Metaphors Of Leadership Research Articles

Principals’ Use of Leadership Metaphors in Three Urban Junior High Schools in Taiwan

Principals utilize leadership metaphors to guide teachers in implementing educational, curriculum, and institutional/structural change. This study explores how principals employ metaphors to drive school change and presents a two-year qualitative case study of three urban junior high schools in Taiwan. During the first year, the researcher observed and participated in school meetings, collecting documents and data from the perspectives of principals, teachers, and parents. In the subsequent year, in-depth interviews were conducted with three principals. The findings demonstrate that principals who incorporate metaphors into their collective sense-making processes in leadership can facilitate social change and foster innovation in education.

The Ethical Values and Leadership Practices in Deuteronomy

A search for a philosophy of leadership has to begin with ontological and epistemological questions. The former deals with what leadership is and the latter is concerned with how one can know. Hence, this work engages in exploring the meaning, scope, and nature of leadership through the methods of analysing common words and metaphors of leadership in the Old Testament, particularly the Book of Deuteronomy. In addition, the research perspectives on the nature of leadership in the area of leadership studies are discussed to arrive at a more comprehensive understanding of the characteristics and functions of leadership. This article deals with the ethical values that lay the foundation for the leadership practices in Deuteronomy. In doing so, sources of moral courage will be discussed first, as people’s personal and corporate moral courage has to originate from certain concepts, which serve as a philosophical underpinning, driving leaders in the ethical directions of leadership practices. Next, leadership with a concern for people and ethics is discussed. The crux of the philosophy of Deuteronomy is that people should choose life by obeying the law of the Lord and avoid destruction that results from disobeying the law. Hence, leadership practices are there to create life or well-being for the people. Finally, there will be a study on how ethical practices shape society, with reference to Israelite society in the context of the narratives in the Book of Deuteronomy.

The use of leadership metaphors in the NHS

This article examines the use of leadership metaphors in the NHS. It explores the ways in which metaphors are used, then identifies the most commonly-used metaphors relating to healthcare leadership. Metaphors relating to machines appear to be the most dominant, so the article will consider the implications of this. The potential of the ‘living system’ metaphor as an alternative to this will also be discussed in relation to the development of integrated care systems.

Karma chameleon: Exploring the leadership complexities of middle managers in the public sector

While leadership is one of the most discussed concepts in the social sciences, there is a need for more scholarly research that examines the ambiguous leadership position of middle managers, and how their leadership work is perceived in practice. In this article, we follow the recent research turn of adopting a social constructionist view of leadership, and make use of metaphors to answer the following research question: how are middle managers in the public sector managing the expectations and demands from both top management and subordinates, and what are some of its consequences? We study this in the public sector, a context of particular importance but one that has often been neglected in previous research. Through a qualitative in-depth case study, based on observations, interviews, and organizational documents, our findings show that middle managers were trapped in the way they moved between being constructed as a leader and a follower, along what we call a leader-follower pendulum, and in the way they enacted two different leadership metaphors: the buddy and the commander. These aspects jointly contribute to a complex and ambiguous situation for middle managers, which in turn gives rise to alienation and the constant strive to fit in, something that we metaphorically refer to as “karma chameleon.”

Taking Ownership of Our Spirituality

Abstract This article accentuates the need for leadership metaphors that align with an organization’s ethos and suggests the liturgical director as a viable metaphor for leadership in Pentecostal worship and spirituality. Borrowing its meaning from the world of film and theatre, the director metaphor denotes a person who tells actors how to play their parts, hence emphasizing the reciprocal relationship between the director (ecclesial leader), actors (congregants), and script (Scripture). Approaching leadership from this perspective provides a starting point for discussions on collaborate sensemaking and co-constructed leadership in Pentecostal congregations and allows for analyses of influence in Pentecostal leadership beyond the taxonomies of behavioral leadership studies.

Liderazgo de Directores Noveles de Latinoamérica a través de las Metáforas: Chile, Colombia y México

El propósito de este estudio fue comprender cómo caracterizan el ejercicio de liderazgo escolar los directores noveles cuando ejercen por primera vez el rol en el contexto latinoamericano considerando tres países: Chile, Colombia y México. Para ello fue utilizado la metáfora como herramienta analítica. Cuando los directores expresan su experiencia en el cargo a través de metáforas es posible comprender creencias, valores, teorías y paradigmas que subyacen a las visiones y prácticas de liderazgo. Esto es útil para poder comprender sus auto-concepciones sobre su rol, el sistema y también las relaciones interpersonales con otros actores educacionales. A través de una aproximación de corte cualitativo, utilizando entrevistas semi-estructuradas, los resultados indican que los directores noveles de este estudio utilizan metáforas para simbolizar las relaciones complejas con la comunidad, las familias, los sostenedores y fundamentalmente expresan las complejidades de ser director por primera vez. Las metáforas utilizadas por los directores principalmente reflejan las etapas de control y supervivencia propias de quien asume sin experiencia previa el liderazgo en una escuela. Esta investigación aporta en la región latinoamericana donde, a pesar de la cercanía geográfica y de compartir rasgos culturales relativamente similares, no se han realizado estudios comparados sobre la situación de los directores noveles.

Film analysis in management: a journey through the metaphors of the concept of leadership

PurposeThe use of film language in management is an interesting method to understand the concept of leadership in the internal and external contexts of organizations, by means of metaphors. Thus, the objective of this study was to analyze the metaphors of leadership in a movie.Design/methodology/approachThis was a qualitative research, which used the strategy of film analysis and content analysis (Bardin, 2016). Data were collected by scene decoupage, registered in an observation protocol. In the field of management, there is a growing interest in film analysis for understanding organizations, from inside and outside, by using dynamic methodologies.FindingsThe use of metaphors in film analysis made it possible to interpret concepts, for a better understanding of organizations. The identified leaders, despite adopting different attitudes at work, reach a common goal, with gains for the community.Originality/valueThis article also contributes to reflect on the teaching–learning process of management research through different methodological dimensions.

Unpacking the metaphors of leadership using the Leadership Communication Grid: Knowledge, skills, and abilities

Courses: Leadership, Organizational Communication, Small Group CommunicationObjectives: After completing this activity, students will have greater awareness of a variety of metaphors of leadership and how these metaphors highlight different sets of instrumental communication knowledge, skills, and abilities.

Headship as policy narration: generating metaphors of leading in the English primary school

ABSTRACT This paper explores how doing headship may be considered as a form of policy narration. A key role of the headteacher as policy narrator is to tell/sell a story about their school to themselves, their staff and the outside world of parents, inspectors and other stakeholders. The accounts they construct will depend to some extent on their perspectives, commitments and personal-professional identities as well as an interplay between national priorities and situated contexts. They will also depend on who they are speaking to and what they take to be a ‘professional’ response in relation to their policy work in school. Drawing on in-depth interviews with two experienced English primary school headteachers, Hazel and George, and Lakoff and Johnson’s claim [1980. Metaphors We Live By. Chicago, IL: University of Chicago Press] that metaphors are not just linguistic devices, but technologies of reasoning and understanding, this paper explores the ways in which headteachers deploy different tropes to explain what it is that they do. Metaphors of leadership explored include headship as branding, persuasion and not dropping the ball as well as fighting and parenting although there is an absence of any direct political critique in these two accounts.

Metaphors in Leadership Theory: A Critical Review with Implications for Theory Building

Leadership research continues to grow at an increasing pace. Yet, conceptual ambiguities exist and theories of leadership remain fragmented. This paper provides a conceptual framework to situate and critically examine theories of leadership, underlying assumptions, theoretical contributions, and limitations. Building on conceptual metaphor theory, the authors employ the use of metaphor analysis to unpack implicit assumptions and limitations that underlie different theories of leadership. More specifically, they examine how conceptual metaphors enable and constrain theory development in leadership research. The authors develop a taxonomy of four leadership metaphors – the metaphors of leadership as resource, leadership as game, leadership as relationship, and leadership as belief. These metaphors vary along two dimensions – the dimensions of agency (as the source of leadership) and objectivity (as the property of leadership). The authors discuss how these two dimensions account for differences and relationships between existing theories. The paper concludes with recommendations for introducing new metaphors, using multiple metaphors in theory development, and the conscious use of metaphors to advance leadership theory and practice.

Coding military command as a promiscuous practice? Unsettling the gender binaries of leadership metaphors

Despite abundant scholarship addressed to gender equity in leadership, much leadership literature remains invested in gender binaries. Metaphors of leadership are especially dependent on gender oppositions, and this article treats the scholarly practice of coding leadership through gendered metaphor as a consequential practice of leadership unto itself. Drawing on queer theory, the article develops a mode of analysis, called ‘promiscuous coding’, conducive to disrupting the gender divisions that currently anchor most leadership metaphors. Promiscuous coding can assist leadership scholars by translating the vague promise of queering leadership into a tangible method distinguished by specific habits. The article formulates this analytical practice out of empirical provocations encountered by the authors: namely, a striking mismatch between their experiences in military fields and the dominant metaphor of leading as military command. Ultimately, the article seeks to move scholarly practices of leadership toward queer performativity, in the hopes of loosening other leadership practices from a binary grip and pointing toward new relational possibilities.

The lives and identities of UK Black and South Asian head teachers

This article reports on the preliminary findings from a national UK study of the life histories of 28 Black, Asian and Minority Ethnic (BAME) educators who led schools across a 47-year period (1968–2015). BAME head teachers were grouped by generations (i.e. pioneer, experienced, and novice) and questioned about the critical life experiences that influenced their path to leadership, the intersection of their professional and social identities, and their metaphors for leadership. Participants claimed leadership metaphors which included the head teacher as parent, ambassador, moral steward, role model, and community advocate. Pioneer Black and South Asian headteachers narrated more collectivist identities as community leaders and race equality activists, while current BAME headteachers appear more individually focused on raising attainment for students who have been marginalized. A life history approach across generations emphasizes the influence of changing attitudes toward race and the shifting policy context on professional identities.

Leadership Metaphors: School Principals’ Sense-Making of a National Reform

ABSTRACTDuring reforms, principals often experience ambiguity, contradicting demands, and lack of information. As critical change agents and system players, principals interpret reform demands and translate them into school practices through a process of sense-making. The current qualitative research explored 59 elementary school principals’ sense-making of their leadership within a national reform through the use of metaphors. Data analysis yielded three reframing themes: (1) principal’s role; (2) principal’s work; and (3) relationships with teachers. This study expands the currently limited knowledge about principals’ experience with and responses to reforms, while suggesting implications and further research regarding metaphors within the sense-making framework.

Develop authentic leadership – be a good host approaching leadership in a new way using the familiar techniques of hosting

Purpose This article aims to present an initial look at a new leadership metaphor – the leader as host. This apparently everyday idea is placed into the context of the challenges of modern leadership, with particular reference to the importance of building engagement and tackling “wicked” problems. The metaphor is examined from three initial perspectives; hosts and host leaders set context, give protection and enable community. Design/methodology/approach This is a conceptual paper connecting the everyday idea with hosting as a new metaphor for leadership. The metaphor proves startlingly relevant when set alongside recent academic writings about leadership challenges. Findings We have all been hosts in some level, we have all been guests, we all know good hosting when we see it. Host leadership can offer a rich new concept of leadership, about which I have only scratched the surface here. Originality/value The metaphor of leader as host is new and fresh for exploring. It yields valuable practical connections for leadership development as well as fresh thinking perspectives. This is different to the better-known metaphor of servant-leadership. As the article reveals, hosts serve but they take on other additional roles and accountabilities.

Images of Leadership Development From the Inside Out

The Problem With the codification of leadership into frameworks, models, and theories that can be taught, leadership, an art that is essentially subjective, symbolic, and context-specific, is “translated into” an objective, pragmatic, and universal domain. Development can be elusive when approached from this universal perspective if external models distract leaders from exploring their own views and practices of leadership. The Solution This article explores the subjective and symbolic reality of those in leadership roles to discover what leaders can learn about their leadership and its development from awareness of their own mental models. These models are illuminated by an exploration of leaders’ naturally occurring metaphors and implicit leadership theories (ILTs) using clean language to acknowledge experience exactly as described while minimizing external influence or interpretation. The Stakeholders Leadership development practitioners can benefit from the innovative personalized approach to surfacing and exploring leaders’ own metaphors facilitated by clean language, offered in this article. Examples are given of the range of leadership metaphors surfaced with this method. Researchers can appreciate a novel approach to qualitative research interviewing and identify future research in surfacing ILTs through naturally occurring metaphor facilitated by clean language.

MUSIC AS A METAPHOR FOR LEADERSHIP, COLLABORATION, MANAGEMENT AND INNOVATION

Different types of music are used throughout the world, especially in Western countries, for positive growth in their performance in most working groups. In which the names of many institutions like Google, Oracle, Rolls Royce, Siemens, Lauriel, Dutchbank, BBC, Nokia, Sandoz, Morgan Stanley etc. can be taken. All these institutions have established dominance in their field and not every person in the field of management is untouched by their name.In order to train their senior leadership in these institutions, they are regularly heard (through band and musical instruments). Which definitely motivates them to work with themselves, colleagues and junior colleagues to execute managerial abilities in the right direction.
 सम्पूर्ण विष्व में विषेषकर पाष्चात्य देषों में अधिकांष कार्यकारी समूहों में उनके कार्यनिष्पादन में सकारात्मक वृद्धि हेतु विभिन्न प्रकार का संगीत प्रयुक्त किया जाता है। जिनमें गूगल, ओरॅकल, रोल्स रायस, सीमेन्स, लाॅरियाल, डचबैंक, बीबीसी, नोकिया, सेन्डोज, मोर्गन स्टेनले आदि कईं संस्थानों के नाम प्रमुखता से लिये जा सकते हैं। ये सभी संस्थान अपने क्षेत्र में वर्चस्व स्थापित कर चुके हैं एवं प्रबन्धन के क्षेत्र का प्रत्येक व्यक्ति इनके नाम से अछूता नहीं है।इन संस्थानों में उनके वरिष्ठ नेतृत्व को प्रषिक्षित करने के लिये उन्हंे प्रकारान्तर से (बैन्ड एवं वाद्यवृन्द के माध्यम से) संगीत सुनवाया जाता है। जो निष्चित तौर पर उन्हें स्वयम्, सहयोगियों तथा कनिष्ठ साथियों के साथ मिलकर प्रबन्धकीय क्षमताओं को सही दिषा में अंजाम देने हेतु प्रेरित करता है।

Metaphors of leadership and spatialized practice

In our nation’s schools, there is an ‘othered’ nature of space—the fact that spaces are not discourse-neutral and serve to entrap individuals in certain representations, roles, contracts, hierarchies and other hegemonic processes. This paper focuses on research on the use of photo-elicitation, critical geography and metaphor as tools of representation, analysis and reflection of problems of practice and spatialized practices in schools. Participants were students in a graduate educational leadership courses. Preliminary analysis has given insights into how students in leadership preparation programmes begin to develop their identities as future educational leaders and how they interpret problems of schooling. Providing students with the opportunity to critically examine how spaces in and around schools convey messages about taken-for-granted leadership practices and expectations for the role empowers them. Pre-service leaders can develop their own identities and become leaders engaged in creating more socially just schools that serve the needs of all students.

Why It Matters For Collegial Leaders To Have A Binocular Vision

The question that is addressed in this article is whether it matters for collegial leaders to have a binocular vision. Imagine looking through a pair of binoculars as a metaphor for leadership. One lens of the binoculars represents cognitive abilities (IQ) and technical skills while the other represents emotional intelligence (EI). Monocular vision, using only IQ produces a very narrow view of the horizon. Binocular vision, combining IQ with EI, produces much clearer, broader and far reaching views. Exemplary collegial leaders use both lenses to inspire the best from their people and sustain high performance from individuals, teams and organizations. EI is not in opposition to IQ but it is an extension of the humans potential to succeed in a people-orientated environment. Traditional cognitive intelligence (IQ) is combined with non-cognitive intelligence (EI) to help leaders perform at their best and inspire their followers to be successful and happy. This exploratory research suggests that the complexities of organizations require a new focus on collegial leadership that extends beyond possessing cognitive abilities alone. The findings strongly suggest that a significant relationship exists between the development of a collegial environment that is identified by collaborative teamwork, shared decision-making, shared core values, a shared vision, shared leadership opportunities and meaningful empowerment, and a collegial leaders EI. The respondents support for a leadership style that offers them the opportunity to be actively involved in creative decision-making strategies rather than be subjected to an autocratic style of control was clearly indicated in their responses.

Fine Art Metaphors Reveal Leader Archetypes

This article describes a research study that used fine art prints to evoke metaphors of leadership in order to uncover patterns related to tacit views of leadership held by developing leaders, foster self-knowledge, and identify areas for growth in their views about leadership. The study was grounded in the psychodynamic approach to leadership and employed qualitative methods designed to uncover tacit views of leadership. Participants’ art metaphors were content analyzed for thematic connections to cultural archetypes. Their concepts about leadership aligned with five archetypes that represent universal cultural patterns: The Mentor-Teacher, Father-Judge, Warrior-Knight, Revolutionary-Crusader, and Visionary-Alchemist. Connections to these archetypes revealed participants’ positive beliefs, feelings, motives, and actions associated with leading and alerted them to potential abuses of power associated with each archetype.

Metaphors of Leadership in Post-compulsory Education

Metaphors of Leadership in Post-compulsory Education