Leadership In Context Research Articles

Setting the stage for a contextual leadership theory: the moderating effects of hierarchical levels, job experience, and organisational tenure

Setting the stage for a contextual leadership theory: the moderating effects of hierarchical levels, job experience, and organisational tenure

Setting the stage for a contextual leadership theory: the moderating effects of hierarchical levels, job experience, and organisational tenure

Setting the stage for a contextual leadership theory: the moderating effects of hierarchical levels, job experience, and organisational tenure

Using Supervised Machine Learning to Scale Human-Coded Data: A Method and Dataset in the Board Leadership Context

Using Supervised Machine Learning to Scale Human-Coded Data: A Method and Dataset in the Board Leadership Context

Merkezi Sınavlarda Yüksek Performans Gösteren Okullardaki Müdürlerin Öğretim Liderliği Davranışlarını Etkileyen Faktörler

Bu araştırmada merkezi sınavlarda yüksek performans gösteren okullardaki müdürlerin öğretim liderliği davranışlarını etkileyen faktörleri ortaya çıkarmak amaçlanmıştır. Çoklu durum deseninde tasarlanan araştırma üç aşamada yürütülmüştür. Bunlar: durum ve katılımcıların belirlenmesi, veri toplama araçlarının oluşturularak pilot çalışma yapılması ve ana saha çalışmasıdır. Merkezi sınavlarda istikrarlı bir başarı geçmişi olan üç okulda görev yapan okul müdürleri ve dokuz öğretmen, araştırmanın katılımcılarını oluşturmaktadır. Yarı yapılandırılmış görüşmeler, gözlemler ve doküman incelemeleri ile toplanan veriler içerik analizi ile analiz edilmiştir. Durumlara ait bulgular, benzerlik ve farklılıklar açısından karşılaştırılarak sunulmuş ve kavramsal çerçeve temelinde üç temaya ulaşılmıştır. Araştırmanın sonuçları liderliği bağlam içinde incelemenin önemini ortaya koymaktadır. Bağlamsal faktörler, okul müdürlerinin öğretim liderliği pratiklerini destekleyen veya kısıtlayan yapılar olarak karar ve eylemlerini yönlendirmektedir. Buna göre okul müdürlerinin öğretim liderliği davranışları üzerinde geçmiş deneyimlerinin, kişisel ve mesleki inançlarının ve vizyonerlik, çalışkanlık, kararlılık vb. kişisel özelliklerinin etkili olduğu ortaya çıkmıştır. Ayrıca okul müdürlerinin öğretim liderliği davranışları üzerinde öğretmen, veli ve öğrenci profillerinin, okulların fiziki yapı ve donanımlarının, çevre desteğinin, yüksek beklentilerin de etkili olduğu tespit edilmiştir. Okul gelişimi ve öğrenci öğrenmesi üzerindeki etkisi birçok araştırmada vurgulanan öğretim liderliğinin etkilendiği faktörlerin ortaya çıkarılmasının yönetici ve politika yapıcıların reform çabalarına katkı sağlayacağı ve uygulayıcı olan okul müdürlerine rehberlik edebileceği düşünülmektedir.

Outlier leadership in Alabama: resource challenged schools and principal practices

PurposeSchools in resource challenged communities require principal approaches that break patterns of low expectations and low student achievement. This study identifies Alabama’s “outlier” schools that have been consistently successful in attaining higher student outcomes than their neighboring schools despite their similar community conditions. Then, it describes the perspectives and practices of principals leading these outlier schools. The purpose of this paper is to discuss findings on principal leadership in five of Alabama's outlier schools.Design/methodology/approachIn a sequential, explanatory mixed-methods design, the authors first use state administrative data to identify which Alabama schools had better results than their peers as evidenced by standardized testing between 2016 and 2020. Then, through semi-structured interviews, they examine the beliefs and approaches of five principals who are currently leading an outlier school. The frame of contextual leadership provides a deeper understanding of how these principals navigate successful schools in the midst of challenging community influences.FindingsThe evidence demonstrated that (1) community factors of low education, high unemployment, single-parent households and generational poverty are associated with considerably lower levels of student growth and achievement; (2) measured school and community factors do not explain student growth and achievement in these outlier schools; (3) outlier principals have a realistic view of their community’s challenges but focus on supporting students through a context sensitive, relational approach that emphasizes assets over limitations.Originality/valueWhile research has attended to leadership in turnaround schools and effective schools, there is little literature on principals leading in positive outlier schools. This study contributes to the literature on school leadership in resource challenged contexts by identifying high performing, resource challenged schools and then showing the perspectives and practices of principals who lead in schools that have consistently achieved better than expected student outcomes. It extends the construct of “outlier leadership” in education and connects it to contextual leadership in schools.

Using supervised machine learning to scale human‐coded data: A method and dataset in the board leadership context

AbstractResearch SummaryHuman coding of unstructured text can enable scholars to measure complex latent constructs for use in empirical analysis, but also requires substantial time and resources that limit the number and sample sizes of studies using this approach. We demonstrate how supervised machine learning (ML) can overcome these constraints by allowing scholars to scale human‐coded data. Using board leadership as an illustrative context, we apply this method to create a large‐scale dataset (N = 22,388) from smaller scale human codings of CEO duality and board chair orientations from company proxy statements. We further demonstrate the potential value of this approach by using the resulting dataset to examine the relationships among board leadership, firm performance, and CEO dismissal. The ML code and dataset are available at 10.5281/zenodo.7304697.Managerial SummaryManually converting unstructured text into usable data requires considerable time and resources. This article outlines a replicable process for applying supervised machine learning (ML) to overcome these constraints by scaling manually coded data. While ML is often used to identify patterns or predict relationships within a given dataset, we show how scholars and practitioners can build valuable custom algorithms at an earlier stage in the process—when first building a dataset. We illustrate this approach by training ML algorithms to replicate human codings of CEO duality and board chair control and collaboration orientations from over 22,000 company filings. We then show how this approach can support new knowledge development by using these data to explore the relationships among board leadership, company performance, and CEO dismissal.

Tauhivā ako: Engaging Indigenous relationality in school leadership

My article privilege Indigenous relationality within the context of school leadership in Aotearoa. The Pacific concepts of vā, tauhivā and vātamaki are engaged as cultural alternatives to shifting the school system in Aotearoa. School leaders who engage cultural relational approaches in their practice are responsive to raising student outcomes for all students. In order to shift systems of domination and oppression, we must look within the source of Indigenous knowledge systems for solutions and strength to advance Indigenous concerns. My article is a personal and tauhivā reflection of a Tongan school leader who constantly navigates harmonious and disharmonious relations in their practice. It may be useful in thinking about how a cultural approach to leadership through relationality can enhance the theoretical and practical application of leadership practice in schools.

A scoping review of the literature of interventions for enhancing nurses' resilience in acute care settings

PurposeThe aim of this study was to identify and evaluate interventions shown to improve nurse resilience in the acute care settings.Design/methodology/approachThe study was a systematically conducted scoping review of the literature. Databases including MEDLINE/PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Emerald insight and Google Scholar were searched and this complemented by reviews of the reference lists.FindingsIn total, 13 papers were included in the review but there was limited evidence of the effectiveness of individual programs. The authors found that resilience training programs for individuals reviewed provided some evidence for the effectiveness of the training. However, the context of job design, work risks and leadership require attention.Originality/valueResilience is an important requirement for nursing staff that helps to mitigate the stress of the working environment, particularly in the acute care setting. However, the managerial strategies required to build resilience are not well known or applied. The findings of this research may help to design cohesive and comprehensive management programs to promote and preserve nursing resilience in acute care settings. Any such program needs to reflect the four key themes that appear to underpin resilience: relationships, motivation, emotions and well-being.

Jimmy Swaggart: The Conflict between Spirit-empowerment and Human Weakness

This article explores how Jimmy Swaggart fits the profile of a Spirit-empowered leader. It summarizes Swaggart’s life and ministry, focusing on his calling, role as a defender of the faith, moral failure, and demise. The article then reflects on Swaggart’s story within the context of Spirit-empowered leadership, exploring how Swaggart fits Lee Roy Martin’s paradigm of a prophetic preacher while demonstrating various negative leadership traits. Stuck between the convictions of his calling and his weaknesses, Swaggart appears as a conflicted individual not immune from making serious errors. The article discusses this aspect of Swaggart’s life to consider how his story contributes to Spirit-empowered leadership.

Principals’ Contextual Leadership on Teachers’Organizational Commitment: Teacher Empowerment and Teachers’ Workplace Well-Being as a Serial Mediator

As integration of Theory Z and Fiedler’s Contingency Theory in leadership, this study proposed a new model to reveal the underlying mechanism of psychological elements such as leadership practices, teacher empowerment, and teachers’ workplace wellbeing towards teachers’ organizational commitment (TOC). Despite the relevance of contextual leadership practices (CLP) and teachers’ emotion in school effectiveness, little is known about the implication, specifically on TOC. Data were gathered from a sample of 371 secondary school teachers selected by multi-stage random sampling method from one of the states in Malaysia and structural equation modelling was employed to assess the proposed model. Results using Structural Equation Modeling confirmed that these psychological elements directly and positively influence TOC. Additionally, teacher empowerment (TE) and teachers’ workplace wellbeing (TWW) as serial mediators significantly explained the indirect relationship sequentially. Findings provide an evidence of how a novel and comprehensive model can be practiced to enhance TOC through a serial mechanism as proposed by the integration of Theory Z and Fiedler’s Contingency Theory in leadership.

An investigation into the relationship between diversity, leadership and innovation in the South African construction industry

Without a diverse leadership and workforce, in the South African construction industry innovation is hindered and slowed, resulting in a weakened ability to respond to a fast paced and technologically driven market and economical changes, which has a direct impact on organisational growth. Little is known about the role of leadership in managing the relationship between diversity and innovation in the South African construction industry. The construction industry has not been responsive to market changes and therefore slow to innovate. This rapidly evolving contextual landscape requires a more diverse workforce in order to address these challenges. This paper presents the findings from a study that investigated and analysed the role of leadership in managing the relationship between diversity and innovation in the construction industry. In this context leadership is described as the ability to select, equip, train, and influence one or more followers who have diverse gifts, abilities, and skills and focuses the followers to the organisation’s mission and objectives. Diversity are described as age, ethnicity, cultural background, gender, race and capabilities. Innovation is described as the implementation of ideas that have come together to create new solutions to problems or improvements to existing systems, processes, products, or attempted solutions.

Challenges for Palestinian early childhood directors in a time of change

Background: Current research suggests that there is a serious need to improve the quality and equity of early childhood education (ECE) services to children. The focus of the Palestinian Ministry of Education is on developing ECE. This plan is in a state of continual progress and development.Aim: The aim of this paper is to discuss the context for leadership in Palestinian ECE in a time of change and as Palestine reforms and develops its ECE system. Specifically, the study sets out to investigate what key leadership challenges are being experienced by Palestinian early childhood directors.Setting: This paper presents the findings of a study examining the challenges that Palestinian ECE directors face in the performance of their jobs in the West Bank and Gaza Strip. The data were collected during the summer of 2020.Methods: An open-ended questionnaire was used to collect data from a purposeful sample of 166 ECE directors, both government and private, by way of Google survey techniques and through face-to-face structured interviews with 10 directors. Descriptive qualitative research method was used in the study.Results: The findings revealed challenges related to finance, parents, higher administration, educators, physical environment, social/cultural matters, children and, finally, politics and economics.Conclusion: This study concludes with major recommendations in respect of the following: developing qualification programmes for ECE directors at the pre-service and in-service levels and building new ECE centres that are suitable for children. Finally, it is important that Palestinian children have the right to a safe and secure life and that they have free and safe access to education without threat, harassment or violation of any kind.

Principals’ perceptions about collective competences in shared leadership contexts

This article aims to understand how principals perceive collective competences in their schools’ shared leadership contexts. Collective competences are crucial in shared leadership but have not been widely explored within educational leadership studies. This study investigates collective competences through two intersected models: attribute and relational models. The data comprise interviews conducted with 12 Finnish principals in comprehensive and secondary schools who practiced shared modes of leadership. Due to the Finnish school culture emphasising collaboration, the principals were expected to be able to broadly consider the collective side of competences in their schools. The data were analysed using a hybrid thematic analysis. Consequently, nine collective competence themes were found: shared meaning, sharing accounts, collective mindset, knowledge sharing and creation, developing contexts, broad participation, views of relationships, group collaboration and shared goal-oriented beliefs. These themes provide a fresh understanding of how to develop educational leadership considered in plural terms.

Context of learning-centred leadership in the second cycle primary schools in Amhara National Regional State: three zones in focus

ABSTRACT This study’s objective was to examine the prevalence of learning-centred leadership behaviour in the public second cycle primary schools in Amhara National Regional State. A cross-sectional design was used. The study employed a stratified random sampling procedure and included 275 participants. Survey questionnaire was used to gather data from school administrators and teachers. Tools for data analysis included the mean, one sample and independent t-test. The findings showed that school leaders generally performed at a sub-basic level when it came to learning-centred leadership. The findings also displayed that the performance level of leaders across core elements and key processes was perceived to be below basic. This implies that administrators display learning-centred leadership behaviour at a level of effectiveness that is unlikely to have a beneficial impact on teachers and student academic achievement. Provision of training, mentoring and coaching appears to be effective techniques to cultivate leaders’ learning-centred leadership behaviour.

How a chairperson's international experience can affect the post-entry speed of international SMEs from emerging economies: the roles of functional variety and power

PurposePrevious research features the international experience of managers in the decisions regarding internationalisation speed. However, the vitality of the role a chairperson plays in shaping the internationalisation decisions of small and medium-sized enterprises (SMEs) from emerging economies is intriguing. Moreover, the decision-making process and leadership context of SME internationalisation are not fully understood. Drawing upon the upper echelons decision-making theory and the cognitive perspectives of decision, this paper examines the impact of a chairperson's previous experience on the post-entry speed of internationalisation, highlighting the conditioning effects of leadership contingencies – the functional variety and power of the chairperson.Design/methodology/approachThe study uses a panel data set of Chinese SMEs active from 2010 to 2019 to test the research hypotheses. A feasible generalised least-squares estimator was applied to test the hypotheses.FindingsThe results show that the international experience of a chairperson speeds up the depth and breadth of the post-entry speed of internationalisation. However, the strength of these relationships depends on the leadership context. The chairperson's functional variety alleviates the influence of international experience, whilst the power of the chairperson reinforces its impact.Originality/valueThe results show that the international experience of a chairperson speeds up the depth and breadth of the post-entry speed of internationalisation. However, the strength of these relationships depends on the leadership context. The chairperson's functional variety alleviates the influence of international experience, whilst the power of the chairperson reinforces its impact.

Reconstructing authenticity through a multi-paradigmatic umbrella: A process perspective

While there is a substantive body of research that recognizes the importance of authentic leadership theory, critiques have challenged its dominant and positive-focused conceptualization. We synthesize these extant critiques, providing researchers with an integrative understanding of the theoretical, conceptual, and empirical deficiencies facing authenticity in a leadership context. These deficiencies have thwarted authentic leadership’s development limiting our understanding of what authentic leadership is and who authentic leaders are. Synthesizing what has been said about authentic leadership demonstrates why authenticity needs to be conceived of and studied differently. We offer being-in-becoming as a multi-paradigmatic umbrella which accommodates different ontological foundations of what it means to be authentic. A being-in -becoming approach recognizes that authenticity emanates from a developmental process, suggesting the study of authenticity must also be thought of processually. Studying authenticity as a developmental process holds important theoretical and practical implications as it embraces the processual nature of our dynamic, evolutionary beings.

Literature review: sustainable leadership

Employees, leaders, and organizations continue to struggle to comprehend the concept of sustainable leadership. It is a problem for today's organizations to identify this concept itself. Sustainable leadership refers to a new and enlarged concept of leadership that is based on sustainability principles, sustainable leadership practices, and building an inclusive, cooperative, and responsive leadership approach. The purpose of this study is to provide a better understanding of the concept of sustainable leadership, and it does this by situating sustainability within the context of leadership and clarifying the idea of sustainable leadership based on sustainability and sustainable development, styles of sustainable leadership, characteristics of sustainable leaders, and practices of sustainable leadership.

Building-up resilience and being effective leaders in the workplace: a systematic review and synthesis model

PurposePsychological resilience, defined here as the capacity to bounce back from adversity and failure, has been studied in various leadership contexts. However, the literature demonstrates less consensus concerning how psychological resilience manifests in, and interacts within, the leadership role and, equally, the focus on resilience development is underdeveloped. This paper addresses these issues by focusing on the interactions between psychological resilience and leadership and presents practical development strategies.Design/methodology/approachA systematic review employing 46 empirical studies followed a thematic synthesis within an associated model encapsulated as building-up resilience and being effective.FindingsFirst, resilience is identified as essential and can benefit individuals and organizations' work outcomes across leadership contexts, including work performance, job engagement, well-being, and enhanced leadership capability. Secondly, leaders may build up their resilience by obtaining coping skills and improved attitudes toward challenges. Resilient attitudes, which are presented as paradoxical perspectives towards challenges, may help leaders adapt to challenges and adversities leading to beneficial outcomes.Research limitations/implicationsEven though this study provides a deeper understanding of the essential function of psychological resilience in leadership, the findings are limited to the workplace contexts investigated, e.g. exploring small sample sizes (13,019) or country contexts (22). Future research could expand the rhetoric around interactions between psychological resilience and leadership. Furthermore, the underlining mechanism between the paradoxical perspective and resilient attitudes is still largely unclear. Thus, more research is needed to disclose the interaction of paradoxical perceptions and leadership resilience. Further research can investigate how resilient attitudes demonstrate in actions in dealing with challenges and adversities.Practical implicationsThe authors further an argument that leaders may enhance their resilience through embracing a paradoxical perspective towards challenges (resilient attitude), e.g. being adaptive to adversities, and the attitude of learning from failures. These enhanced resilient attitudes could help leaders deeper understand and examine their reality and persist under high pressures and develop an innate ability to utilise resources more effectively to help them survive and thrive in challenging circumstances, instead of becoming overwhelmed by the burden of complexity or giving up. This will offer a practical contribution to resilience development.Social implicationsImportantly, this study found that resilience is an essential leadership trait and can benefit individuals and organizations' work outcomes across leadership contexts. These positive effects of resilience may encourage organizations or society to promote psychological resilience, including a resilient attitude, to deal with adversities and uncertainties.Originality/valueFundamentally, the synthesized model applied may encourage further studies to focus on how to build up resilience and practically apply it in workplaces across leadership contexts. In particular, this study found that adopting paradoxical perspectives and ambidextrous leadership approaches toward adversities is an original resilience development strategy, which serves to contribute to the gap in the literature.

Leadership in the context of digital health services: A concept analysis.

To define and clarify the concept of leadership in the context of digital health services using Walker's and Avant's concept analysis model. Conceptualizing leadership in the context of digital health services is needed to deliver higher quality services and advance research. Searches were conducted of MEDLINE (Ovid), Scopus, CINAHL (EBSCO) and ProQuest (ABI/INFORM). Empirical articles were included if they reported attributes, antecedents or consequences of leadership in the study context. A total of 4037 references were identified; 23 were included. Leadership attributes concerned leaders' behaviour, roles and qualities. Antecedents concerned informatics skills and competence, information and tools, understanding care systems and their complexity and education. Consequences related to organization, professionals and patient and care. Based on our results, the term 'e-leadership' should be more widely utilized in nursing practice and research. Nurse leaders need to be strong leaders; they need to be visionary and use strategic thinking to develop existing and new digital solutions. By becoming e-leaders, nurse leaders may increase the successful development and implementation of eHealth and benefit clinicians and patients.

When is Authoritarian Treatment Less Harmful to Employee Trust? From A Social Contextual Leadership

Authoritarian leadership (AL) can harm the social exchange relationship between leaders and followers. However, it matters a lot how followers interpret a leader’s treatment. Drawing on implicit leadership theory and the contextual leadership perspective, we examined three discrete social contexts in which coworkers experienced authoritarianism, manager authoritarian behavior, and a supportive organizational climate, affecting employees’ expectations toward leader authoritarianism to influence their reactions toward AL. Using a dataset of 311 employees in 99 teams in Study 1, results showed that when coworkers experienced high authoritarianism from their supervisor, and when managers demonstrate high authoritarian behavior, an authoritarian supervisor is less detrimental to employees’ affective trust, which is less harmful to their task and organization performance. In Study 2, using a sample of 3,058 employees from 19 companies, we demonstrated how a supportive organizational climate affects employees’ reactions to AL. Using multilevel path modeling, we found that an authoritarian supervisor is more harmful to employees’ affective trust and their organizational performance when there is a high-level supportive climate. Our study contributes to the leadership literature by showing how the discrete work context affects employees’ leadership expectations and reactions to leader treatment.