Implications For Leaders Research Articles

Illusions of Equity: Fulfilled and Unfulfilled Needs of Students with Disabilities in Higher Education

ABSTRACT This study documents both the accommodations and fulfilled/unfulfilled needs of students with disabilities (SWD) in one US university and two universities in Morocco, . The empirical facts from the two case studies are not in dispute; rather, how these two settings approach the concept of equity were very different, indicating that equity itself is a contested concept. However, our purpose was to explore whether fulfilling the needs for SWDs – as ‘legitimate’ equitable practices in diverse settings – might provide leadership and systemic change insights in higher education. The data was collected qualitatively using semi-structured interviews with SWD and – the US – university staff assigned to the area of student accommodations. Equity in Morocco assumed a personal humanistic approach embedded within the liberal arts and, therefore, took a laissez-faire approach institutionally. Equity in the US was manifested institutionally through individual accommodations across academics in terms of tutoring and assistive technologies, and through social and emotional learning supports. The implications for leadership suggest how institutions could improve upon fulfilled needs and how unfulfilled needs remain problematic. Thus, the meanings of equity in practice indicate how the illusions of equity continue to dominate leadership discourses.

Profiles and developmental pathways of beginning teachers' intrinsic orientations and their associations with effective teaching behaviour

Prior research has highlighted the importance of intrinsic motivational-affective characteristics in empowering teachers to excel amidst professional complexities. This study sought to move beyond the prevailing focus on cross-sectional relationships between individual motivational-affective factors and specific aspects of effective teaching, seeking to understand their cumulative significance in shaping the longitudinal development of effective teaching. By proposing teachers' intrinsic motivational-affective orientations as profile indicators, this study profiles teachers during their initial two career years. Through surveying and observing 274 Dutch beginning teachers over three data collection waves, the results of latent profile and transition analyses identified two distinct profiles and four developmental pathways. A favorable profile exhibits positive correlations with stimulating learning climate and differentiated instruction. Moreover, the desirable pathways contribute to the development of differentiated instruction, offering valuable insights into sustainable professional growth for beginning teachers. Educational relevant statementThe present study holds significant educational relevance as it contributes to the theoretical understanding of teacher motivation, identity, and professional development. By identifying distinct profiles and developmental pathways of beginning teachers' intrinsic motivational-affective orientations, the study offers valuable guidance for targeted support strategies in teacher education and professional development programs. Furthermore, the recognition of non-linear associations between teachers' intrinsic orientations and specific effective teaching behaviours highlights the importance of cultivating desirable orientations to enhance teachers' capacity for establishing inclusive and stimulating learning environments. In general, this study carries practical implications for school leadership and educational institutions, offering avenues to foster positive and sustainable learning experiences for both teachers and students.

Leadership in Online Education: A Scoping Review

Over the last two decades, we have witnessed a growing interest in online learning. There is an increased focus on online education research due to the COVID-19 pandemic, as the crisis led to online education platforms becoming a necessity for educationists and students. This article reviews online education, purely, in the context of leadership. Past reviews have focused on concepts surrounding online learning such as technology, pedagogy, and student satisfaction. However, limited attention has been drawn to leadership exclusively in relevance to online education. The scoping review analyses 63 articles published between 2002-2022 to answer two research questions. First, what are the research concepts, theories, models, and frameworks operationalized in the publications within this topic domain? Second, who are the stakeholders and leaders identified in literature? Through synthesizing alternative research perspectives in the field of leadership, education, and information and communication technology (ICT), this review identifies four categories of research literature relevant to the topic domain. Following themes emerged from the analysis of the publications: impact of leadership on online education; student experience in an online leadership programme; impact of online education on leadership development of actors in an online education setting; and perception of leadership in an online education setting. Based on the review, an agenda is proposed for future research to enhance our understanding of the role of leadership in online education and elucidate the relationship between leaders and online learning in educational institutions. A lack of focus on the key leaders in the existing literature is made apparent, and further empirical research is recommended. This review makes a theoretical contribution by consolidating existing research in leadership in online education through the synthesis categories and identifying future research pathways. The findings have practical implications for leadership in online education in educational organizations through identification of stakeholders and the entities in leadership positions.

The differences in the implications of participative decision-making and paternalistic leadership for teachers' perceived stress in the education system of the Israeli Arab minority

PurposeStudies have shown that teachers' perceptions and expectations of their working environment shape their perceived stress. The present study draws upon implicit leadership theory and builds on the job demands-control (JD-C) model to investigate whether there are differences in the implications of participative decision-making and paternalistic leadership for teachers' perceived stress in the Israeli Arab education system.Design/methodology/approachData were collected through validated questionnaires returned by a two-stage cluster random sampling of 350 teachers randomly chosen from 70 Israeli Arab elementary schools. Paternalistic leadership and participative decision-making were considered as group-level variables to lower the risk of common method variance. The proposed model was tested through hierarchical regression analysis. Finally, to test the hypothesis that paternalistic leadership and participative decision-making standardized beta weights were statistically significantly different from each other, their corresponding 95% confidence intervals were estimated via bias corrected bootstrap (1000 re-samples).FindingsThe findings indicated differences in the levels of the principal's paternalistic leadership and participative decision-making as perceived by the Israeli Arab teachers. Also, the results indicated that participative decision-making was negatively correlated with teachers' perceived stress beyond the influence of paternalistic leadership.Originality/valueExamining teachers' working conditions and resources can be important since they affect teachers' perceived stress, which may in turn affects school results in the Arab education system in Israel. This study can contribute to the development of training programs for teachers to improve and adapt principals' leadership practices to the sociocultural context of the Arab education system in Israel.

Belbin’s Team Role Balance and Team Effectiveness in Community Mental Health Teams in an Area of Northwest Ireland: Implications for Leadership

Community Mental Health Teams (CMHTs) have been introduced as an alternative to hospital-based treatment. Their effectiveness and the factors that may influence it have not yet been fully investigated. According to Belbin’s theory, a team is more effective if its members have diverse roles. The aim of this study was to investigate if there is an association between CMHTs’ effectiveness and Belbin’s team role balance. Participants were members of eight CMHTs. The data collected were demographics (age, gender), discipline, years of experience, and team tenure. Also, the following scales were administered: the Belbin Team Role Self-Perception Inventory (SPI) and team effectiveness scale (TES). One hundred and six members participated. A significant correlation between team role diversity and effectiveness was found. Multilevel analysis showed that role diversity and being a doctor were the only two significant independent predictors of team effectiveness. Belbin’s theory is therefore applicable to CMHTs. The more diverse roles the members of a team have, the better the effectiveness of the team. Given that roles can be modified, team leaders need to be aware of the members’ roles and be able to modify them. Thus, they can increase the effectiveness of their teams.

Sociopathic narcissistic leadership: How about their victims?

AbstractThere is evidence globally that the number of sociopathic, narcissistic, and so‐called antisocial personality disorders is far more prevalent than expected. Most individuals with such a disorder cause limited harm to society. However, politicians may, through an exaggerated sense of entitlement, grandiosity, sensitivity to criticism, and the hunger for acclaim, cause conflicts that have historically reached the level of wars, political unrest, or severe social suffering. This is often evident only after attaining a high office and is especially witnessed in international and national politicians. Thus, this review aims to clarify the social, political, and health‐care security implications of sociopathic narcissistic leadership and to recommend potential societal options to avoid the untoward leadership consequences that too often occur.

Exemplary Leadership Qualities of Mathematics Teacher Leaders

In theorizing teacher leadership, little is known about the leadership qualities teachers are likely to learn or model within their community of practice. This descriptive qualitative study examined 12 graduate teacher candidates to describe the exemplary leadership qualities of mathematics teacher leaders. After thematic analysis, two categories of exemplary leadership qualities of mathematics teacher leaders were revealed: the leadership qualities they exhibit for students to imitate and the qualities they model from significant others in their community of practice. We conclude that exemplary leadership qualities are a function of role modeling and social learning. Implications for teacher leadership in mathematics education are discussed further in this paper.

Who is Sitting in the Chair? Job Satisfaction of Women and Men Department Leaders

This study explores an understudied yet critically important role in higher education: the academic department chair. Building on research related to the gendered organization of faculty life and using a national sample of department leaders per the COACHE Faculty Job Satisfaction Survey (n = 1,173), we use descriptive discriminant analysis to identify the set of factors that differentiate between the job satisfaction of women and men who hold department leadership positions at four-year colleges and universities. Findings indicate a clear difference between women and men department leaders in how satisfied they are with their jobs, particularly when it comes to time spent on research, salary, and beliefs about the importance of mentoring. Recommendations and implications for academic leadership are discussed.

지원적 리더십과 근로자 창의성에 관한 연구

In the modern organizational context, creativity is a key factor for organizational competitiveness, and leaders play a crucial role in promoting employee creativity. While previous research has shown that positive impact of constructive leader behaviors on employee creativity, there have been inconsistent results regarding the implications of supportive leadership on creativity. To address the limitation, integrating the notion of leadership, creativity, and the dominance complementarity theory, we examine the interactive effect of supportive leadership and employee creative process engagement on employee creativity. Specifically, first, we expect a positive relationship between leader coaching and employee creativity, with considering leader coaching as a form of supportive leadership. Second, we further posit that this relationship varies depending on the level of employee creative process engagement. In particular, we expect that the association will become an inverted U-shaped relationship, meaning that beyond a certain level, leader coaching may hinder employee creativity. To examine the above hypotheses, we collected the survey data from 187 leader-follower dyads of employees who work in Korean organizations; we found that all hypotheses were supported. With this study, we intend to contribute to the advancement of research on creativity, leadership, and the theory of dominance complementarity.

Combining profit and purpose: Paradoxical leadership skills and social–business tensions during the formation and sustenance of a social enterprise

AbstractBorrowing from paradoxical leadership literature and using the case of a social enterprise formed from a traditional nonprofit, the present study identifies a set of multilevel skills that helped the leader address the two social–business tensions, namely, continuance as a nonprofit and the forming of a social enterprise and the sustenance of a social enterprise and preventing the drift towards a for‐profit orientation during the formation of social enterprise and in its sustenance thereafter. The individual‐level paradoxical leadership skill of balancing idealism and pragmatism, the organizational‐level paradoxical leadership skill of navigating organizing contradictions, and the societal‐level skill of gauging societal developments and their organizational implications helped address the two different manifestations of social–business tensions during the formation and sustenance of a social enterprise. Implications for paradoxical leadership, social–business tensions, and social enterprise literature are discussed.

Eco‐innovation and environmental sustainability in Germany: An empirical approach with smooth structural shifts

AbstractGermany has set an ambitious goal of meeting the recommendations of COP‐26 and reducing its carbon intensity to zero by 2045. Germany is a leader in environmental patents after the United States, Japan, and South Korea, and the environmental implications of Germany's leadership in eco‐innovation hold important clues for achieving net zero goals. In particular, the European Union is one of the global communities making the greatest efforts to combat emissions, and the success of the leading role of environmental patents in this Union in reducing CO2 emissions is an important research topic for scholars. Therefore, this study investigates the impact of environmental patents on CO2 emissions under the environmental Kuznets curve (EKC) hypothesis in Germany. To this end, the study applies Bayer–Hanck and Fourier ADL approaches from 1970 to 2019. The main findings do not confirm the EKC hypothesis, while environmental patents play an active role in CO2 reduction. Based on these outcomes, Germany should consider a long‐term green policy to decouple economic growth and emissions. At the same time, German policy should promote the development and application of environmental patents to achieve the net zero targets for 2045.

Differential Implications of Promotion-and Prevention-focused Ethical Leadership

Differential Implications of Promotion-and Prevention-focused Ethical Leadership

The when and how of psychological Capital’s upward contagion effect: Exploring through a cross-cultural lens

The underlying mechanisms through which psychological capital (PsyCap) spreads upward (from followers to leaders) have largely gone unstudied. As such, the focus of this article is to develop some of the theoretical underpinnings of how followership influences leader PsyCap and importantly, highlighting the possible boundary conditions involved in this spread. Specifically, we draw from the resource theory to speculate followers' leader-specific relational models, positive behaviors and LMX as the mechanisms serially underlying PsyCap’s upward contagion effect. Research propositions derived from the conceptual framework are presented. Implications for cross-cultural leadership and future research agenda conclude the article.

The impact of female representation and ethnic diversity in committees on environmental, social and governance performance in Malaysia

Purpose This study aims to explore how females on committees (FOC) and committee ethnic diversity (CED) impact environmental, social and governance performance (ESGP). Design/methodology/approach This study examines 126 listed firms under the coverage of FTSE ESG Ratings in Bursa Malaysia between 2017 and 2019. This study applies partial least squares structural equation modeling (PLS-SEM) to examine the hypotheses. While the risk of common method variance is minimised using multiple data sources for the analysis, instrumental variable-free approach, i.e. Gaussian copula method which is implemented in SmartPLS 4.0 has been used to address the potential endogeneity of the model. Findings Empirical evidence demonstrates significant positive direct relationships between FOC and ESGP, as well as CED and ESGP. The argument of resource dependence theory and positive empirical results on the two direct relationships hold firm despite several committees being aggregated as one construct with the aim of providing different insights into the literature. Practical implications This study provides implications for firm leadership to consider reviewing the composition of committees by increasing female representation while striking a balance in the appointment of committee members of different ethnicities to enhance firm ESGP. Originality/value To the best of the author’s knowledge, this study adopts a holistic approach by capturing, for the first time, the female representation of audit, nomination, remuneration and risk management committees. These dimensions are further developed into a single quantifiable variable, presented as FOC. Similarly, the ethnic diversity of the respective committees is aggregated and developed into a single quantifiable construct: the CED. Unlike most existing studies that commonly use econometric software, the application of PLS-SEM in this study contributes to the limited body of corporate governance and ESG studies that use PLS-SEM.

Leadership shaping social comparison to improve performance: A field experiment

We analyze a fundamental, but so far unaddressed, aspect of leadership and social comparison: how leadership can influence the employee social comparison processes inherent to performance contexts such that they are more conducive to subsequent performance. Based on the observation that people tend to compare in counterproductive ways, which detracts from future performance, we advance and test theory on how leaders can improve employee performance by influencing the social comparison processes between them. Results from a randomized field experiment in a contact center with objective performance data from 290 employees show that leadership focused on influencing assimilative social comparison improved performance in the five months after the intervention. As hypothesized, this effect was mediated by employee assimilative social comparison and was only obtained when leaders created a collaborative context in which to influence the assimilative social comparison. Our theory and findings have important implications for both leadership and social comparison research.

Leadership, urban structure and place: evidence from Bristol and Dorset

ABSTRACT Local leadership has become of increasing interest in the context of a renewed focus on local government and local development. In parallel, new interpretations of thinking about leadership drawing on Aristotle, Machiavelli, and Foucault suggest that leadership needs to engage with a wider range of participants. In the modern context, one way of understanding this engagement has been termed ‘facilitative leadership’. Using this literature, we analyse leadership in two contrasting ‘places’ (urban and rural) and we discuss how prevailing conditions facilitate, or hinder, the emergence of ‘facilitative leadership’ in relation to urban structure, economic structure, institutional capacity, and identity. The wider implications for leadership and local development are then briefly discussed.

A survey-based study about burnout among postgraduate medical trainees: implications for leaders in healthcare management.

The goal of the study is to assess burnout among postgraduate medical trainees, evaluate the association with sociodemographic features and offer potential wellness strategies for leaders responsible for their education, training, management, and wellbeing. The Oldenburg Burnout Inventory was used. The web-based, voluntary, and anonymous survey was sent to postgraduate medical trainees from various specialties and all years of training in a tertiary medical center in Beirut, Lebanon. Additional questions were added after the survey regarding reporting channels for burnout and possible interventions for wellbeing. The total number of valid responses are 188. The prevalence rates of high burnout are 37.2% for disengagement and 51.1% for exhaustion. There is a significant difference between the mean of exhaustion and gender (p = 0.003). There is a significant difference between the mean of disengagement and year of training (p = 0.017). There is a significant difference between the mean of exhaustion and year of training (p = 0.029). There is a significant difference between the frequency of disengagement and year of training (p = 0.027). The study reveals how postgraduate medical training program is impacted by the existing challenges from social, health, and financial standpoint, along with the instabilities encountered such as multiple wars and port blast in 2020 and how these variables aggravate burnout. Burnout severely impacts the education and training of PGMT and promoting wellbeing can help reverse the process. Findings contribute to establishing effective strategic interventions for leaders in healthcare management to adopt.

Ethical, Cultural, and Historical Leadership Implications of Conducting Public Health Research on Minority Populations

The study focuses on ethical and cultural research into the public health sector. The content analysis of research identifies disproportionate knowledge of implications affecting the misappropriated, disenfranchised, and institutionalized minority segments of the general population affected by COVID-19 cases. Historic mistreatment of minority individuals, inmates, and the military has left a lasting negative impression of clinical research on minority groups. In 1932, the United States Public Health Service (USPHS) began a public health research study on the lethality of syphilis using African American men from Macon County, Alabama as research subjects. Referred to as the Tuskegee Syphilis Studies (or Tuskegee Experiments), researchers monitored 600 subjects, 399 of which were previously infected with the syphilis bacteria. This article looks at the historical contexts of the lack of bioethics during Tuskegee Experiments and how it currently influences African-Americans reluctance early on to get the COVID-19 vaccines and reluctance to participate in clinical trials research.

Diversity, Bias & Integrity: Leadership Implications

Diversity, Bias & Integrity: Leadership Implications

Leaders of future-ready learners in the Singapore education system: perceptions, roles and implications

ABSTRACT This paper aims to present the research findings on the perceptions, roles and implications of school leadership in the Singapore education system in relation to preparing students to be future-ready. This is an exploratory study that deploys a qualitative methodology. Data is collected through structured and semi-structured questions designed to elicit responses from school leaders undergoing leadership training. Data collected are coded and analysed. Broad emerging themes are presented as findings in response to three research questions. There is no single definition of what it means for school leaders as “leaders of future-ready learners in the 21st C”. It comprises a multi-faceted concept of leadership imperatives in six broad areas of knowledge, competencies, and skills. These areas inform school leaders on the adaptations they need to consider in undertaking their roles as leaders of future-ready learners. The findings are informative and affirmative for aspiring and incumbent school leaders on what it takes for them to be “leaders of future-ready learners in the 21st C” in the Singapore Education system.