Development Of Leadership Theory Research Articles

Exploring Indigenous education leadership research in Canada, the United States, Australia and New Zealand

PurposeThis literature systematically reviews articles published in “core” international journals on the topic of Indigenous education leadership over the period from 2000 to 2018 in four English-speaking countries, covering Canada, America, Australia and New Zealand, in which all of them have long colonial history and Indigenous population. These reviews provide insights into the nature of this emergent literature and generate many implications that required for further research in Indigenous education leadership.Design/methodology/approachIn this study, a vote counting method was employed and a clearly delimited body of research on Indigenous education leadership was also identified. The vote counting method can enlarge the perspectives on the noticeable heterogeneity of Indigenous education leadership within the four English-speaking countries. This is the basic constitutive element for the development of a comparative literature in Indigenous education leadership. Moreover, this method can clearly calculate the annual number of articles about Indigenous education leadership, and the various methods used in the publications of Indigenous education leadership can be figured out as well, which helps to find out the different patterns of changes on Indigenous education leadership.FindingsThis study identifies the patterns of Indigenous educational leadership research across four English-speaking countries, which will contribute to the development of research in this regard.Originality/valueThis is one of the first studies about Indigenous educational leadership in the world. It will not only contribute to education practice but also leadership theory development.

Developing the theory and practice of leadership development: A relational view

Organizations are demanding leadership development that is more sensitive to context and supportive of organizational transformation, and critics of current leadership development practices claim they are too narrowly construed to yield meaningful results. Relational views of leadership may be the disruptive idea that helps reconstruct leadership development in ways that meets these concerns. To better understand how these relational views can impact the practice of leadership development, we examined the use a specific relational framework in one leadership development organization. We found that leadership development professionals used the framework to convey a relational point of view on leadership to their participants, to facilitate collective identification and action on leadership issues, to develop leadership by focusing on leadership culture, and to enable the democratization of leadership development. We use these findings to advance a constructive-developmental perspective on the development of leadership development.

Case for rethinking system leadership and its development in public health

Abstract Background There is growing recognition of the importance of leadership in Public Health (PH) practice, and the need to embed it into the education and training of PH professionals. However the theoretical discourse within leadership research has changed significantly and there is recognition that previous conceptualisations of leadership, and our ways of developing it may be flawed, and need to be changed in practice. Objectives This presentation will discuss development of leadership theory, and system leadership. In particular it will highlight how System Leadership differs from previous understandings of leadership and the implications of this for ph practitioners and those charged with developing system leadership capacity within public health. Body of the session Leadership in organisations is mostly focused on current/anticipated internal challenges (strategy, performance management, staff engagement, etc.). Leaders are generally developed via individual leader development rather than a focus developing Leadership capacity across organisations/systems. Within PH it is increasingly realised that single organisations can no longer respond effectively to the “wicked” issues they face. They do not possess sufficient know-how to address the complex and multi-dimensional problems faced, so leadership models based on a single hierarchical organisation are not sustainable. There is a need to work collectively in an ecosystem-based approach (not an ego-based system). System Leadership development requires that participants are actively engaged in real attempts to improve PH System. Development requires that underlying values are made explicit, explored and diversity embraced. The emphasis will be on supporting learners in the doing rather than critiquing or talking about it. Conclusions There is need to appreciate fully the nature of systems leadership, together with implications for PH practice and the development of system leadership capacity throughout the PH workforce.

Shared leadership development and team performance: A new look at the dynamics of shared leadership

AbstractThe present study offers new theoretical insights into the dynamics of shared leadership. Integrating arguments from shared leadership and team development theory, we examine how shared leadership changes over the course of a project team's life cycle and how this pattern of change relates to team performance. Guided by shared leadership theory and project team literature, we also explore team‐level factors, which may alter the pattern of shared leadership development. In particular, we propose that in project teams shared leadership develops in a nonuniform way, approximating an inverted U‐shaped pattern, increasing early in the team's life cycle, peaking around the midpoint, and then decreasing in the later phase. In turn, this development pattern relates positively to team performance. We also extend theory by explaining how specific team characteristics influence the pattern of shared leadership development. Using a three‐study approach, we empirically examine the hypothesized relationships and conclude with a general discussion of the theoretical and practical implications of our findings.

The promise, rise and fall of the Florida Teacher Leader Fellowship Programme

ABSTRACTThis paper explores a teacher leadership development programme initiated by a university-based educational innovation centre that convened 40 teacher leaders from 22 different school districts across Florida for an 18-month voluntary professional learning experience. Underpinning this initiative was a theory of teacher leadership development aimed at developing a culture of professional learning at individual teacher, school and district level. It was designed to challenge, at both school and district level, a perceived ambivalence among senior leadership to teacher led-initiatives aimed at enhancing the professional knowledge and skill of their colleagues. Findings indicate that participation in a university-sponsored programme, as well as developing collaboration among teachers, served to promote a commitment to teacher-led leadership. Further, the researchers identified specific strategies which would encourage Fellows to explore new areas of learning. This also entailed confronting obstacles and disincentives employed by teaching colleagues and senior leaders at both school and district level. This article explores not only the conditions and practices that shaped the programme but also the larger contextual factors that determine when, how, and if teacher leaders are able to exercise leadership.

SITUATIONAL AND INTERACTIONIST LEADERSHIP THEORIES

SITUATIONAL AND INTERACTIONIST LEADERSHIP THEORIES

Efektivitas Kepemimpinan Kepala Sekolah Pada SMK Negeri 4 di Kota Jambi

To achieve the educational goals required effective school leadership. Now, the development of leadership theory so innovative. By knowing the development of the principal's leadership implementation at SMK Negeri 4 Jambi City it is expected to present solutions in building effective leadership in educational institutions. The study was conducted at SMK Negeri 4 Jambi City using a qualitative design with a phenomenological approach. The focus of research consists of (1) the principal in carrying out his function as the leader of an educational institution; (2) achievement of school goals; and (3) factors that constrain the implementation of the principal's leadership.

Using complex adaptive systems theory to guide the transition to DNP nurse anesthesia education.

The opportunities and challenges when transitioning from a master's to DNP in nurse anesthesia education are complemented by using a complex adaptive system (CAS) theory to guide the curricula modifications. Major functional changes included reorganizing the curriculum to incorporate AACN DNP Essentials, COA competencies and integrating the scholarly work of a DNP improvement project. These changes were infused while balancing the intensive clinical requirements of a nurse anesthesia curriculum. Highlights in the DNP curriculum included the driving theory of complex systems, ethical values, leadership development, evidence-based practice and adaptation to emergent situations found in nurse anesthesia practice. Goals were to produce a DNP graduate that is more reliant on strategy and vision rather than only tasks or operations. Using the CAS framework enabled our program to transition and prepare DNP graduates to contribute to improved organizational effectiveness and understand the importance of leading change to positively impact patient outcomes.

HOW TO LEAD THE MILLENNIALS: A REVIEW OF 5 MAJOR LEADERSHIP THEORY GROUPS

Millennials are currently taking over the global workforce. While practitioners and scholars have recognized their different work values from previous generations, research on this topic is still scarce. Furthermore, the current leadership theories have tended to focus mainly on the characteristics of leaders without adequately examining the leadership styles that work best for the millennials. Using a literature review from the top tier leadership journals, this paper aims to provide a more comprehensive framework to provide new directions for the development of leadership theory by understanding the millennials’ perspective on leadership. This study thus contributes to the current literatures by using five thematic leadership groups to develop the most optimum leadership style for leading the Millennials. The advantages and disadvantages of using neo-charismatics, leadership and information processing, social exchange/relational leadership, ethical/moral leadership, and e-leadership theories in leading millennials are assessed. Results show that no single leadership theory is adequate for leading the millennials optimally. Hence, mixing the dimensions of different leadership theory groups is suggested. As for the leadership theory aspects, it is recommended to scholars to consider developing more flexible leadership theory models that can accommodate different generational groups.

Discursive Paths in Leadership Development: Dyadic and Network Knowledge Convergence

Contemporary leadership development theory and practice point to the value of emergent and generative organizing around complex, adaptive challenges. A growing theoretical and practical emphasis on...

Coaching Greatness: An Application of Authentic Leadership Development Theory to Wooden and Lombardi

Coaching Greatness: An Application of Authentic Leadership Development Theory to Wooden and Lombardi

A review of the relationship between leadership style and innovation: insights and directions for future research

This paper aims to critically reflect on the available literature on leadership style and innovation, and especially to assess the linkages between these variables. It starts with an overview of leadership studies, tracing the historical emergence and development of leadership theories, from the Great Man theory, trait theory and leader behaviour theory to situational and contingency theories of leadership. It then delves deeply into the transformational theory, owing to the vast amount of research focus that appears to be dedicated to this theory. The paper critically analyses the scope of transformational theory, and explores the gaps that may need refinement in order for the theory to remain relevant in the current, 21st century, business environment. The paper also discusses innovation theory and literature related to different perspectives on innovations, including the radical and disruptive views, the ambidextrous perspective, design thinking, open, lean and horizontal models, and their impacts on organisational performance. The paper finally turns to explore the linkages between managing innovation.

A review of the relationship between leadership style and innovation: insights and directions for future research

This paper aims to critically reflect on the available literature on leadership style and innovation, and especially to assess the linkages between these variables. It starts with an overview of leadership studies, tracing the historical emergence and development of leadership theories, from the Great Man theory, trait theory and leader behaviour theory to situational and contingency theories of leadership. It then delves deeply into the transformational theory, owing to the vast amount of research focus that appears to be dedicated to this theory. The paper critically analyses the scope of transformational theory, and explores the gaps that may need refinement in order for the theory to remain relevant in the current, 21st century, business environment. The paper also discusses innovation theory and literature related to different perspectives on innovations, including the radical and disruptive views, the ambidextrous perspective, design thinking, open, lean and horizontal models, and their impacts on organisational performance. The paper finally turns to explore the linkages between managing innovation.

Leadership from the Middle Pays It Forward: An Academic Administrator of Color’s Career Development Narrative in Postsecondary Education

The ongoing underrepresentation of administrators of color in higher education suggests that traditional career pathways make racial equities in administrative leadership elusive. This personal narrative explores middle-manager educational and career experiences—some often-overlooked aspects of higher education administration. Using leadership and career development theories, I draw on qualitative approaches to examine my own career journey as one academic affairs administrator of color who has experienced a history of career change, lay-off, and non-traditional moves within and across diverse institutions. Through an inductive approach for analyzing data in my career narrative, emergent themes incorporate data references “calling,” citizenship, and cultural change in academic affairs administration. The analysis of this study has implications for interventions in succession planning and career development for administrators which would result in increased racial equity along the pathways toward academic leadership.

Educational leadership development and women: insights from critical realism

A considerable amount of research has been conducted into women’s experiences of leadership in the education sector with calls to further promote equality, increase diversity and foster inclusion but ways forward seem less easy to implement with the same experiences and frustrations continuing to emerge. This article applies insights from critical realism to educational leadership development to seek a fuller understanding as to why these concerns remain and how they might be addressed. The article begins by considering barriers to women attaining leadership positions and accessing leadership development including those posed by the ‘leadership turn’ and new managerialism. Some ideas behind critical realism are briefly introduced before exploring the possible implications for educational leadership development. It is argued that a fundamental challenge to, and changing of, the dominant concept of leadership must take place before progress can be made. Directions are proposed for critical realist work in the theory and practice of educational leadership development and the wider field.

Review of Recent Developments in Leadership Theories

Due to its importance to an organization, leadership has been one of the hottest topics in organizational science for decades, resulting in a proliferation of theories. To account for recent development of leadership theories, we conducted a review of the literature on the subject that covers the past 15 years (2002-2017). This paper aims at studying new development in leadership theory such as evolutionary leadership, the relationship between personality traits and leadership styles, and leadership culture, questioning their practicality, and giving directions for future research. Our review was carried out from a relational perspective: Leader-member relationship and individual-organization relationship. Having in view the evolutionary theory, we observed similarities between the five levels of leadership, leadership styles and types of organization culture.

Relationships Between Emotional Intelligence, Leadership Style, and School Culture

Research regarding the association between emotional intelligence, leadership style and organizational culture has been inconclusive. The purpose of this study was to explore these relationships in elementary school settings. A non-experimental ex post facto research design was utilized to investigate four research hypotheses. Fifty-seven principals and 850 teachers within a large urban school district in southeast Florida were surveyed. Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership, and negative associations between school culture and passive-avoidant leadership. Significant positive associations were found also between school culture and the principals' emotional intelligence after controlling for leadership style. The hierarchical linear regressions revealed significant associations between leadership style and school culture after controlling for school grade as well. The results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, contingent reward and school culture found in this study validate the role of the principal as the leader of school reform.

Leadership Development of Rehabilitation Professionals in a Low-Resource Country: A Transformational Leadership, Project-Based Model.

This paper presents an overview of the activities and outcomes of the Leadership Institute (LI), a short-term leadership development professional development course offered to physiotherapists in a low-resource country. Previous studies have provided examples of the benefits of such programs in medicine and nursing, but this has yet to be documented in the rehabilitation literature. The prototype of leadership development presented may provide guidance for similar trainings in other low-resource countries and offer the rehabilitation community an opportunity to build on the model to construct a research agenda around rehabilitation leadership development. The course used a constructivist approach to integrate participants' experiences, background, beliefs, and prior knowledge into the content. Transformational leadership development theory was emphasized with the generation of active learning projects, a key component of the training. Positive changes after the course included an increase in the number of community outreach activities completed by participants and increased involvement with their professional organization. Thirteen leadership projects were proposed and presented. The LI provided present and future leaders throughout Rwanda with exposure to transformative leadership concepts and offered them the opportunity to work together on projects that enhanced their profession and met the needs of underserved communities. Challenges included limited funding for physiotherapy positions allocated to hospitals in Rwanda, particularly in the rural areas. Participants experienced difficulties in carrying out leadership projects without additional funding to support them. While the emphasis on group projects to foster local advocacy and community education is highly recommended, the projects would benefit from a strong long-term mentorship program and further budgeting considerations. The LI can serve as a model to develop leadership skills and spur professional growth in low-resource settings. Leadership development is necessary to address worldwide inequities in health care. The LI model presents a method to cultivate transformational leadership and work toward improvements in health care and delivery of service.

The effect of leadership behaviours on followers’ experiences and expectations in a safety-critical industry

Background: Motivation for this study was found in concern expressed by civil aviation organisations that specialists in the air navigation services provider sector require appropriate and beneficial organisational leadership to encourage, enable and manage transformation within this highly structured setting. Also, academic research puts emphasis on a need for investigations of the roles, expectations and requirements of followers in the leadership–followership relationship. Followers’ experiences and expectations of leadership behaviours in an air navigation service provider (ANSP) organisation were investigated and served as orientation and setting applicable to this study.Aim: The aim of the research was to identify and understand how follower experiences and expectations of leadership behaviours in a safety-critical commercial environment can affect leadership training and growth. The above-mentioned motivated this investigation of leadership traits and behaviours within an explicit context and from a follower’s viewpoint.Setting: The setting for the study was twenty two Air Traffic and Navigation Services Company sites where followers’ experiences and expectations of leadership behaviours in an air navigation service provider (ANSP) organisation were investigated and served as orientation and setting applicable to this study.Methods: An ethnographic case study research style was adopted and followed because it allowed for an all-inclusive, holistic narrative report and interpretation. The samples for the quantitative and qualitative components of this study were parallel and methods employed addressed different aspects of the phenomenon, which allowed for a mixed methods research design. A one-way causality in the research design was observed because traits of followers that might influence leaders’ behaviours were excluded. Data were collected by means of a Leader Trait and Behaviour Questionnaire completed by participants, individual interviews and focus group consultations.Results: Research findings dispensed a deeper appreciation of followers’ epistemological and ontological views, within a specified context, which were supported by a common need to achieve organisational safety objectives. A practical managerial benefit was found in the insights presented by followers of leadership, which can possibly benefit leadership development and training needs, along with training and advancement of followers.Conclusions: Research findings potentially add to enhancing understanding of leadership development theory, synonymous with a safety-critical commercial setting. A critical insight into the ‘unexplored’ leadership behaviour qualities found within a safety-critical milieu is subsequently offered.

How teachers become leaders: an internationally validated theoretical model of teacher leadership development

Teacher leadership is increasingly being touted as a practical response to guide teacher learning in school improvement and policy reform efforts. However, the field of research on teacher leadership in relation to post-compulsory educational development has been and remains largely atheoretical to date. This empirical study proposes a grounded theory of teacher leadership development based on the lived experiences of self-selected teacher leaders in the USA, that have been explored and validated through further data collection with teacher leaders from England, Scotland, Wales, and the Republic of Ireland. The theory posits leadership development as an iterative and recursive, rather than linear, experience that centres on the construct of personal growth, but also includes the overlapping constructs of growth as a teacher, researcher and leader. Such growth is underpinned and guided by significant teacher development through various post-compulsory developmental activities. Teacher leadership development is situated within the context of the classroom, school and community. The interactions between teacher and context create feedback loops that either facilitate the achievement of specific impacts or challenge the teacher’s further development. This study contributes a visual model of teacher leadership development to the field.