Leadership Competencies Research Articles

School-to-school partnerships: an approach to improving Syrian schools in post-conflict recovery

PurposeThis research seeks to highlight school partnerships as an approach to improving schools and halting the deterioration of their performance in an environment that has suffered from the consequences of conflict for more than a decade.Design/methodology/approachThe research used the qualitative method, and the data were collected through semi-structured interviews with 20 school leaders and teachers.FindingsThe results showed the presence of positive attitudes toward inter-school partnerships and their perception of many benefits, the most prominent of which was increasing social cohesion in school and surrounding communities that suffer from divisions resulting from conflict. A set of obstacles includes legislative obstacles, a low degree of autonomy, low competency of school leaders, a lack of trust and incentives.Originality/valueThis study proposes a range of solutions to address the challenges associated with building partnerships. The research emphasizes the significance the school-to-school partnerships and their positive role in improving the performance of schools in developing countries, especially in environments suffering from the consequences of civil wars and social divisions.

Patterns in Clinical Leadership Learning: Understanding the Quality of Learning about Leadership to Support Sustainable Transformation in Healthcare Education

Frontline doctors’ clinical leadership (CL) is key to addressing healthcare sustainability challenges. Research shows CL requires professional learning. Significant investments into CL development notwithstanding, little evidence exists of how frontline clinicians learn leadership, highlighting an educational sustainability challenge. We propose a fundamental constitutive step towards understanding CL professional development (PD) through theorising and analysing CL-learning mechanisms and their association with clinicians’ leadership competences required for sustainable healthcare development. This mixed-methods study developed a concept of leadership learning patterns to assess doctors’ learning processes associated with sustained innovation. It analysed a post-course dataset of past participants of a CL-PD course (N = 150) and a pre-post dataset of an online CL-PD (N = 34). EFA demonstrated a reasonable factor model for the Leadership Learning Inventory, measuring two dimensions of doctors’ leadership learning patterns: Meaning-oriented and Problematic learning. Qualitative and quantitative analyses showed that Meaning-oriented learning increased significantly during CL-PD and is linked with sustainable leadership competences. This study suggests that the concept of leadership learning patterns is useful for evaluating the quality of clinical leadership learning processes during PD. It offers a conceptually and empirically sound way to assess clinical leadership learning involved in sustainable healthcare improvement, and the sustainability of educational interventions to support it.

Influence of Leadership Competencies on Implementation of Operational Strategies in Organizations in Kenya: A Case of Geothermal Development Company.

Leadership played a pivotal role in shaping organizational direction and strategy execution, especially in the face of challenges posed by dynamic environments and a diverse workforce. The study explored the influence of leadership competencies on the implementation of operational strategies within the Geothermal Development Company (GDC) in Kenya. Drawing upon various theoretical frameworks including Path-Goal Theory, Great Man Theory, Leadership-Member Exchange (LMX) Theory, and Trait Theory, the research delved into the cognitive, emotional, social, and functional competencies of leaders and their impact on strategy realization. The study, employing a descriptive research design, collected data from 78 management staff members of GDC through structured questionnaires. Findings revealed significant positive correlations between leadership competencies and the implementation of operational strategies. Specifically, cognitive competencies, encompassing problem-solving and analytical skills, were found to strongly influence strategy implementation. Emotional competencies, such as self-awareness and relationship management, also played a significant role in fostering a conducive environment for strategy execution. Social competencies, including interpersonal skills and teamwork, positively impacted the coordination and cooperation necessary for successful strategy implementation. Additionally, functional competencies, comprising communication and decision-making abilities, were identified as crucial elements in aligning resources and guiding organizational efforts towards strategic objectives. The regression analysis further validated the significance of leadership competencies in predicting the implementation of operational strategies. Cognitive, emotional, social, and functional competencies collectively explained 61.8% of the variance in strategy implementation within GDC. The study underscored the importance of developing multifaceted leadership competencies tailored to the unique contexts of organizations, especially in the public sector where challenges such as limited resources and diverse roles prevailed. These findings contributed to the existing body of knowledge on leadership and strategy implementation, particularly in the context of public entities like GDC. Practical implications suggested that organizations should invest in leadership development programs that focus on enhancing cognitive, emotional, social, and functional competencies among their leaders to drive successful strategy execution. By understanding and leveraging these competencies, organizations could navigate complexities, overcome barriers, and achieve their strategic objectives effectively.

Expertise Development at Work: A Workplace Curriculum Perspective in the Domains of Sales Representatives and Leadership Coaches in a German Context

Context: Active engagement and participation in professional practices are an important requirement for expertise development in vocational domains. However, not much is known about how work contexts foster or hinder such expertise development. To further fill this research gap, this study investigates two vocational domains, namely sales representatives and leadership coaches, using the Workplace Curriculum Approach. This approach focuses on three aspects. First, how novices get access to certain tasks. Second, which tasks at work are especially conducive to learning, referred to as pedagogically-rich activities. Third, what knowledge is hard-to-learn through practice alone. By focusing on these three aspects, the Workplace Curriculum Approach helps to understand learning. Method: Eleven highly competent sales representatives and ten highly competent leadership coaches from German organizations participated in an interview study. A thematic qualitative text analysis was applied using deductive and inductive coding. Results: For sales representatives, task sequencing is different across organizations due to structural factors, particularly products, and infrastructure. Ideally, apprentices start by getting to know the customers by selling products on site at a counter and by getting to know the products in the warehouse. challenging interactions with customers on the phone are most conducive to learning. The scope of the product portfolio and the amount of technical knowledge are hard to learn. Leadership coaches are encouraged by peers to start at team leader and smaller team levels before moving on to more senior executives and larger team levels. Weekly team meetings offer important social learning opportunities similar to informal discussions among peers. Methodological and organizational knowledge are hard to learn. Conclusion: Regardless of differences between both domains, the Workplace Curriculum Approach proved useful for analyzing learning and expertise development in the different workplace contexts. The approach proved to be a fairly tangible and easy-to-use tool to investigate how workplaces support expertise development and how workplace learning regimes might be changed to further foster novices’ learning and development. Researchers and practitioners alike can utilize the Workplace Curriculum Approach to analyze learning in different domains in their respective organization. However, individual factors of the learners such as motivation to participate in activities in the workplace are not explicitly included in this approach to investigate professional learning and development. They should be of additional focus in any study interested in vocational expertise development.

Pengaruh Kepemimpinan Kepala Sekolah dan Kompetensi Guru terhadap Kinerja Guru melalui Motivasi Guru

The performance of teachers plays a vital role in shaping the standards of education and the prospects of future generations. This research reveals a comprehensive analysis of the impact of School Principal leadership and teacher competence on teacher performance through teacher motivation in Kindergarten schools in the Cilengkrang Sub-District, Bandung Regency. The research methodology involves both descriptive and inferential methods, with 46 teachers participating as samples. Data were analyzed using Smart PLS4 software with path analysis. The main findings indicate that School Principal leadership significantly influences teacher performance, while teacher competence does not have a significant effect on teacher performance. Additionally, there is no significant influence between School Principal leadership and teacher competence on teacher motivation, as well as teacher motivation on teacher performance. Teacher motivation also does not act as a mediator between School Principal leadership and teacher competence on teacher performance. Furthermore, School Principal leadership, teacher competence, and teacher motivation collectively have a significant impact on teacher performance. The implications of these findings can assist in improving educational management and empowering teachers in early childhood education environments.

Competence Development Needs of Health Sciences Teacher Candidates and the Factors Connected to Those Needs

Competence Development Needs of Health Sciences Teacher Candidates and the Factors Connected to Those Needs

Investigating the effects of ICT infrastructure on Malaysia’s economic growth: Insights from the Solow growth model

ABSTRACT Using annual data from 1970 to 2020, this study examines the effects of economic leadership, information and communication technology (ICT) infrastructure, and financial development on long-term economic growth in Malaysia. To accomplish this, we employ the Kapetanios multiple breaks unit root test and the Saikkonen-Lütkepohl (SL) test for cointegration with breaks. We add to the body of knowledge on this topic by exploring the direct and indirect (moderating) effects of economic leadership and financial development on the ICT-growth nexus. We discover that poor leadership impedes economic advancement in Malaysia and that the expansion of the financial sector tends to enhance the growth-improving effects of ICT. Moreover, the effects of both financial and ICT developments on growth are contingent upon Malaysia’s economic leadership. As such, Malaysia should encourage competent economic leadership, financial development, and a comprehensive ICT infrastructure network to boost its long-term economic growth.

Why underserved business students show a lack of interest in developing sought-after STEM skills

Technological advancements have profoundly transformed business operations and decision-making processes. They underscore the pivotal role of technology in gaining a competitive edge, a critical competency for future business leaders. However, college students in business disciplines, particularly underserved populations, commonly exhibit a lack of interest in developing STEM skills. This issue arises from a complex interplay of various factors that require further exploration. This paper presents an empirical study that delves into the multifaceted origins of this challenge. The study unveils significant insights, shedding light on the importance of addressing disparities in early STEM engagement. The resulting findings mostly align with our hypothesis, suggesting the need for unconventional STEM education tailored for underserved business students. By examining the roots of this issue, the research brings about nuanced perspectives for educators and other stakeholders to consider when developing targeted strategies to enhance the readiness of underserved business graduates for the demands of technology-driven business environments.

ЗАБЕЗПЕЧЕННЯ НЕОБХІДНИМИ РЕСУРСАМИ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ ПІД ЧАС ВИВЧЕННЯ НАВЧАЛЬНОЇ ДИСЦИПЛІНИ «ПСИХОЛОГІЯ» В УМОВАХ ВОЄННОГО СТАНУ

The article examines the use of educational approaches, digital technologies, software products and sources of information support for the study of the educational discipline “Psychology” in modern conditions. The purpose of the article is to review the resources for ensuring the study of the educational discipline “Psychology” and to systematize approaches that contribute to the organization of the development of individual educational trajectory of higher education students. Methodology of the article. The use of distance learning tools that ensure the development of communicative, analytical, leadership and other competencies of higher education seekers is considered. Approaches that contribute to the formation of the individual educational trajectory of a higher education students are disclosed. It has been established that practical, individual creative tasks, methodical and didactic materials, as well as where they are placed and how current and final knowledge and skills testing is organized, influence the effectiveness of the educational process in remote mode. Ways to liquidate current debt (crediting the results of non-formal education, participating in extracurricular activities, etc.) are demonstrated. Achieving program learning outcomes during the study of the academic discipline “Psychology” is presented through the introduction of interactive methods and technologies, cases, videos, presentations, including the organization of independent work. The results. Resources presented affect the formation of the individual educational trajectory of higher education seekers through: providing them with opportunities to choose the topic of qualification and coursepaper according to individual interests; implementation of academic mobility; organization of independent work using modern educational approaches, digital technologies, software products and sources of information support; completion of pre-diploma practice in accordance with individual professional interests and requests of stakeholders; participation in scientific and practical conferences, round tables, forums, open lectures, webinars. It has been proven that the placement of methodical and didactic materials in Google Classroom or Google Drive with shared access, the organization of discussions in practical classes, which affects the development of analytical, communicative, and diagnostic competencies, is effective in the process of studying psychology. The practical significance of the obtained results is that it allows to use the necessary resources for the formation of the individual learning trajectory of higher education students during the study of the educational discipline “Psychology”, taking into account the problems caused by the martial law. Key words: distance learning tools, program learning outcomes, liquidation of current debt, knowledge and skill testing, independent work, stakeholders.

Leadership Competence, Teacher Collaboration, and Parental Engagement in Public Basic Educational Institutions: Basis for School Improvement Plan

Leadership Competence, Teacher Collaboration, and Parental Engagement in Public Basic Educational Institutions: Basis for School Improvement Plan

Innovative Improvement in the Physical Education Learning Experience: A Study at Dela Paz National High School Philippines

This study aims to investigate the impact of innovative teaching approaches, specifically learning and the utilization of technology, on students' academic performance and their development of critical thinking skills, leadership skills, social skills, and values. The Physical Education program offered at Dela Paz National High School serves as a case study to illustrate the implementation of these strategies. This research utilizes mixed methods. Collecting data using survey and qualitative data are collected through in-depth teacher interviews and focus group discussions with students. Descriptive statistics is utilized to analyze the survey data, providing a quantitative overview. The study reveals that these innovative approaches have significantly contributed to the overall development of students, including improvements in academic achievement, critical thinking abilities, leadership competencies, social skills, and values. The findings of this research highlight the potential of innovative teaching methods to address limitations in equipment and facilities, leading to enhanced learning experiences and holistic student development. Collaborative partnerships with local businesses and organizations, integrating technology and digital resources, and promoting resource sharing among educational institutions emerge as effective strategies to overcome resource constraints. By prioritizing the implementation of these innovative approaches, educational institutions can better prepare their students for success in various aspects of their lives. This study emphasizes incorporating innovative teaching methods to foster a comprehensive and well-rounded educational experience. By leveraging service learning and technology, educational institutions can create an environment that enhances students' learning outcomes and improves their overall development.

역량기반교육 전환에 따른 경찰리더십 교육의 방향과 과제

Public safety and citizen protection are common goals that police officers must achieve. Developing leadership capacity alongside crisis management skills is essential for effectively responding to various crises within the security field. Additionally, there is active discussion about the leadership that the public sector must possess due to changes in government governance patterns to solve complex problems in future society. Future police education and training will be converted to competency-based education by the Police Future Vision 2050. Accordingly, the purpose is to suggest future tasks for police leadership education. Firstly, it advocates for establishing a police leadership education system based on an independent leadership model. Secondly, it is necessary to restructure police leadership education into a competency-based system. Thirdly, there is a need to integrate leadership functions of educational institutions and establish a management of quality and inspection system for education. Finally, this paper underscores the importance of evaluating and applying research on police leadership competencies.

DAMPAK PENERAPAN SERVANT LEADERSHIP DI INSTITUSI PENDIDIKAN TINGGI: SEBUAH TINJAUAN LITERATUR

This literature review examines the impact of servant leadership implementation in higher education institutions. Through a synthesis of existing research, it identifies the benefits, challenges, and outcomes associated with servant leadership practices in academia. The review highlights how servant leadership fosters collaboration, empowerment, and trust among faculty, staff, and students, leading to improved communication, engagement, motivation, and community within institutions. It also underscores the positive correlation between servant leadership behaviors and employee engagement, job satisfaction, and organizational commitment. Additionally, the review emphasizes the impact of servant leadership on student learning outcomes, including academic achievement, engagement, retention, and satisfaction. Scholars are increasingly focusing on developing servant leadership competencies among academic administrators and faculty and conducting longitudinal studies to assess long-term effects and best practices. Overall, the findings underscore the significant impact of servant leadership on higher education quality and organizational success, emphasizing the need to integrate servant leadership principles into leadership practices within higher education institutions. Further research in this area can provide deeper insights into effective servant leadership practices and their practical implications in higher education.

Navigating Through the Digital Workplace: Measuring Leader Digital Competence

AbstractIn a modern digital workplace, leaders must have the necessary skills to lead employees virtually. Despite its high practical and theoretical relevance, a consensus on crucial digital competencies for virtual leaders is lacking, hindering a systematic exploration of the leader’s role in facilitating technology use. In the present article, we propose a new concept and instrument to assess leader digital competence (LDC). After reviewing the literature, we establish three dimensions of LDC, centering around the leader’s ability and inclination to select, promote, and enable technology and digital media among their employees. We provide support for the scale's convergent, discriminant, criterion-related, and incremental validity using four independent samples (N1 = 156, N2 = 309, N3 = 201, N4 employee = 452, N4 leader = 93). Furthermore, results support the reliability and factor structure with the three proposed dimensions of the 10-item LDC scale. The findings demonstrate that the scale represents a psychometrically sound instrument, useful for further examining conditions for effectiveness in the virtual environment. Future research should aim to advance the understanding of antecedents and situational factors that influence the relevance of LDC and its impact on employee, team, and organizational outcomes.

A new mechanism for crisis management success

AbstractThe goal of this study is to present a thorough analysis of the ways that organisational culture (OC) and risk assessment competencies of leaders affect the creation of strategic frameworks, especially about high‐quality crisis decision‐making. A self‐administered questionnaire was distributed to 436 organisational personnel; 304 valid responses were received, and these were analysed using variance‐based structural equation modelling. The findings show that OC, leadership risk assessment and a strategic management plan (SMP) are favourable predictors of high‐quality crisis decision‐making. According to this research, every variable strengthens the link between SMP quality and crisis decisions. The study is supported by an integrated method for understanding complex organisational facts. Practical ramifications for leadership development include strengthening leaders' capacity to appraise risk, considering OC and employing an SMP to guarantee that, when making sound crisis judgements, they are both innovative and compliant with organisational ethics.

THE ROLE OF NARRATIVE COMPETENCE IN THE DEVELOPMENT OF LEADERSHIP QUALITIES

The article is devoted to a theoretical review of the relationship between narrative competence and leadership qualities. In the context of improving national education, the problem of professional training of competent, competitive specialists remains particularly significant. The analysis of scientific research has made it possible to identify the key elements of the narrative competence of a future leader. The content of the features of narrative competence in the process of training future leaders of various specialties in the context of educational transformations is revealed. The narrative practices that can be used to improve the quality of leadership are presented. Recommendations for improving the level of narrative competence for prospective leaders are highlighted and the reasons why it is necessary to continue research in certain areas of narrative and leadership are substantiated.

A Guide for Leaders in Higher Education: Core Concepts, Competencies, and Tools

"A Guide for Leaders in Higher Education: Core Concepts, Competencies, and Tools" authored by Brent D. Ruben, Richard De Lisi, and Ralph A. Gigliotti, is a comprehensive exploration of leadership in the complex landscape of higher education. The book begins by establishing the foundational importance of leadership development and adeptly guides leaders through the dynamic challenges inherent in the ever-changing higher education environment. The authors address organizational and strategic challenges, offering practical insights derived from their extensive experiences. Notably, the book delves into the missions, purposes, and principles shaping colleges and universities, acting as a practical compass for leaders to navigate diverse stakeholder expectations. A significant portion of the book is dedicated to an in-depth examination of leadership concepts and competencies, providing practical tools and strategies for leadership development. The authors explore university cultures, communication skills, and the roles of leaders, empowering them not just to survive but thrive in their roles. The final section presents a panorama of leadership development models, offering a diverse array of approaches, characteristics, and programs. The inclusion of supplementary materials, such as communication behavior scales and leadership competency scorecards, adds a practical dimension. Beyond theoretical exploration, the book showcases real-world implications, exemplified by leadership programs from the Big Ten Academic Alliance. Tailored for higher education leaders, administrators, and educational professionals, the book serves as a companion in the challenging journey of leadership. The academic tone ensures a depth of understanding matching the complexity of the subject matter. In a higher education landscape undergoing continual transformations, this guide stands as a beacon, addressing broader themes like strategic planning, change management, communication, and leadership development. It emerges as a cornerstone in literature on higher education leadership, leaving an indelible mark by empowering leaders with the knowledge and wisdom needed to navigate complexity and foster positive change.

Registered nurses’ confidence related to undertaking a leadership role in residential aged care: A clinical leadership self-assessment survey

BackgroundThe Australian Royal Commission emphasizes the importance of registered nurse leadership in providing safe, high-quality care to older adults in Residential aged care. Nurse leadership has important ramifications for effective multidisciplinary care as well as recruitment and retention of the aged care workforce. Registered nurse leadership plays a crucial role in enhancing resident outcomes in Residential aged care, however there are limited studies examining self-perceptions of confidence and competence of nurses running Residential aged care, particularly after hours. AimTo examine registered nurse leadership via self-reported confidence and competence in Residential aged care. MethodsA cross-sectional research design with ten facilities in Western Australia was used, including a survey tool that relied on the Clinical Leadership Competency Framework. Cronbach's alpha test was used to ascertain internal reliability and replicability. The Strengthening the Reporting of Observational studies in Epidemiology guidelines was used to guide the study. Inferential statistics were used for data analysis. Data collection occurred over a six-month period, involving registered nurses employed by a single Residential aged care provider in Perth, Western Australia. Participants rated their leadership confidence on a 5-point Likert-type scale ranging from 1 (never) to 5 (all the time). FindingsFrom a sample of 100 registered nurses working in aged care after-hours, 90% reported high levels of self-confidence. The survey results showed that those who have more than 10 years of experience reported highest confidence in managing services. Registered nurses over 50 years old self-reported highest confidence in personal qualities, managing, and improving service domains. DiscussionRegistered nurses run residential aged care, and this time of aged care reform provides an opportunity to examine associations between registered nurse leadership and resident outcomes and provide avenues for improvements in working environments and resident experiences. ConclusionThe findings have important implications for Residential aged care providers in establishing effective leadership mentoring programs to support registered nurses in improving their confidence and ability.

The Application of Health Leadership Competencies Around the World to the Canadian Midwifery Profession: A Scoping Review

Objectives: To review and map the key leadership competencies and frameworks created by health care professionals and health leaders across the globe. To use the themes that emerge to create a new leadership framework for Canadian midwifery. Background: Effective leadership has a significant impact on health care outcomes. In an effort to describe effective leadership, many health professions and organizations are creating lists of competencies within leadership frameworks. Midwifery is a relatively young profession in Canada. To date there has been no published Canadian work on leadership or leadership frameworks. Midwifery has a vital role to play within health care but needs to grow in leadership knowledge and capacity. Methods: A scoping review was conducted using both a published literature search and a grey literature search. The published literature search was conducted using CINAHL and OVID, while the grey literature search included an online review of the websites of major health professions in Canada, the UK, the US, Ireland, Australia, and New Zealand. Results: Twenty-three articles met the inclusion criteria. Within the articles were 582 key competencies, organized into 133 separate themes. Thematic analysis of the competencies results in competencies falling into five major themes of leadership: self, patient/client care, team, organization, and health systems. Conclusion: A new framework was created using the emerging themes found in the scoping review: Leading Self, Leading the Team, Leading Client Care, Leading the Organization, and Leading Health Systems. This new framework was applied to the Canadian midwifery profession, using core midwifery documents. This scoping review can be used by Canadian midwifery organizations looking to create a leadership framework and by university midwifery programs as they look to incorporate leadership competencies into their curriculum. This article has been peer reviewed.

Sustainable Leadership Competencies at the Top: An Agenda for the Future

The present study proposes a model to emphasize the importance of the sustainability competencies in the executive-level leadership. More specifically, our model integrates the sustainability leadership competencies model with the principles of learning organization. Our premise is that sustainable transformation in organizations can only happen with the commitment of the top levels, and the theoretical groundwork for facilitating this shift of mindset in organizational leaders can be built on the learning organization principles.