Personal Leadership Style Research Articles

Educational leadership styles and practices perceived by academics: An exploratory study of selected Chinese universities

Universities have faced enormous challenges in China, requiring educational leaders to meet the demands of change. The purpose of this study is to explore academic members’ descriptions of their personal educational leadership styles, leadership practices, the influence of organizational structure features on educational leadership practices, and to examine the effect of educational leadership practice on teaching and learning at selected Chinese universities. Through qualitative research design, we inquired about the views of 15 academic members from nine Chinese universities. A content analysis method by MAXQDA2022 is used in this study. The findings provide a comprehensive picture of educational leadership styles, practices, and the perceived effects of educational leadership practices on teaching and learning in the context of selected Chinese universities. The results can be helpful for educational leaders in optimizing educational leadership practices to improve teaching and learning at higher education institutions.

THE STATE OF CONFLICT MANAGEMENT ENVIRONMENT IN MILITARY COLLECTIVES

The article examines the state of conflict management environment in military collectives, examines the main causes of conflicts and the influence of various factors on their occurrence and resolution. The study conducted a comparative analysis of leadership styles and their impact on the level of conflict, as well as an assessment of the impact of socio-demographic factors. The methodology included a survey of military personnel and semi-structured interviews with unit commanders. The results showed that personal hostility, cultural differences and leadership style play a key role in the formation of conflict situations. Based on the data obtained, recommendations were developed on conflict management and improvement of the moral and psychological climate in military collectives.

Leading through the COVID-19 pandemic: Experiences of UK Executive Nurse Directors.

To explore the challenges experienced by Executive Nurse Directors during the COVID-19 pandemic, and to inform future nursing leadership strategies. A qualitative research project involving interviews with 21 Executive Nurse Directors from England and Wales. Participants were purposively sampled and recruited through Chief Nursing Officers and nursing leadership networks. Semi-structured interviews were conducted and recorded online via Teams. Braun and Clarke's approach to thematic reflexive analysis was applied to data analysis. Executive Nurse Directors played a critical role during the COVID-19 pandemic. Six themes are explored: tensions, and adaptive response to personal leadership styles; uncertainty and support at the board level; responding to national political decision-making; the personal and emotional impact of the role and the sources of effective support; the voice and public profile of nursing; lessons learnt and strategies for future leadership development. Enablers of decision-making included effective multidisciplinary working, freedom from normal organizational constraints, support for innovation, and the development of stronger bonds with colleagues. Barriers to decision-making included limited knowledge of the virus and its impact and lack of guidance, particularly at a national level. Priorities, strategies and actions for recovery include recognizing the emotional impact of being in a high-level decision-making role, protecting staff from burnout and understanding the long-term implications of pandemic work for nurse leaders. Future strategies for nursing leadership during public health, national and global emergencies are recommended. This study contributes to the literature exploring the Executive Nurse Director role and their experiences of leading through the COVID-19 pandemic, and identifies priorities, strategies and actions for recovery and learning for the future of senior leadership. The study adhered to the Consolidated Criteria for Reporting Qualitative Research. No patient or public contribution.

Examining Green Transformation In Nepalese Human Resource Management Practices

Purpose: This study examines the variables influencing the implementation of environmentally friendly practices in organizations and to examinining the relationships between green transformational leadership, personal moral principles, green management of human resources, green commitment, with employee green behavior.
 Methodology: The study used a descriptive and causal research approach. The study used primary data with a questionnaire based on stratified random sampling techiniques, collected from a sample of 393 respondents consisting of employed personnel from both public and private sectors, encompassing banking and non-banking and college campuses. The study used Pearson’s correlation and regression analysis method to analyze data using the SPSS tool.
 Findings and Conclusion: The study reveals a signicant relationship of personal moral norms (0.800), green human resource management (0.749), green transformational leadership (.815), green commitment (.810) with employees green behaviour. These factors account for essential differences in employees’ involvement in environmentally conscious actions. The regression analysis determines the significant predictive capability of these parameters with green commitment being particularly prominent.
 Implications: These findings emphasize the solid empirical evidence of the study’s results, establishing a quantitative basis for the interrelatedness of personal beliefs, organizational practices, leadership styles, and employee participation in environmentally sustainable behaviors. The practical implications for organizations are enhanced by including quantitative evidence, highlighting the importance of dedication and strategic leadership in achieving long-lasting effects on a sustainable workplace. Further research in green behavior is essential, and the qualitative observation method is recommended for future researchers.

Mixed-methods analysis of personal growth in an equity-centered leadership development program

Abstract Introduction: Self-efficacy (or the belief in one’s ability to effect change) often moderates the relationship between education, interest, and actions in evaluations of training programs that prepare community-based investigators in the clinical and translational sciences workforce. Such evaluations, however, tend to emphasize individual-level attitudes when there are also community- or organizational-level outcomes impacted. Methods: This study uses a novel sequential, explanatory mixed-methods design to explore multiple levels of self-efficacy (or self-awareness of personal growth in leadership) in the Clinical Scholars program, an equity-centered leadership development program for mid- to later-career healthcare professionals. Our design involves: (1) bivariate correlations and confirmatory factor analysis of self-assessed competencies across all program participants to identify emergent combinations of competencies, which informed (2) more nuanced thematic coding of participants’ stories of most significant change in their personal and professional lives, as a result of the program. Results: In unpacking their accounts of personal leadership styles (that aligned with our quantitative analyses of competencies), we found that participants demonstrated multiple competencies simultaneously. Specifically, they employed emotionally intelligent learning and consensus-building dialogue to manage conflict for interpersonal impact. Additionally, they used this combination of skills to unite diverse stakeholders under a shared vision in order to lead and manage organizational change where all colleagues’ contributions were valued. Conclusion: Together, these methods extend our understanding of personal growth in leadership as an outcome of the program in terms of individual- and organizational-level impacts, using representative quantitative self-assessments to categorize rich qualitative descriptions.

Psychological Portrait of a Contemporary Political Leader

The aim of the research was to analyze the psychological portrait of a contemporary political leader, using the examples of U.S. Presidents J. Biden and D. Trump. All indications are that J. Biden is characterized by logic, moderation and a focus on cooperation with others. D. Trump is driven by emotions and is an impulsive leader. J. Biden is pedantic with details and motivates to cooperate. D. Trump actively used social networks, especially X, to communicate with the public. He is characterized by emotion-colored statements that echo and attract public attention. The following methods were used in the research: biographical source analysis, content analysis, comparative analysis of documents and policy decisions, meta-analysis and case studies. By way of conclusion the research revealed important differences in the personal characteristics and leadership style of J. Biden and D. Trump. J. Biden is shown as a leader capable of achieving consensus, willing to compromise and cooperate with different stakeholders. On the other hand, D. Trump is characterized by a more individualistic approach focused on strengthening and legitimizing his own position of power.

Creating community learning for empowerment groups: an innovative model for participatory research partnerships with refugee communities

Empowering communities to respond to humanitarian crises is one of the core principles of the United Nations High Commission for Refugees. In response to large numbers of refugees resettling in Canada from Syria as they fled its civil war, a community-based research partnership was initiated to examine the psychosocial needs and adaptation processes of Syrian individuals and families. In this article, we introduce Community Learning for Empowerment Groups (CLEGs) as a methodological innovation in participatory research partnerships and demonstrate how they can be used to harvest local knowledge and create critical spaces for transformative learning. We describe the process of co-creating CLEGs with seven recently resettled Syrian community leaders, examples of their implementation, and lessons learned in our community-based participatory research (CBPR). Grounded in a transformative paradigm, our CBPR project occurred over three phases of implementation. Activities undertaken by the research team in phase one aimed at empowering the leaders through a “train-the trainer” and collaborative learning approach to lead CLEGs in phase two. Focus groups were held with leaders in phase two to explore their experiences leading CLEGs. Discussions in focus groups revealed that leaders were empowered to adapt their learning from phase one according to their group dynamics and personal leadership style. Deepened insights and new facilitation approaches were evidence of leaders’ growth, as exemplified in the focus groups. Leaders were able to support their groups to generate and, in some cases, implement community-based solutions to their groups’ psychosocial challenges. Community Learning for Empowerment Groups are a promising model for supporting power sharing and knowledge co-construction in participatory research partnerships.

The Effect of School Principals’ Taking Personal Initiative and Leadership Styles on Teacher Motivation

Bu çalışmanın amacı okul yöneticilerinin kişisel inisiyatif alma ve sergiledikleri liderlik davranışlarının öğretmen motivasyonuna etkisini ortaya koymaktır. Bu amaç çerçevesinde 2017-2018 akademik yılında Konya ilinin merkez ilçeleri olan Karatay, Meram ve Selçuklu’da bulunan kamuya ait ilköğretim ve ortaöğretimde görev yapan öğretmenlerden ölçekler aracılığıyla veriler toplanmıştır. Çalışmanın evrenini 15190 öğretmen oluşturmaktadır. Orantılı küme örnekleme yöntemiyle 720 öğretmene ulaşılarak çalışmanın örneklemi oluşturulmuştur. Yapılan analizler sonucunda aşağıdaki bulgulara ulaşılmıştır. Öğretmenlerin motivasyon düzeyleri cinsiyet, yaş, aynı okulda çalışma süresi, eğitim düzeyi değişkenlerine göre içsel faktörlerde anlamlı düzeyde farklılaştığı gözlenmiştir. Okul türüne göre dışsal ve yönetsel boyutlarda ilkokul ile lise ve ortaokul ile lise arasında anlamlı düzeyde farklılaşmanın olduğu görülmüştür. Branş değişkenine göre yönetsel faktörler boyutunda öğretmenlerin görüşlerinde anlamlı düzeyde bir farklılaşmanın olduğu sonucuna ulaşılmıştır. Okul yöneticilerinin kişisel inisiyatif alma durumları kendiliğinden başlama, proaktiflik ve ısrarcılık boyutları ile öğretmen motivasyonunun boyutları içsel, dışsal ve yönetsel faktörler arasında anlamlı ve pozitif yönlü ilişki bulunmuştur. Demokratik stil ile içsel faktörler arasında anlamlı ve pozitif yönlü ilişki saptanmıştır. Otokratik ve tam serbestlik tanıyan stil ile içsel faktörler arasında anlamlı ve negatif yönlü ilişki bulunmuştur. Dışsal ve yönetsel faktörlerle demokratik ve otokratik liderlik stilleri arasında anlamlı ve pozitif yönlü ilişki bulunmuştur. Kişisel inisiyatif almanın kendiliğinden başlama boyutu dışsal faktörleri anlamlı düzeyde yordamaktadır. Proaktiflik boyutu ise içsel faktörleri anlamlı olarak yordamaktadır. Diğer taraftan proaktiflik ve ısrarcılık boyutları yönetsel faktörleri anlamlı düzeyde yordamaktadır. Demokratik stil öğretmen motivasyonunu olumlu yordarken, otokratik ve tam serbestlik tanıyan stillerin ise olumsuz yordadıkları gözlenmiştir.

METHODS OF ASSESSING LEADER’S PERSONAL CHARACTERISTICS AND LEADERSHIP STYLE

The aim of this research was to discuss and analyze various methods of assessment of leader’s personal characteristics and leadership style. In fact, there are various methods that can be used to assess personal qualities and psychological characteristics of a leader. This research focused mainly on the methods developed by distinguished American scientists such as Margaret Herman, James David Barber and David A. Winter. The research revealed that it is quite possible to obtain information about leader’s personal qualities and psychological characteristics even without meeting him or her. Marguerite Herman developed a method of assessing the personality traits of leaders which is known as Personality Assessment-at-a-Distance. This method allows us to evaluate leader’s personal qualities and psychological characteristics distantly by analyzing his or her speeches and conversations.

ФОРМУВАННЯ КОНФЛІКТОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ ПЕРСОНАЛУ ДКВС УКРАЇНИ В РОБОТІ ІЗ ЗАСУДЖЕНИМИ

This article examines the issue of the role of conflicts in determining the criminal behavior of convicts and persons taken into custody and the conflict-related formation competence of the personnel of the penitentiary institutions and detention centers. The purpose of the article is the “conflictological competence” skills by using training technologies and exercises which will allow to form the necessary skills of the penitentiary institutions personnel for the execution of punishments. Conclusions. Because it is not always possible to detect conflicts in time in penitentiary institutions, which is explained by their hidden nature. In addition, there are conflicts in the penitentiary institutions, which are caused by personal characteristics and leadership style of the correctional facilities personnel. The style of management of penitentiary institutions is connected with personal characteristics, temperament, lack of experience and professional personality deformation. Indicative program for training conflict-related competence of the penitentiary institutions personnel in four sessions, the purpose of which is to create the atmosphere of openness; trust and support of group cohesion of group participants; mastering the methods of conflict analysis and searching for regularities of adaptive behavior in difficult communication situations; building professional skills of active listening, understanding of another person in complex communication situations, learning effective methods of self-regulation of behavior and decrease emotional states in the conflict. Key words: conflict, conflict competence, the personnel of the State Criminal and Executive Service of Ukraine, prevention of conflicts, training of conflict-related competence.

Attributes Influencing Effectiveness of Employees’ Innovation in Telecommunication Industry in Tanzania

This study aimed at examining attributes influencing the effectiveness of employees’ innovation in telecommunication industry in Tanzania using Tigo as a reference. Specifically, the study focused on the assessment of the influence of personal competence, leadership styles, technology and financial resources on employees’ innovation in terms of the number of employees’ creative ideas and projects turned into innovation. The study employed a cross-sectional survey strategy to collect data from a sample of 78 employees and openended questionnaires to collect additional information from 5 key informants who were senior members of Tigo, Tanzania. Descriptive statistics and Multiple Linear Regression were used to analyse data and test formulated hypotheses respectively. The findings show that leadership styles and technology strongly influence employees’ innovation in Telecommunication Companies. The study findings imply that it is very crucial for human resource directors to motivate staff to make them innovative. Also, ICT, research and development departments should be given more budgets and intensive trainings in order to build employees’ innovative capacity. Therefore, it is recommended that technology and leadership style should be seriously considered by company’s management when making strategies and plans for innovative growth in an organization particularly Telecommunication Industry.

How the mighty are fallen: Evaluating Abe Shinzō's leadership capital in crisis

Japanese prime ministers have traditionally been seen as consensus-builders, lacking flair, charisma and the skills to be anything other than reactive leaders, constrained by a political system which privileged a strong bureaucracy and Liberal Democratic Party structures. Recent literature has, however, begun to explore prime ministerial agency, considering the ways in which Japanese prime ministers have been able to demonstrate stronger leadership not only because of an expansion of their power resources in the core executive and the party, but also because of their individual leadership skills, style and personal attributes. Drawing on studies which have highlighted the impact of Japanese prime ministerial agency, this article uses the Leadership Capital Index (LCI) alongside insights from crisis management literature to explore the latter months of Abe Shinzō's premiership. It considers the ways in which personal factors interacted with institutional and situational factors in shaping Abe's political authority during the final year of his prime ministership, with a particular focus on the pandemic period. It asks why, when Abe had otherwise been considered one of post-war Japan's strongest and most decisive leaders, did he fall short during the Covid-19 crisis? To what extent did his personal skills and leadership style help or hinder his ability to lead during the crisis? The article suggests that the LCI offers insights into ways in which, and why, Abe's apparently strong leadership skills went missing in action during the global pandemic.

Integrating Leadership And Change: Molding Personal Leadership Style In Education

The purpose of this article is to support the development of a personal theory of leadership and change that is supported by research and the development of change theory. In educational leadership, it is important to lead by developing personal styles of leadership rooted in theory. With a focus on collaboration, development of norms, and how leadership can foster an environment where feedback is valued, a leader can develop novel changes to sustain their academic spaces and or school district. This article suggested that educational leaders can create and track their development of leadership style as a blueprint to make sustainable decisions and changes. Also, with a focus on empowerment, an educational leader can provide their staff personnel with a chance to have a personal investment in the changes that will take place within the organization. The authors discussed the models of educational leadership and change within the perspectives of system thinking and empowerment for educational leaders to consider making substantial progress toward molding their personal leadership styles. Keywords: Educational Leadership, Change, Personal Leadership Styles, Systems Thinking, Empowerment

The Optics of Leadership: A Comparative Exploration of Uzbek and Tajik Presidential Posing on Instagram

Abstract How might a leader in Central Asia take a selfie? This paper explores the Instagram accounts of the presidents of Tajikistan and Uzbekistan – two countries with authoritarian regimes and varying information and communications technology – in order to reach conclusions on the evolving role of social media in governance. Instagram offers a forum where the two presidents can project their personal leadership style, draw attention to official events, potentially interact with (or received interaction from) other accounts, and use national identity images as a part of their leadership role. These activities cater to domestic audiences as well as feed into the dynamics within the wider social media sphere. This paper explores how, even though the style and substance of the two leaders’ posts differs greatly, Instagram use opens a door to posturing for a virtual audience.

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Obedience to authority, cognitive and affective responses and leadership style in relation to a non-normative order: the Milgram experiment

The influence of the context on behavioral and emotional reactions to a war crime situation military cadets (N = 315) is analyzed. The study is based on Milgram’s experience and the tragedy of My Lai.It examines personal and peer obedience to an anti-normative order (asking participants whether they would obey an order to shoot unarmed civilians) in five vignettes or scenarios that reproduce Milgram’s conditions and MyLai scenario. This is an experimental between-within study of five scenarios by two conditions (Milgram, 1974). Personal and collective obedience of other military, emotional reactions and values of Schwartz (2012) were measured. Showing enhancement of self-bias it is reported that the pairs would be more likely to shoot than one would. Replicating Milgrams’s results, obedience is greater when the order is given directly by an authority, and lower when there is conflict between authorities and peers rebel. Confirming that identification with humanity and not just with the in-group may prompt respondents to reject an anti-normative order, values of transcendence of the self are associated with less obedience and congruent emotional reactions. Self-perceived transformational leadership was associated with positive emotions towards peer that disobey to fire. However a transformational style perceived in the superior was associated to positive emotions by respect to soldier who open fire, adding information on the potential dark side of this leadership style. The relevance of personal values, leadership style and affectivity in military context is discussed.

Crazy Horse and Custer: Born Enemies by S. D. Nelson

Reviewed by: Crazy Horse and Custer: Born Enemies by S. D. Nelson Elizabeth Bush Nelson, S. D. Crazy Horse and Custer: Born Enemies; written and illus. by S. D. Nelson and with photographs. Abrams, 2021 [144p] Trade ed. ISBN 9781419731938 $19.99 E-book ed. ISBN 9781647004927 $15.54 Reviewed from digital galleys R Gr. 5-9 “The two youths were taught that personal glory could be won through violent conflict. It was this fatal teaching that would form their destiny and bring a dark end.” So, in this deftly organized presentation, does Nelson examine the run-up to the Battle of the Little Bighorn through the lens of its two epic adversaries—George Armstrong Custer and Tasunke Witco, or Crazy Horse—and the cultural expectations that led each to the historic confrontation and, ultimately, to their personal undoing. Nelson follows their upbringing and battlefield careers through short [End Page 25] chapters that reveal rather than belabor the similarities of training and personal leadership style: Lakota and West Point values of confirming manhood through battle; a tribalist world view, quick to see Other as Enemy; charismatic leadership coupled with a tendency to act independently of command; humiliating experience of demotion; and personal success and status that made enemies within their own ranks. Historical context is tightly woven throughout the trim text, and the rapid toggling between Custer and Crazy Horse, and between Lakota and U.S. Army campaigns, builds narrative tension that keeps the pages flying. Captioned and credited period reproductions supplement Nelson’s own noteworthy ledgerbook-style artwork, in which “the Indian’s images seem to float atop the lined paper of the ‘white man.’ Sadly, and in the most compelling way, the two cultures never seem to connect.” In a closing note Nelson remarks on how his Norse/Lakota ancestry connects to the nineteenth-century white/Indigenous conflicts; a timeline, chapter notes, selected bibliography, and index are also included. Copyright © 2021 The Board of Trustees of the University of Illinois

Seeking authenticity in school leadership: the interplay between personal values and leadership styles

PurposeThis paper is derived from a thorough and systematic study, contributing to further understanding of the perception of authentic leadership in the context of Cyprus, by involving school principals' both espoused values and values in action coupled with their leadership styles.Design/methodology/approachData were drawn from a combination of methods, both quantitative (235 questionnaires) and qualitative (5 case studies), thus facilitating a more reliable and valid exploration of school principals' espoused values and values in action coupled with their leadership styles.FindingsSchool principals' values in action may be filtered by particular factors, which affect them, when they try to promote their espoused values during their leadership practice. In general, the findings indicated that practicing authentic leadership might be, in fact, impeded by specific factors connected to the broader context in which school principals operate.Research limitations/implicationsIt is not possible to draw concrete conclusions on relation between the espoused values and values in action, as only five school principals took part during the second research phase. However, in this study, the quantitative (first phase) and qualitative (second phase) research were combined in order to produce a general picture, with regards to the practice of authentic leadership.Originality/valueThe study of values has received an extensive research interest lately. In this study, it was approached collectively and cohesively by taking into consideration the differentiation between espoused values and values in action.

Your leadership style: why understanding yourself matters

Understanding of personal leadership style has been shown to be a key part of effective leadership practice. It has been a topic of interest for many decades as we have...

Self-Compassion and Resilience at Work: A Practice-Oriented Review

The Problem A key challenge for human resource development (HRD) scholars and practitioners is to understand the individual competences that can be trained and developed to enhance employee resilience at work. Empirical evidence has been accumulated on the benefits of self-compassion—that is, a set of malleable states that can be developed through HRD interventions—for individual resilience, as well as on the factors that can strengthen self-compassion in organizations. Nonetheless, limited efforts have been devoted to translate this critical scientific knowledge into evidence-based, practical insights that could guide the implementation of effective human resource development practices to develop self-compassion and, thereby, increase resilience in organizations. The Solution This article presents a practice-oriented literature review of the benefits of self-compassion for resilience at work. The relationship between self-compassion and resilience at work, as well as the specific workplace factors that foster growth are outlined for practical implications in the workplace. Facilitators are identified as (1) personal factors (i.e., experience of stress and level of self-awareness), (2) contemplative trainings, and (3) leadership styles and listening styles. This article provides evidence-based practical recommendations for the implementation of these factors and of self-compassion in organizations for increased resilience. The Stakeholders Stakeholders of this practice-oriented review are employees (especially those exposed to highly stressful job conditions) and their leaders, human resource developers in charge of setting the development of training and developmental processes to enhance self-compassion and resilience, and HRD research scholars interested in advancing current literature on self-compassion and resilience at work.