Formal Leadership Positions Research Articles

Navigating Through Disruption: How are School Principals Leading Digital Learning in Secondary Schools in Ireland

The COVID-19 pandemic forced school leaders to rapidly adopt digital technologies, sparking new awareness and discussions about digital education and its transformation. Despite significant advances, these changes may be minor compared to the potential impact of artificial intelligence and immersive technologies in education. This paper explores digital learning leadership in Ireland’s secondary school sector using the ISTE Standards for Educational Leaders as a guiding conceptual framework. Qualitative interviews with school principals from various secondary school types provide insights into their existing leadership practices and anticipate their future needs. Key findings revealed digital learning visions integrally woven into the school’s broader learning and educational vision and fresh assessments of student digital competence. They highlighted the salience of the school context in decision-making and the drive for more strategic deployment of formal leadership positions and relationships within and between schools. The implication of these findings underscores the imperative of professional learning models for school leaders that are sensitive to the unique context of each school, their bespoke opportunities and challenges, and the rapid advancements in digital technologies.

Leaders as the targets of workplace bullying - prevalence and outcomes

PurposeBullying of leaders is an underexplored topic in organizational research. To fill this knowledge gap, the aims of this study were to determine the prevalence of bullying of leaders and to examine whether holding a formal leadership position influences the relationships between exposure to bullying and the outcomes job satisfaction and depression.MethodsData from two separate surveys were employed: (1) A cross-sectional occupation specific sample comprising 678 Norwegian child welfare social workers; (2) A nationally representative probability sample of 1,608 Norwegian employees with two time-points (6 months’ time-lag).ResultsAnalyzing multiple indicators of workplace bullying, holding a formal leadership position had no impact on the initial risk of being bullied. Analyses of prospective data showed that leaders report a somewhat stronger increase in levels of bullying over time compared to non-leaders, although the effect size was small. With exception of a small buffering effect on the cross-sectional association between exposure to bullying behaviors and job satisfaction in the second sample, holding a leadership position had no effect on the strength of the association between bullying and outcomes.ConclusionThe findings show that leaders have the same risk of being bullied and are influenced by bullying in roughly the same manner as non-leaders. Organizational measures and interventions against bullying should therefore consider leaders as a risk group in line with other employees.

Give them a fishing rod, if it is not urgent: The impact of help type on support for helpers' leadership.

Taking a follower's perspective on leadership and contributing to the new research stream on behaviors conducive to its emergence, we examined how distinct types of instrumental (task focused) helping-autonomy- versus dependency-helping-affected recipients' support for their helpers' leadership. Based on the literature on employees' needs for autonomy and mastery, combined with the empowering nature of autonomy-helping, we reasoned that autonomy- (vs. dependency-) helping typically signals greater benevolence toward recipients, enhancing their support for their helpers' leadership. Our findings were generalized across various samples (of U.S. and Israeli employees), manipulations, and research settings: simulations (Studies 1 and 2b), workplace role-play scenario (Study 2a), and recollections of helping events in the workplace (Study 3). We found that autonomy- (vs. dependency-) helping increased recipients' support for their helpers' leadership by heightening perceptions of helpers' benevolence-based (rather than ability-based) trustworthiness (Studies 1 and 3). We also showed time pressure to be a boundary condition under which the advantage of autonomy-helping disappeared (Studies 2a and 2b)-with dependency-helping then inducing comparable levels of perceived benevolence and thus similar support for the helper's potential leadership. Overall, we shed light on the development of informal leadership by uncovering how recipients interpret and respond to the two help types. Practically, this analysis opens the door to new ways for aspiring managers to enhance support for their leadership from potential followers, available even to those unlikely to be appointed to formal leadership positions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Physician Leadership and Burnout: The Need for Agency; a Qualitative Study of an Academic Institution.

Organizational approaches to physician burnout are limited. Training physician leaders to influence the organizational environment is a growing area of study. This study explored perceived physician leadership behaviors in response to burnout from the viewpoint of faculty physicians not in formal leadership positions. Understanding physician leadership behaviors from the viewpoint of those faculty being led can inform organizational strategy and leadership training to address physician burnout. Interview requests were sent to 70 randomly identified faculty physicians from a roster containing all 1145 physician faculty that excluded the Pediatric Department, at an academic health care institution in Southern California. The first ten respondents were asked to participate in a 30-to-40-minute semi-structured virtual interview via Zoom. The interviewees were asked two questions pertaining to burnout and their perception of how leadership responded. The two questions were "What has leadership done to address burnout?" and "If you had five minutes to advise your leaders on burnout, what would you say?" The recorded interviews were transcribed, redacted, and then sent to two reviewers. Thematic analysis through iterative coding was completed, and categories were constructed that aligned with the two interview questions. Overall, five themes were identified. These themes were organized according to the interview questions and broadly categorized as physician leadership behaviors observed that corresponded to the interview question of what leadership had done to address burnout and physician leadership behaviors desired corresponding to the second interview question of what advice should be given. Leadership behaviors observed in the context of burnout included three themes; referral to individual wellness programs, increased number of meetings and events, and a lack of agency in addressing wellness issues. The two themes of leadership behaviors desired were the obtainment of more resources and the granting of greater appreciation and recognition for work done through enhanced communication. This small study of faculty physician perceptions of leadership behaviors identified several themes that had been identified in previous studies of leadership and burnout; need for relationship building through communication, need for resources to address work issues, and referral to wellness programs. However, the identification of a lack of agency in addressing factors in the wellness environment has not been identified in the previous burnout and physician leadership literature. Further study into the causes of this perceived lack of agency should be explored. Understanding the root causes of physician leaders' lack of agency can further inform physician leadership education as an organizational approach to burnout.

Joining in With Leadership? A Survey of Leadership Behaviour and Identity of Non-Managerial Employees in Public Organizations

Although non-managerial employees are increasingly seen as valuable sources of leadership in public organizations, their leadership behavior is rarely studied. This study zooms in on the leadership behavior of non-managerial employees and assesses whether leadership identity and previous experience in formal leadership positions affect their engagement in leadership. According to identity theory, seeing oneself as a leader may be a crucial component in behaving as one. Survey data collected among public servants ( n = 976) in The Netherlands show that non-managerial employees with a more central leadership identity use all types of leadership behavior from the repertoire more often, which can partially be explained by their experience. This demonstrates that leadership identity is a meaningful lens to explain why this group engages in leadership behavior. Leadership development can be stimulated by helping non-managerial employees identify with a leadership role.

Perceptions of Occupational Therapy Practitioners as Leaders within the New York State Education System

ABSTRACT In most states, occupational therapy practitioners are restricted from advancing to formal school leadership positions. The absence of pathways to leadership may limit the ability to fulfill AOTA’s Vision 2025 and Every Student Succeeds Act (ESSA). This study investigates how limited opportunities for career advancement affect school practice trends. We explore the perceptions of school practitioners in New York State concerning leadership, advocacy, and state policies. Seven hundred and fourteen current and former occupational therapy practitioners in New York schools completed a researcher-developed online survey. Notably, almost all respondents (94.7%) agreed that practitioners should be able to pursue educational administrative coursework. Most (94.6%) agreed that practitioners in New York should advocate for policies that would allow them to pursue such coursework. Many respondents reported that they would consider pursuing the coursework if available. This research emphasizes the misalignment between federal and state policies. Federal policy (ESSA) and Vision 2025 encourage greater involvement for occupational therapy practitioners, but state policy restricts their advancement. The findings demonstrate the pressing need for reform and the creation of pathways that enable occupational therapy practitioners to assume formal leadership positions in school settings, thus enhancing their contribution to the school community.

FEMALE LEADERSHIP AND INTRA-ENTREPRENEURSHIP: DIFFICULTIES, CHALLENGES AND BARRIERS FACED BY WOMEN IN ORGANIZATIONS

In all contemporary industrialized societies, women remain under-represented in meeting rooms and governments. While this gender gap has narrowed, the challenges women face in climbing the corporate and political ladder remain substantial. A male bias in the highest positions of leadership is universal. In fact, in most societies — both past and contemporary — formal political leadership positions were, and continue to be, almost exclusively occupied by men. If today women are not formally forbidden from holding leadership and entrepreneurial positions, they are still fewer or less powerful than their male counterparts. It is difficult to justify the fact that women are less likely to reach the highest echelons in politics, business, science and religion, given that there is no consistent evidence that they are leaders or entrepreneurs worse or better than men by virtue of their female characteristics. Attempting to explain the gender gap in leadership and entrepreneurship involves considering gender stereotypes, prejudice, institutional sexism, etc. This study sought to investigate this gender gap in an exploratory manner, through a literature review and interviews with women in the interentrepreneurship.

Event Leadership Matters: Why a Shared Approach Might Be the Answer to Improved Working Practices in Events

This research note addresses the substantial theoretical and empirical gaps in understanding event leadership and highlights the need for urgent scholarly attention in this area. In both the events industries and event studies there still exists a prevailing view that leadership is conducted only by those in formal leadership positions. In the wider frame of leadership studies, this view has been largely dismissed. We therefore challenge the conventional view of leadership in the event sector, and call for engagement with contemporary, rather than traditional, perspectives of leadership, and a shift in understanding of leadership as an integral aspect of the creation and delivery of event experiences. Specifically, we propose that one of the contemporary theories of leadership, that of shared leadership, provides an effective model that could be developed further by other scholars to empirically understand how this theory can improve working practices in events.

Nursing Professional Development Practitioners' Self-Perceived Influence.

In a quantitative study to determine nursing professional development (NPD) practitioners' self-perceived influence, influence was operationally defined as political skill. A sample of 989 NPD practitioners reported high-average overall levels of political skill. For those without formal leadership positions, networking ability, a subscale of political skill, was predicted by NPD certification and a graduate degree or higher. NPD practitioners can enhance their influence competency through education, certification, professional development, mentoring, and coaching.

Transformational leadership for deeper learning: shaping innovative school practices for enhanced learning

PurposeThis research aims to explore leadership approaches that foster deeper learning and facilitate the transition from traditional schooling to a model aligned with the demands of the post-industrial digital knowledge society.Design/methodology/approachEmploying a mixed-methods approach, the authors conducted surveys among school principals within a network of schools embracing deeper learning based on ten distinct but interlocking criteria that define this particular model of deeper learning. Through in-depth follow-up interviews with school leaders, the authors investigated the factors and obstacles that support sustainable implementation and scalability of deeper learning, with a specific focus on the role of transformational leadership.FindingsDuring the implementation of transformative practices like deeper learning, school leaders demonstrate diverse perspectives on the necessary changes for their successful integration. Leaders inclined toward a “transactional” leadership style concentrate on changes within individual classrooms. Conversely, leaders exemplifying “transformational leadership” possess a broader vision and address systemic factors such as teacher collaboration, assessment regulations and the effective utilization of time and space within schools. To achieve widespread adoption of deeper learning across schools and the education system, it is essential to recruit more transformational leaders for formal leadership positions and reorient leadership training toward transformational approaches.Practical implicationsThe deeper learning model developed for this intervention encompasses a four-stage process: Teachers initially collaborate in small teams to co-design interdisciplinary, deeper learning units. The actual units consist of three sequences: knowledge acquisition, where students gain knowledge through direct instruction supplemented by personalized learning on digital platforms; team-based co-creative and co-constructive tasks facilitated by teachers once students have acquired a solid knowledge base and the completion of authentic tasks, products or performances in sequence III. While small groups of intrinsically motivated teachers have successfully implemented the model, achieving broader scalability and dissemination across schools requires significant “transformational leadership” to challenge traditional norms regarding teacher collaboration, assessment practices and the efficient use of time and space in schools.Originality/valueThis paper presents a structured model of deeper learning based on ten distinct but interlocking quality criteria tested within a network of 26 schools. The model has demonstrated transformative effects on participating schools, albeit primarily observed in smaller substructures of large secondary schools. Teachers who previously worked independently have begun to collaboratively design learning experiences, resulting in “hybrid” classrooms where physical and digital spaces merge and extend to include maker spaces and out-of-school learning environments. Traditional summative assessments have been replaced by various forms of embedded formative assessment. However, these innovations are currently driven by small groups of intrinsically motivated teachers. The research provides insights into the type of school leadership necessary for comprehensive scaling and system-wide dissemination of deeper learning.

Early family socioeconomic status and later leadership role occupancy: A multisource lifespan study

SummaryWe investigate the indirect effects of socioeconomic status, both at birth and at age 5, on the likelihood of holding a formal leadership position 26 years later via two sequential mechanisms: children's self‐control at age 10 and adolescents' psychological well‐being at age 16. We test this model using multisource data from the British Cohort Study, an ongoing research project studying individuals born in England, Scotland, and Wales in the week of April 5–11, 1970. The data were collected at five different time points, from birth through early adulthood. Results show that the cumulative effects of early socioeconomic status predict children's self‐control at age 10, and self‐control in turn predicts a higher likelihood of leadership role occupancy at age 26 via psychological well‐being at age 16. The findings of the current study illustrate how a range of individual and family factors measured across the lifespan predict leadership role occupancy, with implications for better understanding how socioeconomic adversity and privilege enhance individuals' likelihood of becoming leaders early in their careers.

Critical reflection to develop transformative consciousness of racial differences

ABSTRACT Aspiring educational leaders must understand their own culture and the cultures of others to lead schools effectively and realise equitable outcomes for traditionally marginalised students. To explore the potential for professional learning to affect students’ frames of reference regarding cultural interactions, we analysed self-reflection papers from graduate students within an educational leadership preparation programme at a US public university. We investigated sociocultural distortions of race and ethnicity when students reflected on their first-hand (direct contact and conversations) and second-hand (news reports and stories) encounters with people who are phenotypically different from themselves. The course included readings, discourse, and reflective journaling about racial interactions. We utilised Mezirow’s theory of transformative learning to understand how students developed self-awareness and progressed through stages of intercultural competence and sensitivity. Most participants progressed through developmental stages of intercultural sensitivity, and many moved from ethnocentric to ethnorelative stances. Findings indicate the importance of purposely designing learning experiences that allow aspiring leaders to critically self-reflect on topics of race and equity prior to assuming formal leadership positions.

Who are leading? A survey of organizational context explaining leadership behaviour of managers and non-managerial employees in public organizations

ABSTRACT Changing bureaucratic structures and increasing collaboration within public service delivery create new questions for leadership. With formal authority becoming more dispersed and various actors increasingly involved, revised expectations as to who contributes to organizational coordination are emerging. We investigate how both managers and non-managerial employees use leadership behaviours and how characteristics of the organizational context affect their engagement in leadership. Analyses of survey data collected among public servants (n = 1,266) in the Netherlands show that employees both with and without formal leadership positions demonstrate more leadership behaviour in situations of higher environmental complexity, but the latter group faces more bureaucratic constraints.

Immersive virtual reality to promote leadership among health professions students

Leadership has been widely recognized as contributing to the delivery of high-quality healthcare. 1 Chamunyonga C. Edwards C. Caldwell P.J. Rutledge P. Burbery J. Advancing leadership in medical radiation sciences: incorporating systematic leadership education in pre-registration curricula. J Med Imaging Radiat Sci. 2021; 52: 499-504https://doi.org/10.1016/j.jmir.2021.09.014 Abstract Full Text Full Text PDF PubMed Scopus (2) Google Scholar , 2 Chamunyonga C. Edwards C. Caldwell P.J. Rutledge P. Burbery J. Leadership in the radiation therapy profession: the importance of understanding the potential benefits and theoretical perspectives. J Med Imaging Radiat Sci. 2020; 51: 535-539https://doi.org/10.1016/j.jmir.2020.09.008 Abstract Full Text Full Text PDF PubMed Scopus (4) Google Scholar , 3 Scammell J.M.E. Apostolo J.L.A. Bianchi M. et al. Learning to lead: a scoping review of undergraduate nurse education. J Nurs Manag. 2020; 28: 756-765https://doi.org/10.1111/jonm.12951 Crossref PubMed Scopus (14) Google Scholar Leadership is an important aspect of practice, essential across all health professions including but not limited to medicine, nursing, radiation sciences and allied health. 1 Chamunyonga C. Edwards C. Caldwell P.J. Rutledge P. Burbery J. Advancing leadership in medical radiation sciences: incorporating systematic leadership education in pre-registration curricula. J Med Imaging Radiat Sci. 2021; 52: 499-504https://doi.org/10.1016/j.jmir.2021.09.014 Abstract Full Text Full Text PDF PubMed Scopus (2) Google Scholar ,4 Hudson D. Reflections on leadership in advanced and consultant radiographic practice within the UK. J Med Imaging Radiat Sci. 2021; 52: 164-171https://doi.org/10.1016/j.jmir.2021.02.003 Abstract Full Text Full Text PDF PubMed Scopus (8) Google Scholar While leadership is often associated with formal leadership roles and positions (e.g., directors and managers), leadership skills are equally important for point of care providers. 2 Chamunyonga C. Edwards C. Caldwell P.J. Rutledge P. Burbery J. Leadership in the radiation therapy profession: the importance of understanding the potential benefits and theoretical perspectives. J Med Imaging Radiat Sci. 2020; 51: 535-539https://doi.org/10.1016/j.jmir.2020.09.008 Abstract Full Text Full Text PDF PubMed Scopus (4) Google Scholar ,5 Scully N.J. Leadership in nursing: the importance of recognising inherent values and attributes to secure a positive future for the profession. Collegian. 2015; 22: 439-444https://doi.org/10.1016/j.colegn.2014.09.004 Abstract Full Text Full Text PDF PubMed Scopus (44) Google Scholar ,6 Alcañiz M. Parra E. Chicchi Giglioli I.A. Virtual reality as an emerging methodology for leadership assessment and training. Front Psychol. 2018; 9: 1658https://doi.org/10.3389/fpsyg.2018.01658 Crossref Scopus (22) Google Scholar

The impact of follower leadership position on transformational leadership as moderator of the association between work-related ambiguity and job satisfaction.

This two-part study examined if the buffering effect of transformational leadership on the association between work-related ambiguity and job satisfaction is contingent upon whether a follower holds a formal leadership position him/herself. Data from two separate surveys were employed: Study 1: A sample of 845 respondents from Belgium. Study 2: A national probability sample of 1,608 Norwegian employees. Study 1 showed that task ambiguity had a significant negative relation with job satisfaction, but that transformational leadership did only buffer the association between task ambiguity and job satisfaction among employees holding a formal position as a supervisor or manager. Study 2 extended Study 1 by adjusting for age and job tenure of subordinates as a confounding variable. Study 2 confirmed that transformational leadership had a significantly stronger impact on the observed association between role ambiguity and job satisfaction among respondents holding a supervisor or manager position. In conclusion, when considering job satisfaction as an outcome of work-related ambiguity, transformational leadership is mainly beneficial for followers holding a formal supervisor or manager position themselves. Our findings thereby question assumptions about the general effectiveness of transformational leadership.

The Nurse Empowerment Program for Nurses in Direct Care Positions.

OBJECTIVEAn educational program including online generic and nursing-specific content was evaluated for self-assessed leadership skill outcomes.BACKGROUNDLeadership development for nurses in direct care positions has not received the same support as for nurses in formal leadership positions. Pandemic and workforce changes make it critical that leadership skills be built at all levels of nursing.METHODSEarly-career nurses (≤10 years of experience) were recruited to participate in an online leadership development program offering 9 LinkedIn Learning courses, 3 leadership courses from Sigma, an e-book, and a discussion board.RESULTSMost participants who responded to both immediate postsurvey and 3-month follow-up survey (98.6% of n = 69) reported having applied new or improved abilities in their nursing practice to at least a small degree, and the majority reported having done so to a moderate or great degree.CONCLUSIONThis online leadership development program was valued and was associated with improved self-assessed leadership.

Leading by example: Nursing home staff experiences of what facilitates them to meaningfully engage with residents with advanced dementia.

ObjectivesMeaningful connections promote the quality of life of people living with advanced dementia in nursing homes. However, evidence internationally suggests people living with advanced dementia in nursing homes spend the majority of time alone, with little contact with anyone. Frontline care workers are in powerful positions to meaningfully engage with residents, yet research to date has not focused on their experiences. The aim of this study was to explore the experiences of nursing home staff, specifically, what care workers feel enables them to meaningfully engage with residents living with advanced dementia.Methods/DesignSemi‐structured interviews were conducted with 21 staff from seven nursing homes. Inductive thematic analysis was used.ResultsFour themes were important for facilitating care workers to meaningfully engage with residents with advanced dementia: support from managers and nurses, support from experienced care workers, a caring culture and an appropriate physical environment.ConclusionEffective leadership was the key thread that ran throughout. It was evident that meaningfully engaging with residents with advanced dementia was hard, particularly for new or inexperienced care workers. Those with experience (of care work and the residents they cared for), as well as those in formal leadership positions played key roles in facilitating care workers to: perceive it was their role to connect, understand, accept and empathise with residents, understand the importance of getting to know residents' and express their own caring attributes. Future research should focus on empirically testing leadership models that promote meaningful engagement.

Heavy lifting: authentic talent development and leadership obtainment for Black women state legislators

PurposeThe purpose of this paper is to apply a novel intersectional framework, the heavy lifter theory, to leadership attainability in state legislatures. It is a logical and unique way to examine the gender ascription of Black women. This work helps to shed light on the political behavior of Black women, the institutional obstacles they face, and the lasting power of ancestral talent development.Design/methodology/approachOne way to examine this intersectional theory, as it relates to Black women and authentic talent development in a sociocultural context, is an examination of leadership attainment in state legislatures. The specific research question was: What is the probability that Black women will attain leadership in state legislatures in comparison to Black men and white women? This study used panel data that have individual-level data on state legislators from 2007 to 2014 and applied a logistic regression and a predictive probability.FindingsIntersectionality, measured as the interaction term between sex and race, increases the probability of Black women earning formal leadership positions in state legislatures. In addition, Black women attain leadership positions at higher rates than both Black men and white women.Originality/valueThis research presents a historical context by which to understand and examine the gendered nature of the ascription process of Black women. Specifically, their experience as a marginalized group burdened them with the duty of the heavy lifter. Although being the heavy lifter is a burden, this focus on Black women’s ability to thrive under constant discrimination in the form of racism and sexism should give scholars pause. In looking at Black women legislators’ ability to gain leadership, the heavy lifter identity can potentially be a vehicle through which Black women legislators can find a sense of purpose and both psychological and social strength to forge their own unexpected path.

Factors in and Barriers to Engagement and Service Within Athletic Training Association Leadership

Context Leadership skills are important for all athletic trainers whether or not they hold formal leadership positions. Active engagement by members within professional associations can enhance individuals' leadership skills and aid the growth of the profession. Objective Understand common factors in and barriers to athletic trainers' involvement in leadership positions within their state's athletic training association. Design Qualitative – Grounded theory. Setting Zoom interview. Patients or Other Participants A purposeful sampling was performed. Inclusion criteria were met if participants were certified for 5+ years and currently serving on the executive board of their state athletic training association. Fifteen athletic trainers (age = 42.7 ± 7.8 years), predominantly men (73%), were included in this study. Data saturation guided the total number of participants selected. Data Collection and Analysis Semistructured interviews were performed using Zoom and transcribed verbatim. Data were analyzed using inductive content analysis. Transcripts were coded and grouped by themes and subthemes. To maintain trustworthiness, peer review and member checks were performed. Results Participants were primarily motivated to seek out leadership opportunities in their state association to get involved within the profession. They also received encouragement from influential individuals who helped the participants see their abilities to impact others. The main barrier participants identified was fear. Fear encompassed many aspects, including ambiguity surrounding their role, as they were unsure of their full responsibilities or how to perform the role successfully. Other barriers included time commitment and self-doubt. Conclusions Participants' desire to get involved and the encouragement they received helped to increase confidence in their abilities to lead and contributed to their involvement in their state association. By encouraging colleagues, coworkers, and mentees to get involved, as well as by athletic training associations implementing a transition period for newly elected leaders to learn their responsibilities, many barriers athletic trainers identified can be reduced.

Erik Martin, DNP, RN, CENP

Erik Martin, DNP, RN, CENP