. Respondents had positive perceptions of their nurse managers' leadership behaviours and organisational culture. There was a significant positive relationship between leadership behaviours and organisational culture (r=0.423, P<0.001) and between leadership behaviours and actual incident-reporting practices (r=0.131, P<0.001). Additionally, there was a significant positive relationship between organisational culture and incident-reporting practices (r=0.250, P<0.001). Healthcare organisations must develop leaders who will foster a supportive and just culture that will enhance nurses' practice with regards to reporting patient safety incidents.

Team Success: A Mixed Methods Approach to Evaluating Virtual Team Leadership Behaviors

The virtuality of organizational teams have gained interest and popularity in recent years, and have become more prevalent amidst the COVID-19 pandemic. Organizational productivity and team relationship-building may suffer certain pitfalls in virtual communication and support without the understanding of the dynamics of short-term, project-based virtual teams. The manuscript aimed to expand what is currently known about short-term virtual team dynamics related to types of effective leadership behaviors. The present study employed a mixed method approach to understanding the dynamics of these teams at both the individual and team level. Small teams were formed and instructed to collaborate on a virtual survival task. Team-related outcomes were measured at the individual level, such as team coordination, team support, and team success. Additionally, distinct latent profiles of leadership behaviors were developed and analyzed at the team level. Team support, more so than team coordination, significantly predicted team success at the individual level, with instrumental support having the strongest effect. Distinct leadership behaviors emerged in teams and were classified through a latent profile analysis, but none of the profiles were significantly related to team performance scores. Demonstrating instrumental support in short-term virtual teams may improve team success. It is important to understand that distinct leadership behaviors exist and future research should explore the impact of these leadership behaviors on other team-related outcomes.

Pathways to Legitimacy for Black and White Authorities: Impressions of Competence and Warmth

Legitimacy is crucial for the effectiveness of leaders in the workplace. We investigate pathways by which authorities in the workplace gain legitimacy and how they differ by authority race. In addition to leaders’ behaviors, subordinates’ impressions of leaders’ competence and warmth, stemming from those behaviors, impact their views of leader legitimacy. We further assess how the role of mediating impressions depends on the race of the authority enacting the behaviors. In an experimental vignette study, we manipulate the authority’s actions (use of fair procedures and power benevolently) and race (Black/white) and measure perceived competence, warmth, and legitimacy. Results indicate that the effects of leader behaviors on legitimacy operate through impressions of competence and warmth. Moreover, authority race alters this pathway; behaviors operate through competence impressions for white managers and through warmth impressions for Black managers. Our study illuminates how leaders gain legitimacy at work and how this process is racialized.

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

리더십 행동이 리더의 지각된 성과에 미치는 영향에 관한 연구: 기업가정신의 매개효과를 중심으로

리더십 행동이 리더의 지각된 성과에 미치는 영향에 관한 연구: 기업가정신의 매개효과를 중심으로

Influence of involvement in clubs and organizations on the leadership development of students

A well-rounded education includes extracurricular activities because they give students the chance to apply their academic knowledge in a practical setting and serve as a means of reinforcing classroom lessons. In clubs and organizations, which are essentially tiny communities where they are welcomed, a student can express themselves, polish their strengths, feel a strong sense of shared ownership, and most importantly, gain the skills they need to become people-for-others. Organizations and clubs are particularly part of student’s school life. Participating in any group, anywhere in the globe, can help someone develop a set of skills that support the growth of their leadership traits. Student organizations offer one opportunity for students to identify and test their leadership abilities. This study focus on the influence of involvement in clubs and organizations on the leadership development of the students. According to Keating, leadership development initiatives should not only attend to the development of skill but also show unswerving focus to the wide range of factors that enable the student to practice the behaviors of effective leaders. On the conducted study it was found that involvement of students in clubs and organizations does influence their leadership development. Along with leadership development, joining further helps the students to improve communication skills as well as social skills.

THE HIDDEN LEADERSHIP CURRICULUM: Alumni Perspectives on the Leadership Lessons Gained Through Co-Curricular Engagement

Co-curricular engagement in postsecondary education provides students with a breadth of opportunity for leadership-focused developmental experiences. However, few studies have qualitatively examined in detail how alumni describe years later how formal co-curricular involvement contributes to their development. Such lack of attention has resulted in what we describe as a “hidden leadership curriculum” embedded in co-curricular engagement. To address this gap in the literature, we explored the leadership experiences of 25 recent alumni who were engaged within various co-curricular organizations, and the leadership lessons relevant to their professional success that they report learning as a direct result of their involvement. Findings from this study reveal how the inherent organizational challenges embedded within co-curricular engagements lead students to develop a more interdependent, relational conception of effective leadership behaviors. These conceptualizations place value on collective group engagement and decision-making, and help students recognize group needs over individual desires. In addition, many participants reported acquiring the value of generativity – building a leadership pipeline - within their respective co-curricular organizations. We discuss practical implications, such as the central role of challenging experiences within the co-curriculum, and suggest future research recommendations.

An Evaluation of a Web-Based Crisis Management Training Program for Nurse Managers: The Case of the COVID-19 Crisis.

The effective management of nursing services, the main power in patients' care and treatment in the front line of the fight against the COVID-19 pandemic, and nurse managers' effective leadership behaviors in the fight against the pandemic have been important key factors. It is thus critical to support nurse managers, strengthen them through training, and increase their competency so that they can successfully manage crises, disasters, or pandemics. This study aims to assess the effect of a web-based training program on the knowledge levels of nurse managers who worked during the COVID-19 pandemic. This is a randomized controlled experimental study. The study population consisted of the members of the Nurse Managers Association. The intervention group had 30 participants, and the control group had 31 participants in the final. There was no statistically significant difference between the intervention and control groups' mean number of correct pre-test responses (P = 0.843). However, the intervention group's mean number of correct post-test responses was statistically significantly higher than the control group's after the web-based training program (P < 0.001). Web-based training programs can effectively increase nurse managers' knowledge levels. Therefore, web-based training programs should be developed in ordinary times for the management of crisis situations.

The Relationship Between Authentic Leadership and Nurses' Resilience: A Mediating Role of Self-Efficacy.

Authentic leadership has been identified as a style needed to promote quality patient care and nurses' retention. The objective of this study was to investigate the correlation between the authentic leadership exhibited by nurse managers and the levels of resilience and self-efficacy among nurses. A descriptive correlational study was conducted in an Egyptian hospital. A sample of convenience nurses (N = 285) completed the Authentic Leadership Inventory, the Connor-Davidson Resilience Scale, and the General Self-Efficacy Scale. The data were analyzed with correlation and structural equation modeling. The highest percentages of nurses (53.33% and 45.96%) perceived their nurse managers as having either moderate or high levels of authentic leadership. The majority of nurses rated themselves as moderately resilient (63.98%, 25.59 ± 6.56) and highly efficacious (76.70%, 30.68 ± 4.95). Furthermore, the analysis conducted using SPSS-AMOS reveals a significant positive association between the variables. Specifically, authentic leadership, along with its constituent components, accounts for approximately 22% of the overall variance observed in nurses' resilience. Additionally, it is shown that these same factors explain approximately 34% of the variance in nurses' self-efficacy. Moreover, the mediating role of self-efficacy was found to explain 49.3% of the variability in nurses' resilience. Nurse leaders should be aware of and implement effective and authentic leadership behaviors and apply tailored strategies for fostering nurses' resilience and self-efficacy to deal with the challenging healthcare environment.

Teachers’ perception of leadership styles and involvement during the COVID-19 pandemic crisis

During the COVID-19 pandemic, educators had to move their teaching and learning to online platforms. Such a change was unforeseen and therefore became an educational crisis. In order to execute the change in teaching strategies, teachers expect a set of behaviour and actions from their leaders to facilitate and support these changes. This survey study used the Multifactor Leadership Questionnaire (MLQ) to investigate 124 teachers' views about their preferred and perceived effective leadership behaviour and actions that would support them and the challenges they faced with their teaching during the COVID-19 pandemic crisis. Findings indicated that there was a significant difference between teachers’ preferred leadership and teachers’ perceived experience of leadership during the COVID-19 pandemic crisis. The preferred leadership style was transformational leadership.

Coach leadership in a crisis context: Investigating effective coach behaviors during the COVID-19 pandemic with a process view.

Drawing from the crisis leadership conceptualization, this study aims to investigate coaches' opinion patterns on effective leadership behaviors during the COVID-19 pandemic. The study used a process view to explore how coaches as leaders act in pre, during, and post-crisis phases. Thirty-two fulltime professional coaches (28 males and 4 females) from individual and team sports who experienced the entire COVID-19 pandemic from January 2020 to July 2021 in the United Kingdom were invited to express their perceptions of effective leadership behaviors. The study used Q methodology to analyze coaches' perceptions and experiences. The study revealed that the most effective coach leadership behaviors occurred during-crisis phase, which has the most positive ratings (n = 48) compared to the pre-and post-crisis phases (n = 18). The study's main findings highlighted different phases of the COVID-19 pandemic demand various effective countermeasures from coaches. These practical and successful experiences were summarized as: division of labor, athlete-centered, team-driven, consulting, safe environment, and online coaching. The findings of this study further highlight (1) the importance of coach leadership in creating a safe environment as it provides a much better platform to prepare for a pre-crisis stage, (2) that coaches should employ more positive than negative behaviors while interacting with team members more frequently especially during the crisis period, reducing athletes' negative feelings such as anxiety and worry, and (3) that the online training-related activities and interactions during the crisis time can be expanded to noncrisis times, as a crisis event can have positive implications for the future if handled properly.

A meta-analysis of leadership and workplace safety: Examining relative importance, contextual contingencies, and methodological moderators.

Given the high human and economic costs of workplace safety, researchers and practitioners have paid increasing attention to how leadership behaviors relate to workplace safety. Previous research has demonstrated that leadership behaviors are important for workplace safety. In this meta-analysis, we extend our understanding of the leadership-workplace safety relationship by (a) examining the associations between a broader range of five leadership categories-change-oriented, relational-oriented, task-oriented, passive, and destructive-and seven workplace safety variables; (b) investigating the relative importance of these leadership categories in explaining variance in these workplace safety variables; and (c) testing contextual and methodological contingencies of the leadership-workplace safety relationship. Using effect sizes from 194 samples (N = 104,364), we find that although leadership behaviors are associated with workplace safety, the leadership categories vary considerably in their relative importance. Task-oriented leadership followed by relational-oriented leadership emerge as the most important contributors to workplace safety. Change-oriented leadership (which includes transformational leadership) does not emerge as the largest contributor for any of the seven tested safety variables, despite it being the most frequently examined leadership model in the workplace safety literature. Effectiveness of leadership behaviors in relation to workplace safety varies by national culture power distance, industry risk, workforce age, as well as by contextualized forms of leadership (i.e., safety-specific vs. generalized). Finally, there is meta-analytic evidence for publication bias and common-method variance. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Distributed Leadership and Positive Behaviour Management in Ghanaian High Schools: Contextualisation of theory and practice

There is an increasing interest in school leadership's ability to maintain school discipline whilst protecting students' rights and dignity as well as self-esteem. The accelerating interest in school leadership's ability to maintain a disciplined school is anchored on the belief that school discipline determines student learning outcomes. Whilst there is the need for effective leadership behaviour to propel Positive Behaviour Management in Secondary is widely acknowledged, there is no accessible literature on the leadership behaviour which can produce the desired behaviour. This research aimed to explore the theoretical underpinning of Distributed Leadership and Positive Behaviour Management and the empirical evidence of using these concepts in developing successful schools. The findings of the research demonstrated that the link between Distributed Leadership and Positive Behaviour Management is positive and significant. This understanding has implications for how Positive Behaviour Management is conceptualized and implemented in schools by school leaders and teachers.