Leadership Model Research Articles

Foundational Leadership and Organizational Wellness (FLOW) Model: Designing leadership learning for individuals and organizations.

This article shares the foundational leadership and organizational wellness (FLOW) model, which is a leadership development model that seeks to better understand the relationship between individual leadership development and organizational development and wellness. The model is presented as a whole, followed by deep exploration by each piece of the model undergirded in existing scholarship and practical discussion throughout. Implications for practice and future research are shared to conclude the article.

Leaders' individualized consideration, team commitment and patient loyalty: The role of social and task‐related contexts

AbstractDrawing from transformational leadership (TFL) theory and research on contextual leadership, we examined a conditional process model of leadership in nursing teams to predict patient loyalty. Using TFL's individualized consideration dimension as a salient facet of the construct in care services, we first posited that nurses' team affective commitment would partially mediate the impact of nurse leadership. We further conceptualized nurse–physician collaboration, organizational formalization and task feedback as discrete contexts that may curb the influence of head nurses' individualized consideration. In a three‐wave, multisource and multilevel study, we surveyed 654 nurses and 1770 patients from 91 hospital units. We found that team‐level head nurses' individualized consideration positively and partially related to patient loyalty through nurses' team commitment and that higher levels of nurse–physician collaboration, organizational formalization and task feedback were associated with reduced influence of individualized consideration on team commitment and patient loyalty. We discuss the implications of these findings for advancing theory and research on TFL and contextual factors of leadership.

A study of Matthew 20:20–28 in relation to Pentecostal churches leadership in Nigeria

Background: Matthew 20:20–28 contains Jesus’ teaching on a leadership model that is anchored on selflessness, love, and servanthood. Today, when this teaching is juxtaposed with some Pentecostal churches’ leadership situation in Nigeria, it is apparent that the opposite is the case. Some Pentecostal church leaders in Nigeria have demonstrated a leadership mentality that is focused on selfishness, materialism, and abuse of power.Objectives: The study provides a re-reading of Matthew 20:20–28 to reveal its implications for Pentecostal churches leadership in Nigeria.Method: This study is a qualitative research conducted through a triangulation of a historical-critical method and in-depth interview (IDI). The historical-critical approach was used to study the pericope, while IDI served as a means of data collection from respondents.Results: Matthew 20:20–28 paints a picture of servant leadership, which entails placing others above self, divine approval above human commendation, responsibility above position, contribution above recognition, and care above ownership.Conclusion: The pericope pierces deeply into the heart of the leadership problems in some Pentecostal churches in Nigeria, and calls for imitation of Jesus’ leadership model.Contribution: Drawing from the pericope, this study unfolds a biblical model of leadership that is crucial to lessening the current leadership problems in Pentecostal churches in Nigeria.

Children’s Voice as a Parameter of Ryan’s Model for Promoting Inclusive Education: The Case of Greece

The choice of the appropriate model of educational leadership for the promotion of inclusive education is a key issue for contemporary educational policy. This paper focused on the role of children’s participation in democratic school leadership based on the Ryan model in order to promote good inclusive education practices in primary schools. Five school principals from different schools in Athens, Greece, participated in this research. The research showed that involving children in school leadership through a range of activities can enhance the participation of all children in the daily life of the school. This article concludes with a discussion, suggestions and limitations on using student voice as part of school leadership to strengthen inclusive education.

The influence of a leadership model based on the book of Yoshua on the performance of Christian executive and legislative employees in Gurung Mas District, Central Kalimantan

One thing the world at this time needs is leadership. As a Christian, the bible contains countless figures who exhibit biblical leadership. In this day and age, Christian leadership is an uncommon and significant quality. Mrs. White even mentioned the traits of those who can stand up for what is right in the midst of chaos. Numerous individuals with this quality of leadership are mentioned in the Bible, including Joseph, Daniel, Paul, and even Jesus Christ, our Lord and Savior; however, the focus of this essay is Joshua, the man who succeeded. This paper is based on the identification results above, the researcher defines the problems that are considered to greatly influence the leadership model based on the book of Joshua on the performance of executive and legislative employees. This resultresultstesting of the hypothesis shows thatTransactional leadership based on the book of Joshuahas a positive and significant influenceOn the Performance of Christian executive and legislative employees in Gunung Mas Regency, Central Kalimantan Province.This is in accordance with the proposed hypothesis. Thus the hypothesis is declared accepted. Based on the T test, it is known that the t-count is 14.682 > t-table (14.682 > 1.654) and sig < 0.01 (0.000 < 0.01), this means that H0 is rejected and H6 is accepted. Or in other words shows thatTransactional leadership based on the book of Joshuahas a significant influence on the performance of Christian executive and legislative employees in Gunung Mas Regency, Central Kalimantan Province. From the Pearson correlation value on sub variablePerformance of Christian executive and legislative employees in Gunung Mas Regency, Central Kalimantan Province.

Emphasizes the Importance of Safety Behavior by Optimizing Safety Leadership and Safety Knowledge through a Safety Climate

Purpose: This study aims to comprehensively examine and empirically test how safety behavior can be realized, by optimizing the role of safety leadership and safety knowledge so as to create a safety climate. Theoritical Framework: This study uses two theories as the logic of the relationship between the variables studied. Related to the role of safety leadership, the Full-Range Leadership Model theory is applied, while the planned behaviour theory is used to explain the resulting behaviour. Design/methodologi/approach: The population in this study were employees of manufacturing companies in Banyumas. Starting with providing willingness forms to 15 companies, only 9 companies were willing. While the sample involved with work safety management activities directly was 792 samples. The questionnaire was given openly and randomly, using accidental sampling. The questionnaires collected and included in the criteria were 427 respondents. Finding: That it has been empirically proven that safety behavior is influenced by safety leadership and safety knowledge through safety climate Research, Pratical & Social Implication: This research has theoretical implications and practical implications. Theoretically, it is an additional knowledge of the application of work safety behaviour in manufacturing companies. While practically it is an evaluation for companies in implementing safety management. Originality, value: The originality of this research apart from the conceptual framework is also from the object of research which is carried out on several manufacturing companies with different criteria and implementing a work safety management system. And similar research has never been done especially in Indonesia

Transforming educational leadership in higher education with innovative administrative strategies

In developing nations particularly in Africa, innovative administrative strategies are essential for educational leaders to navigate inherent challenges in education. This study aims to explore how educational leaders in higher education can be equipped with innovative administrative strategies to cause a positive change in education delivery. A systematic literature review was conducted to achieve this aim, drawing on the transformational leadership model as its theoretical underpinning. The search encompassed scholarly publications from major repositories like Scopus, Web of Science, and International Bibliography of the Social Sciences and Textbooks from 1967 to 2023. The search process went a series of exclusive and inclusive processes and yielded 43 research articles. The synthesized findings were analyzed using a thematic approach. The findings indicate that transformational leadership has the potential to incorporate innovation into higher educational administrative practices. It was also found that innovative administrative practices in higher education can be achieved through staff motivation, technology integration, adoption of agile methodologies, collaborative research, interdisciplinary collaboration, seminars, workshops, and positive organizational culture. Based on the findings, professional development programs for managers and administrators in higher education were highly recommended. These programs would help enhance the knowledge and skills of employees in educational administration.

Leadership and management in high-growth environments: effective strategies for the clean energy sector

The clean energy sector stands at the forefront of global efforts to combat climate change and transition towards sustainable energy sources. In this rapidly evolving landscape, effective leadership and management are crucial for driving innovation, managing growth, and navigating complex challenges. This abstract presents an overview of key strategies for leadership and management tailored to the unique demands of high-growth environments within the clean energy sector. Firstly, visionary leadership is essential for setting ambitious goals and inspiring teams to pursue innovation and excellence. Leaders must possess a deep understanding of market trends, technological advancements, and regulatory landscapes to effectively steer their organizations towards success. Additionally, adaptive leadership skills are necessary to respond swiftly to changing market dynamics and capitalize on emerging opportunities. Strategic management plays a critical role in ensuring the efficient allocation of resources, optimizing operations, and scaling up business operations sustainably. Talent acquisition and retention are key priorities, requiring a focus on attracting diverse talent and fostering a culture of continuous learning and development. Furthermore, building a culture of innovation and sustainability is essential for driving long-term success in the clean energy sector. Companies must encourage entrepreneurial thinking, foster collaboration across disciplines, and prioritize environmental stewardship in their operations. Despite the immense potential of the clean energy sector, companies face regulatory and policy hurdles that require proactive engagement and advocacy efforts. Navigating government regulations, advocating for pro-renewable policies, and engaging with stakeholders are critical components of effective leadership and management in this space. Through case studies and best practices, this abstract highlights successful leadership and management models, lessons learned from industry leaders, and emerging trends shaping the future of the clean energy sector. By embracing these strategies, leaders can position their organizations for sustainable growth and contribute to the global transition towards a clean energy future. Keywords:  Leadership, Management, High-Growth Environments, Clean Energy Sector.

The age of leadership: Meta‐analytic findings on the relationship between leader age and perceived leadership style and the moderating role of culture and industry type

AbstractManagers' leadership style has a substantial impact on employee and organizational outcomes. In the present study, we consider the role of leaders’ chronological age in predicting followers’ perceptions of their leadership style. Whereas ample research uncovers relationships between individuals’ age and how these individuals are perceived by others, little is known about how leaders’ chronological age impacts others’ perceptions of their style. Even less is known about how such relationships vary across cultures and industries. We conducted a meta‐analysis (164 unique studies; N = 397,456 observations) to explore these relationships, using the Full‐Range leadership model. We found that leader age was negatively related to perceptions of transformational and transactional leadership, and positively related to perceptions of passive leadership. Further, some of these effects varied on several cultural dimensions: The negative relationship between leader age and transformational leadership was weaker in collectivistic cultures, while the negative relationship with transactional leadership was stronger in high power distance cultures. Industry type also mattered: the relationship between leader age and both transformational and contingent reward leadership styles was amplified in the public sector. Lastly, perceptions of older leaders were more negative when ratings were provided by followers rather than the leaders themselves. Our findings offer both theoretical and practical implications for leading in an increasingly age‐diverse workforce, such as better informing the workforce of present age stereotypes and their imminent effect on organizations.

Dynamics of the relative values of youth in education and in the labor market

The subject of the study is the process of transformation of youth values in the context of social adaptation in the labor market.The object of the study is the system of social behavior of young people in the context of educational and work activities. The authors investigate in detail the causes of the social risks of youth deprofessionalization. Attention is drawn to the fact that personal values often acquire their "relative" character and are considered by young people in the context of social adaptation. Based on the analysis of the social behavior of young people in the context of educational and work activities, the focus is on the social risks of their deprofessionalization. It is emphasized that the division of values according to the priority of "survival – self-expression" has become key to differentiating the social status of social groups. Higher education plays a key role as an institution, without which it is impossible to implement a model of leadership and sustainable development.General theoretical methods (synthesis, comparison, analogy) were used in the study of value dynamics, general scientific methodological concepts (structural, functional, interpretative) were used in the analysis of scientific and theoretical approaches, secondary data analysis methods (content analysis) were used to study value transformations. The main conclusions of the study are: - the processes of transformation of values in the system of social relations are largely related to the fact that the trajectories of personality development change under the influence of objective and subjective conditions. In this regard, the key role is assigned to the institute of education; - education as a social institution focuses on the dynamics of value transformations and focuses on the socialization of a new generation of youth. The trajectories of professional development determined by him make it possible to reduce "value inflation" and generate demand for the most demanded professional knowledge and competencies for society. The observed process of "value inflation" suggests that social partners have to "tighten" the professional skills of at least a quarter of employed graduates; - the problem of professional development lies in the loss of the value of professional activity itself and leveling the ability of a fixed group of graduates to self-development. We are talking about "relative" values and their binding, on the one hand, to the strategy of adaptation of young people in the labor market, on the other – to sustainable personal growth. The novelty of the research lies in the concretization of the dynamics of the "relative" values of young people in education in relation to the conditions of their social adaptation in the labor market.

School effectiveness and leadership styles: The case of the holistic leadership model in Greece

School effectiveness and leadership styles: The case of the holistic leadership model in Greece

Excellence in healthcare: nurturing servant leadership, fostering collaborative culture and promoting social sustainability in the UAE - strategies for transformation.

This study aims to investigate the healthcare sector of the United Arab Emirates (UAE) to explore the significance of servant leadership and collaborative culture in fostering social sustainability. The primary objective of this paper is to investigate how servant leadership and a collaborative culture contribute to social sustainability in health care in the UAE. With a focus on promoting well-being within healthcare organizations, the paper aims to uncover the synergies between servant leadership, collaborative culture, and social sustainability. This paper conducted a multilayer literature review of existing literature on servant leadership, collaborative culture and social sustainability in health care, both globally and specifically in the UAE context, and a conceptual model was proposed. Servant leadership proves to be a culturally pertinent and effective leadership model within the UAE due to its alignment with cultural values, emphasis on community support, and the robust health-care system that contributes to individual well-being. This combination establishes a solid foundation for fostering a healthy and sustainable society. Limitations and implications are discussed. The current research has not identified the boundary conditions under which servant leadership and collaborative culture may be more or less effective. This could involve exploring industry-specific influences or contextual factors. Theoretical and practical implications are discussed. The research seeks to unravel the interconnections between servant leadership, collaborative culture and social sustainability. To the best of the author's knowledge, none of the studies have explored the interrelationships of these constructs, particularly in the UAE context.

The unseen in the glass ceilings: examining women’s career advancement in higher education institutions through a multi-level institutional lens

ABSTRACT As women’s presence in higher education grows, their limited representation in academic leadership roles remains a critical concern. This study investigates the complex institutional barriers hindering women’s advancement into leadership positions. Drawing on in-depth interviews with 37 women in academia, our analysis reveals multifaceted challenges rooted in institutional, organisational, and individual factors. Institutionally, cultural and societal norms, including those influenced by religious traditions, profoundly influence gender dynamics within specific contexts. Organizational factors, such as a predominantly male workforce and entrenched practices, pose significant obstacles to women’s career progression in academic institutions. At a personal level, we introduce the concept of internalisation of subjugation, which captures women academics’ tendency to adopt more masculine practices, echoing observations from traditional leadership models. This research offers valuable insights into the nuanced barriers constraining women’s path to academic leadership. A comprehensive understanding of these challenges is essential for developing targeted strategies and policies to promote gender equality and inclusivity in higher education institutions.

Multidisciplinary Approach to Health and Safety Leadership in New Zealand: An "All of Person" Approach

This article explores a comprehensive approach to Workplace Health and Safety (WHS) leadership in New Zealand. It delves into the integration of inclusivity, vulnerability, Safety II principles, and Te Ao Māori values into WHS practices. The holistic vision presented emphasises proactive leadership, education, and cultural responsiveness to create a paradigm shift in WHS. By prioritising well-being and inclusivity, this approach aims to transcend compliance-driven WHS models, fostering a culture where safety is everyone's responsibility. The article calls for action, inviting organisations to embrace this transformative leadership model for a safer, more empathetic future in New Zealand workplaces. Workplace Health and Safety, Leadership, Holistic Approach, New Zealand, Te Ao Māori

A model of senior Indigenous leadership in Australian higher education: An Indigenous academic perspective

PurposeSenior Indigenous leadership positions across the Australian higher education sector has increased over the past decade. Despite this advancement, there is limited understanding in terms of how to best integrate Indigenous leadership into existing governance structures of Australian universities. In 2018 the Walan Mayiny: Indigenous Leadership in Higher Education project commenced, aimed at establishing a model of best practice for the inclusivity of Indigenous leadership in higher education governance structures. This article presents key findings from the project, namely, a model of senior Indigenous leadership within the Australian universities based on the perceptions of a group of Indigenous academics.Design/methodology/approachThrough qualitative semi-structured interviews with Indigenous academic staff, the perceived value, characteristics and challenges of senior Indigenous leadership were examined. The varying opinions held by Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position were also highlighted. In doing so, a model of senior Indigenous leadership within the Australian higher education system is presented. The model of best practice presented in this article is underpinned by Indigenous Institutional Theory (Coates et al., 2022), a theoretical framework developed from the Walan Mayiny study.FindingsThe research findings highlight the diverse opinions of Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position. The six essential components are built upon the core characteristics, values and behaviours that senior Indigenous leaders need to have according to Indigenous academics, in order to advance Indigenous success within the academy.Originality/valueGiven Australian universities are being called upon to ensure that senior Indigenous leaders are in the best position possible to forge institutional change, senior Indigenous leaders within the academy may find the contextual Indigenous leadership model beneficial. The model allows one to uphold cultural integrity and fulfil the responsibilities and obligations of their higher education institution, while being able to serve their Indigenous colleagues and communities, leading to the advancement of Indigenous higher education outcomes. Importantly, the model can be adapted to suit all First Nations Peoples globally, who also find themselves working within the shackles of Western institutions.

Sustainable Indigenous Governance: Catalysts for Economic Development in India

In India we have too many different communities with vast tradition and culture. In order to enhance their own way of life we have to protect the indigenous nature of governance. The idea of indigenous governance for economic development in India combines traditional knowledge and governance structures with modern development strategies. This model of indigenous governance is based on the central role of community-led initiatives, practices and management to promote sustainable economic growth. This research paper aims to make a correlation between indigenous governance and economic development. This paper also advocates a top-down approach to prioritizes the aspirations, needs and values of indigenous communities, to ensure their active participation in decision-making processes. This indigenous governance model is important to rethink development paradigms and make them more inclusive and equitable. By following this indigenous governance and leadership models, our country can find the way for a development strategy that is not only economically valuable but also socially and environmentally sustainable. India can harness the potential of its diverse cultures for inclusive and sustainable economic development by creating an enabling political environment that respects and takes into account indigenous governance systems. The principle of self-determination is a key to this indigenous model, which can allow different communities to follow their own development paths in accordance with their cultural heritage and environmental protection. To improve the economic well-being of indigenous peoples and to preserve their natural resources, cultural identity and traditional knowledge for future generations, the government should follow the indigenous approach of governance.

Teachers' Emotional Intelligence and Organizational Commitment: A Moderated Mediation Model of Teachers' Psychological Well-Being and Principal Transformational Leadership.

Given the global challenge of increasing teacher attrition and turnover rates, the exploration of factors and mechanisms that improve teachers' organizational commitment has become a pivotal topic in educational research. In this context, the present study examines the influence of teachers' emotional intelligence on their organizational commitment, with a specific inquiry into the mediating role of teachers' psychological well-being and the moderating role of principal transformational leadership, as informed by the broaden-and-build theory of positive emotions and the trait activation theory. We verified this study's hypotheses based on 768 valid questionnaires collected from Chinese primary and secondary school teachers. The results reveal that teachers' emotional intelligence can predict their organizational commitment both directly and indirectly through the mediating role of psychological well-being. Additionally, principal transformational leadership amplifies the positive effect of teachers' emotional intelligence on psychological well-being and, subsequently, organizational commitment. These findings theoretically deepen our understanding of the psychological pathways and the boundary conditions linking teachers' emotional intelligence to their organizational commitment, while also offering valuable practical implications for building a stable and effective teaching workforce.

Leadership in the Context of Digitalization of Education – through the Prism of Government Documents and Scientific Research

The problem field in which this article is oriented is delimited, on the one hand, from digitalization in education as necessity and benefit, and on the other hand, leadership as a role and function. At the intersection between them, the main research question is brought out – to what extent the relationship between leadership and digitalization has been stated, sought and research in the Bulgarian educational policy and in research. The thesis which is defended is about the need to create competency models of leadership in different context.

When Play Reveals the Ache: Introducing Co-constructive Patient Simulation for Narrative Practitioners in Medical Education.

Despite the ubiquity of healthcare simulation and the humanities in medical education, the two domains of learning remain unintegrated. The stories suffused within healthcare simulation have thus remained unshaped by the developments of narrative medicine and the health humanities. Healthcare simulation, in turn, has yet to utilize concepts like co-construction and narrative competence to enrich learners' understanding of patient experience alongside their clinical competencies. To create a conceptual bridge between these two fields (including narrative-based inquiry more broadly), we redescribe narrative competence via Ronald Heifetz's distinction of "technical" and "adaptive" challenges outlined in his adaptive leadership model. Heifetz, we argue, enriches learners' self-understanding of the unique demands of cultivating narrative competence, which can be both elucidated on the page and tested within the charged yet supportive simulation environment. We introduce Co-constructive Patient Simulation (CCPS) to demonstrate how working with simulated patients can support narrative work by drawing on the clinical vicissitudes of learners in the formulation and enactment of case studies. The three movements of CCPS-resensing, retelling, and retooling-told through learner experiences, describe the affinities and divergences between narrative medicine's sequence of attention, representation, and affiliation; Montello's three forms of narrative competence (departure, performance, change), and Heifetz's three steps (observe, interpret, and intervene) of adaptive leadership.

‘Dissensus’ and the emergence of activist leadership in the baby room of UK early childhood settings

In the context of a chronically under-funded and fragmented Early Childhood Education and Care (ECEC) sector in England, there is an urgent need for models of leadership that emphasise action and advocacy. In the baby room, where pay, conditions and status are at their lowest, this is particularly the case. In this article, building on the model of activist leadership put forward by Woodrow and Busch, we consider ‘dissensus’ as a foundation for activist leadership among baby room leaders working in English nurseries. Dissensus is the willingness to express and explore differences, disagreements and tensions. In gathering the perspectives and experiences of 15 baby room leaders, we identified three threads of dissensus which we consider in this article: (1) the desire for baby room educators’ contributions to be recognised as more than ‘just care’, (2) feelings of resentment around being overlooked and undermined by ECEC colleagues outside of the baby room and (3) questions around pay and conditions in the baby room. We consider these threads of dissensus as a potential starting point for activist leadership in the baby room.