Leadership styles and job satisfaction: Bibliometric and scientometric analysis

Developing dihybrid delivery: how higher education institutions can become integrated collaborators in creative innovation

competencies of master teachers in Region I and their implications on teaching effectiveness. Employing a descriptive-correlational research design, the study involved master teachers and teachers in public elementary schools in Region I. Data were gathered using validated survey instruments aligned with instructional leadership constructs, supervision competency domains, and the DepEd RPMS–IPCRF framework for teaching effectiveness. Descriptive statistics were used to describe levels of instructional leadership styles, supervision competencies, and teaching effectiveness, while inferential statistics, particularly Pearson r and Spearman rank correlation, were employed to assess significant relationships among variables. Findings revealed that the instructional leadership styles of master teachers — namely, authoritative, collaborative/participative, coaching/mentoring, transformational, distributed/shared leadership, instructional monitoring and feedback, and servant leadership — were highly evident. Supervision competencies in planning and organizing instructional supervision, classroom observation and feedback, coaching and mentoring, monitoring and evaluating instructional practices, and facilitating professional development activities were highly competent. Teachers’ level of teaching effectiveness based on RPMS–IPCRF indicators was also rated highly effective. Results further showed significant positive relationships between instructional leadership styles and teaching effectiveness, as well as between supervision competencies and teaching effectiveness. Selected profile variables were also significantly related to supervision competencies. These findings underscore the critical role of instructional leadership and effective supervision in enhancing teaching performance. Based on the results, a capacity-building program for master teachers was proposed to strengthen leadership and supervision practices and sustain improvements in teaching effectiveness.

Purpose This study aims to use variables of the contingency theory to assess the influence of maintenance contingency factors on occupant behaviour in the use of energy in public university buildings in Ghana. Design/methodology/approach Aligned with quantitative research, the study used survey to gather data from 456 senior members across 9 public universities in Ghana. Data gathered was analysed using Partial Least Squares Structural Equation Modelling. Findings The findings revealed that situational factors of buildings and maintenance task structure have a significant influence on occupant energy use behaviour. Maintenance leadership style and leader–member relations were found to be statistically insignificant to occupant behaviour in the use of energy. However, they exhibit a hidden potential of indirect effect that is worth exploring. Research limitations/implications The findings of the study will encourage top university management to prioritise maintenance needs of existing buildings among other contingency factors to enhance building operations and efficient use of energy in university buildings. Originality/value Grounded in the contingency theory, this study presents rare findings on the explanatory power of maintenance contingency factors in explaining the variance in occupant energy use behaviour in public university buildings.

ObjectiveThis study evaluated the competency of nursing leaders and managers in Spain regarding evidence‐based practice (EBP) and identified factors that affect its implementation in clinical environments.BackgroundEBP is essential for enhancing healthcare quality; however, there are still gaps between theoretical knowledge and its practical application. Nursing leaders are crucial in promoting EBP, yet their competence levels and obstacles have not been thoroughly examined in Spain.Material and methodsA cross‐sectional study surveyed 159 nurse managers across 16 autonomous communities in Spain, utilizing the validated EBP‐COQ Prof tool. The questionnaire assessed four competency domains—attitude, knowledge, skills, and utilization—using a 1 to 5 Likert scale. Predictors of EBP competency, including training, mentorship, and organizational affiliation, were analyzed using multivariate linear regression.ResultsParticipants demonstrated a strong overall EBP competence, with an average total score of 143.77 out of 175. The highest scores were in the attitude domain (36.26/40) and knowledge (43.09/55), whereas utilization scores were relatively lower (37.57/50). This indicates that applying EBP in practice still lags behind positive attitudes and knowledge. Key factors predicting higher EBP competence included EBP training, consistent reading of scientific literature, mentoring nursing students, and working in a BPSO center. These results also imply that organizational constraints may continue to impede the integration of EBP competence into routine managerial practice.ConclusionsSpanish nurse managers possess strong EBP knowledge but continue to encounter difficulties in applying it clinically. The study highlights four adjustable factors of EBP competency that could guide focused interventions.Implications for Nursing ManagementHealthcare institutions should implement (1) training programs for addressing knowledge‐to‐practice gaps, especially for nonspecialist managers; (2) mentorship systems pairing EBP‐competent leaders with novices; (3) protected time for EBP activities; and (4) expanded BPSO accreditation to institutionalize evidence‐based care. Future initiatives should include EBP metrics in performance evaluations, and research should explore factors such as leadership styles and the impact of resource allocation on patient outcomes through longitudinal designs.

Emergency nurses typically bear greater work-related stress, and high levels of professional resilience can help them better cope with such pressures while safeguarding their physical and mental well-being. This study aims to assess the current state of professional resilience among emergency nurses and explore the relationship between self-efficacy, coping style, empowering leadership, and professional resilience. This study surveyed 650 emergency nurses from 20 hospitals in Sichuan, China, between October and November 2024. The following instruments were used to assess the current status of emergency nurses: the General Demographic Information Questionnaire, the Chinese version of the Emergency Nurses' Professional Resilience Tool (ENPRT-C), the Generalized Self-Efficacy Scale (GSES), the Leadership Empowerment Behavior Scale (LEBS), and the Simplified Coping Style Questionnaire (SCSQ). Pearson correlation analysis, univariate analysis, and multiple stepwise linear regression analysis were employed to explore the relationships between emergency nurses' professional resilience and various influencing factors, including age, educational levels, professional title, workplace violence experience, self-efficacy, empowering leadership, and coping styles. Of 650 emergency nurses surveyed, 623 completed valid questionnaires. Emergency nurses' professional resilience scores averaged (113.05 ± 18.84). The scale dimensions ranked from highest to lowest scores were behavioral strategies, emotional and cognitive characteristics, external support, and professional competence. Correlation analysis revealed that emergency nurses' professional resilience positively correlated with self-efficacy, empowering leadership, and positive coping, while negatively correlating with negative coping. Univariate analysis indicated that age, educational levels, professional title, position, duration of employment in the hospital and emergency department, specialized nurse qualification, and exposure to workplace violence were factors influencing professional resilience. Multivariate stepwise linear regression analysis revealed that professional title, position, duration of employment in the hospital, duration of employment in the emergency department, specialized nurse qualification, workplace violence experience, self-efficacy (β = 0.402, P <0.001), empowering leadership (β = 0.303, P <0.001), positive coping (β = 0.365, P <0.001), and negative coping (β = -0.301, P<0.001) were the variables independently associated with emergency nurses' professional resilience, which explained 66.6% of the variance in professional resilience. The professional resilience of emergency nurses remains at a moderate level and warrants further enhancement. Actionable strategies for management should focus on several key areas, which involve fostering a psychologically safe team climate, integrating stress-management into continuing education, and developing responsive support systems to mitigate the impact of adverse events. Not applicable.

ABSTRACT This study examines the factors driving the use of performance measurement in homeless service networks, where service delivery is complex and multidimensional. While existing literature acknowledges the importance of performance measurement in public and nonprofit sectors, little is known about its application to collaboration in homeless services. Using data from a national survey of Continuum of Care (CoC) networks that serve people experiencing homelessness in the US, this study investigates how leadership style, shared accountability, and governance structure influence the use of performance measurement. Findings reveal that transformational leadership and shared accountability significantly enhance performance measurement use. This research advances our understanding of performance measurement use in services for individuals experiencing homelessness and offers insights for service leaders seeking to implement data-driven decision-making in collaborative homeless service networks.

This study aims to determine the influence of leadership style, organizational culture, and work motivation on the performance of civil servants at the Regional Secretariat of South Sulawesi Province. This study used a quantitative approach, with a sample of 116 non-echelon employees using a census technique. Data were collected through questionnaires and analyzed using multiple linear regression. The results of the simultaneous test (F test) indicated that leadership style, organizational culture, and motivation jointly had a positive and significant effect on employee performance, with an F-value of 93.841 and a significance level of 0.000 &lt; 0.05. The results of the partial test (t-test) show that leadership style has no significant effect (t = 0.328; sig. 0.744 &gt; 0.05), while organizational culture (t = 5.575; sig. 0.000 &lt; 0.05; β = 0.397) and motivation (t = 6.631; sig. 0.000 &lt; 0.05; β = 0.506) have a positive and significant effect on employee performance. The standardized coefficients (Beta) value shows that the motivation variable has the most dominant influence on employee performance with a Beta value of 0.506, followed by organizational culture of 0.397, while leadership style is 0.022 and is not significant. These results indicate that local government agencies need to prioritize increasing work motivation and strengthening organizational culture in order to improve employee performance sustainably. Although leadership style does not have a significant partial effect, it still contributes simultaneously, thus requiring an adaptive and synergistic leadership style to support the creation of a conducive work environment.

ABSTRACT Teacher leadership plays a key role in shaping students’ academic engagement, classroom climate, and social development. In increasingly diverse Swedish schools, understanding students’ perceptions of teacher leadership has become particularly important. This study examines students’ perceptions of teacher leadership styles in Swedish classrooms, focusing on the qualities associated with effective leadership. Using a quantitative design, data were collected through a structured questionnaire administered to 81 students in two Swedish schools, the majority of whom had immigrant backgrounds. Findings indicate a clear preference for the authoritative leadership style, which students associated with warmth, structure, and mutual respect. Democratic leadership was viewed positively, though less strongly, whereas authoritarian and laissez-faire styles were viewed less favorably. These findings highlight the importance of balanced leadership approaches that combine clear expectations with supportive teacher–student relationships, particularly in culturally and linguistically diverse educational settings.

This research aims to analyze the influence of leadership style, motivation and work environment on employee performance. This research uses primary data by distributing questionnaires to BRI Bank Medan Iskandar Muda KC orderlies. Knowledge of the coefficient of determination (R-Square) is 0.543. This value can be interpreted as the variables Leadership Style (X1), Motivation (X2), Work Environment (X3) being able to influence Performance (Y) by 54.3%, the remaining 100% - 54.3% = 45.7% is explained by variables or factors other. Meanwhile, for the t test results on the leadership style variable, the tcount of Leadership Style (X1) is 3.594 &gt; t table = 1.98 and the value of Sig. is 0.000, namely &lt; 0.05 significance level, then Leadership Style (X1) has a significant effect on Performance. Meanwhile, motivation or tcount of Motivation (X2) is 2.077 &gt; t table = 1.98 and the Sig value. is 0.040, namely &lt; 0.05 significance level, then Motivation (X2) has a significant effect on Performance (Y). In the Work Environment, the tcount of the Work Environment (X3) is 2.622 &gt; t table = 1.98 and the Sig value. is 0.010, namely &lt; 0.05 significance level, then the Work Environment (X3) has a significant effect on Performance (Y).

Work preferences and well-being in emerging economies: A latent class analysis of employment patterns and leadership.

This study aims to examine the role of decentralization in optimizing managerial performance through a literature study on the results of previous research. Decentralization is seen as a strategy of delegating authority from top management to subordinate units to increase effectiveness, efficiency, and accountability in the decision-making process. This research uses a qualitative approach with a library research method based on secondary data from scientific journals and books. The results of the study show that decentralization has a positive effect on managerial performance, especially when supported by an effective management accounting system and the active participation of managers in budgeting. The management accounting system acts as an information medium that strengthens the relationship between delegation of authority and performance improvement, while budget participation increases the sense of responsibility and coordination between organizational units. In addition, factors such as organizational commitment, participatory leadership style, and collaborative work culture also strengthen the successful implementation of decentralization. Thus, this study confirms that decentralization balanced with a good supervisory and communication system is able to create effective, adaptive, and results-oriented managerial performance.

Leadership strategies and styles play a crucial role in fostering occupational justice within higher education institutions (HEIs), particularly in promoting fairness, inclusivity, and equitable workplace practices. In selected HEIs, leadership strategies were practiced at a very high level, with professional development, communication, and conflict management as the most emphasized domains, followed by employee engagement and decision-making. Administrators also demonstrated strong application of leadership styles, particularly transformational, transactional, and democratic/participative approaches, while laissez-faire leadership was less frequently practiced. Correspondingly, the level of occupational justice was perceived to be very high, especially in terms of interactional justice and recognition and inclusion, indicating a generally fair and supportive work environment. The goal of this study was to determine the level of leadership strategies, leadership styles, and occupational justice; examine the relationships among these variables; and assess the predictive power of leadership strategies and leadership styles on occupational justice in selected HEIs. The findings revealed significant and strong positive relationships between leadership strategies and leadership styles, as well as between leadership strategies and occupational justice. Moreover, leadership styles demonstrated strong to very strong correlations with occupational justice, particularly transactional and democratic/participative leadership. Regression analysis further showed that leadership strategies significantly predicted occupational justice, explaining 54.0% of its variance (R² = 0.540, p &lt; .001). Meanwhile, leadership styles demonstrated greater predictive power, accounting for 80.8% of the variance (R² = 0.808, p &lt; .001), indicating that leadership styles are stronger contributors to occupational justice. It was concluded that both leadership strategies and leadership styles significantly influence occupational justice, with leadership styles serving as the more dominant predictor. This study implies that strengthening transformational and participative leadership, alongside effective leadership strategies, can further enhance fairness, inclusivity, and equitable practices in HEIs. The proposed JUSTICE framework serves as a practical guide for administrators to continuously improve leadership effectiveness and promote a more equitable and inclusive academic environment.

The clinical learning environment plays a critical role in shaping healthcare students' professional competence, confidence, and readiness for clinical practice. Evaluating students' perceptions of their clinical training environment can provide valuable insights for improving educational quality and clinical supervision. This study aimed to evaluate the clinical learning environment from the perspective of respiratory therapy (RT) students in Saudi Arabia. A nationwide cross-sectional study was conducted between August 4 and December 22, 2025. Data were collected using an online survey based on the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) instrument. One-way ANOVA and independent-sample t-tests were used to examine differences in perceptions across demographic and academic characteristics. Multiple linear regression analysis was performed to identify significant predictors of students' perceptions of the CLE. A total of 1,000 RT students participated in the study (60.4% male; mean age 24 ± 2 years). Overall, students reported moderate perceptions of the CLE, with an overall mean score of 3.44 ± 0.98. Across domains, the highest agreement observed in leadership style and supervision items, while the lowest was observed in pedagogical atmosphere items. Age was negatively associated with CLE scores (β = -0.050, 95% CI: -0.075 to - 0.025, p < 0.001). Married students reported higher CLE scores compared with single students (β = 0.213, 95% CI: 0.067 to 0.359, p = 0.004). Regarding academic level, second-year students showed lower CLE scores compared with internship students, with the strongest effect observed in second-year students (β = -0.900, 95% CI: -1.152 to - 0.649, p < 0.001). RT students in Saudi Arabia report moderate CLE perceptions. Academic level, university sector, and clinical training site are significant factors associated with CLE scores, indicating variation in CLE experiences across educational and clinical contexts.

ABSTRACT This article examines the contemporary transformation of political leadership in European democracies, arguing that democratic legitimacy is being reconfigured under conditions of algorithmic visibility. Drawing on a Sennettian framework and based on a comparative analysis of Instagram posts by Emmanuel Macron, Giorgia Meloni, and Robert Fico (January–February 2026), the study develops the concept of private relatability – the systematic displacement of political authority from institutional mediation toward regimes of affective proximity and staged ordinariness. The analysis reveals a structural asymmetry: while Macron oscillates strategically between institutional solemnity and mediated intimacy, Meloni and Fico integrate private relatability as a constitutive logic of their political personas. This suggests that populist leadership styles enjoy a structural, though not deterministic, advantage in algorithmically visible environments. The findings carry normative implications for democratic accountability, mediated contestation, and political equality in contemporary Europe.

Over 90% of nurse practitioners (NPs) are employed in hospitals in Taiwan. The influence of different practice environments and manager leadership styles on NP interprofessional collaboration and quality of care in acute care hospitals has been inadequately studied. This study was designed to investigate the influence of practice environment and leadership style on NP interprofessional collaboration and the quality of care they provide in acute care settings. A cross-sectional design and a national online survey were employed to collect data from 1,198 NPs who are members of the Taiwan Association of Nurse Practitioners (TANP). The measures utilized in this study include the Nurse Practitioner Acute Care Organizational Climate Questionnaire, the Multifactor Leadership Questionnaire-Form 6S, and the Provider-Perceptions of Team Effectiveness Questionnaire (Provider-PTE). A multiple regression model was applied to identify the factors potentially associated with interprofessional collaboration and quality of care. Physician relations and professional visibility were identified as the two most critical factors within the practice environment, enhancing interprofessional collaboration and quality of care, and "management with expectation" was identified as a key leadership strategy for improving both outcomes. These three factors accounted for 44.8% and 30.6% of the respective variances in NP interprofessional collaboration and quality of care. Improving practice-environment factors such as relationship with physicians and professional visibility, as well as managing NPs using an expectations-based leadership style, offer the potential to significantly enhance NP interprofessional collaboration and the quality of care they provide. Health care organizations may consider developing policies that focus on improving the practice environment as well as implementing transactional leadership styles to promote NP interprofessional collaboration and the quality of care they provide.

This study investigates the influence of autocratic, democratic, transformational, and transactional leadership styles on business innovativeness and performance among Small, Medium, and Micro Enterprises (SMMEs) in the Eastern Cape Province of South Africa. A positivist quantitative methodology was employed, using a structured questionnaire to collect responses from 269 managerial-level employees within the SMME sector in Mthatha. Structural equation modelling (SEM) was used to validate the relationships between leadership styles, innovativeness, and business performance. The findings reveal that democratic, transformational, and transactional leadership styles significantly enhance business innovativeness, which in turn positively impacts business performance. Autocratic leadership, however, demonstrated a weak and statistically insignificant relationship with innovativeness. These results underscore the importance of participative and adaptive leadership in fostering innovation and improving performance in SMMEs. The implications suggest that policymakers and stakeholders should invest in leadership development and provide financial support to strengthen the competitiveness and scalability of emerging enterprises. This study contributes to the literature by extending leadership and innovation theory within the context of developing economies and offers practical insights for enhancing SMME sustainability.

Purpose This study aims to investigate how a leader’s binary gender and leadership style affect cadet perceptions within a military academy, focusing on the influence of gendered behaviors associated with each leadership style. Drawing on role congruity theory and expectation states theory, the study explores how gendered behaviors associated with leadership styles shape evaluations in an organizational context where leadership expectations are both highly salient and actively taught. Design/methodology/approach Using a 2 × 2 experimental design manipulating leader gender and leadership style, cadets at a military academy were asked to evaluate a fictional commandant. Findings Cadets expressed a preference for transformational over transactional leadership on measures of leader likability; however, neither style was perceived as more effective overall. A comparison of expectations states and role congruity theories show mixed results. Research limitations/implications The study is context-specific to a military academy setting, which may limit generalizability. In addition, the focus on binary gender and inability to distinguish sex and gender, reflects institutional constraints in the study design. Originality/value Military academies provide a unique context to evaluate leadership perceptions while they are being actively developed. This study contributes to the literature by comparing two well-known gender theories in an experimental setting.

Aims To explore the latent profiles of nurse managers' empowering behaviors in Chinese tertiary general hospitals and to analyze differences in nurse work engagement across these profiles, providing evidence for targeted nursing management interventions. Design A cross-sectional study. Methods Participants were 447 clinical nurses recruited from three hospitals in Shandong Province, China. Data were collected using a demographic questionnaire, the Nurse Managers' Empowering Behavior Scale, and the Utrecht Work Engagement Scale (UWES-9). Latent profile analysis (LPA) was used to identify distinct profiles of empowering behaviors. One-way ANOVA was applied to compare work engagement scores across profiles. Results Nurse managers' empowering behaviors exhibited significant heterogeneity and were classified into four latent profiles: Detached-Control, Task-Driven, Utilitarian-Empowering, and Harmonious-Empowering. Significant differences in nurses' work engagement were observed across these profiles ( p &amp;lt; 0.05). Compared with the other three profiles, nurses in the Harmonious-Empowering profile reported significantly higher total work engagement and higher scores across all dimensions ( p &amp;lt; 0.05). Conclusion Nurse managers' empowering behaviors are not homogeneous but exhibit distinct subgroup patterns. Comprehensive empowering behavior is a key managerial factor in enhancing nurses' work engagement. Nursing managers should strive to build an integrated empowering model that encompasses emotional support, delegation of authority, and competence development, thereby effectively stimulating nurses' work engagement and improving the quality of nursing care. Impact Using latent profile analysis, this study is the first to systematically identify four distinct empowering behavior profiles of nurse managers in China. Findings indicate that instrumental support alone is insufficient to foster deep work engagement. The Harmonious-Empowering leadership style—integrating high respect, genuine care, and substantial autonomy—proves most effective in enhancing both work engagement and professional wellbeing. This evidence supports a shift in nursing leadership development from skill-based training toward an integrated humanistic model.

This study examines the effects of familiarity with polarization, religious effects, knowledge polarization, awareness of government efforts, Internet use, security, leadership style, media, education &amp; ideology understanding, tolerance, digital respect, low self-control, and strain on violent polarization in college students. A convenient sample of college students (n=142) was used, of whom 61% were males, 43% were science college students, and 30% were military college students. The scales were highly reliable (Cronbach’s alpha = 0.81) and valid (construct validity: low self-control = 0.465 and strain = 0.351). The independent predictors explain approximately 33.5% of the variance in violent polarization (as indicated by adjusted R-squared scores) using the fitted regression model, and 26% were arts and social college students. A questionnaire was constructed as a research tool. ANOVA specified the above statistical significance of the regression model (F=4.867, p=0.000). They concluded that media exposure and a particular leadership style were key drivers of increasing polarization, whereas knowledge most certainly had little effect. These analyses psychoanalytically explain how violent polarization occurs in a democratic society and suggest ways that intervention may make a contribution to de-escalating polarization in societies. It really emphasizes the importance of being thoughtful about what we consume in the media and our leadership approaches to counter political violence among college students.”