Predominant Leadership Style Research Articles

School Performance and Leadership Styles Nexus: Exploring the Mediation Effect of Teacher Job Satisfaction in the Public Senior High Schools in Ghana

The increasing complexities of school settings and global educational reforms, school leadership has been recognized to play a key role in school performance worldwide. Nonetheless, the mechanisms through school leaders contribute to school performance has not been fully established till date especially due to difference in context of study, regional and cultural convolutions. To address this research lacuna, the study investigated the extent to which leadership styles directly and indirectly contribute teacher job satisfaction and school performance among selected Public Senior High Schools in the Kumasi Metropolis in Ghana. A sample size of 500 respondents were randomly selected and the Structural Equation Modelling (SEM) approach with Smart PLS software version 3.0 were employed for the analysis the data from the study. The study revealed that instructional, transactional, and the transformational leadership styles are the predominant leadership styles employed by the heads of the Public Senior High Schools in the study area. The instructional, transactional, and the transformational leadership styles have statistically significant and positive direct impacts on teachers’ job satisfaction and school performance. Furthermore, teachers’ job satisfaction only played statistically significant partial mediation effects in the relationship between transactional and transformation leadership styles and school performance. The study recommend that leadership in the senior high schools should put premium emphasis on the kind or leadership styles employed and teacher job satisfaction in their effort to improve school performance. Keywords: Leadership styles, school performance, job satisfaction, Ghana DOI: 10.7176/JEP/11-15-12 Publication date: May 31 st 2020

Junior high school head teachers’ perceptions about their leadership styles within ejisu-juaben municipality

This was a survey study aimed at finding out the perceptions of head teachers on the leadership styles of Junior High School (JHS) head teachers within the Ejisu-Juaben Municipality. The researchers selected 50 head teachers, purposively through census. A set of closed-ended questionnaire was used, and this comprised 67 items for the JHS head teacher respondents. The data was analyzed using descriptive statistics, independent t-test, and demographic analysis. The study found, among other things, that autocratic, situational and transactional leadership styles were perceived to be the predominant leadership styles practiced by the JHS heads. The study recommended, among other things, that head teachers should practice transformational and democratic leadership styles, and that the Ghana Education Service, policy makers and other stakeholders of education should strengthen the leadership component within the JHS system for effective realization of school objectives. In this respect, appointment of headship in the school setting, especially at the JHS, ought to be made in consideration of professional leadership training, aside other requirements.

Qualidade na interação escolar: é possível melhorar o clima na sala de aula

As relações interpessoais que se estabelecem na escola são fundamentais para o desenvolvimento acadêmico da criança. Esse trabalho teve como objetivo principal adaptar, aplicar e avaliar um programa de intervenção (embasado em Weber, Salvador & Brandenburg, 2005) para professores visando à melhoria da interação entre professores e alunos do Ensino Fundamental. O estudo foi realizado em uma escola pública nos Anos Iniciais do Ensino Fundamental em um município do Paraná-Brasil. O instrumento de medida utilizado para verificar as interações entre professores e alunos foi o Inventário de Estilos de Liderança do Professor (Batista & Weber, 2015), sendo que 323 alunos responderam o inventário sobre a interação em sala de aula com seus professores (n=14). O Estilo de Liderança predominante identificado na coleta inicial foi o Negligente, indicando que, na percepção dos alunos, seus professores apresentavam baixa responsividade e envolvimento sinalizando a necessidade de intervenções para modificar o estilo de interação de seus professores. A partir dos dados, foi aplicado e avaliado um programa de intervenção com dois grupos independentes, e testado com medida repetida em três etapas (IELP), sendo caracterizado o estudo como experimental. Foram realizados dez encontros coletivos com todos os professores divididos em dois grupos, com duração aproximada de 2h cada, visando sensibilizar e capacitar os professores para melhores relações interpessoais com os seus alunos. Os resultados mostram algumas mudanças positivas em relação aos estilos de liderança dos professores de acordo com a percepção dos alunos. Aumentaram os escores para o Estilo Autoritativo e diminuíram para o Estilo Negligente. Também houve a redução significativa do uso de Controle Coercitivo nas estratégias utilizadas pelos professores para limitar e controlar o comportamento dos alunos para ambos os grupos. A intervenção realizada com professores revela resultados favoráveis à sua utilização para tornar as relações interpessoais na escola mais eficazes e afetivas.

Transformational leadership: What every nursing dean should know

Transformational leadership (TFL) has become a predominant leadership style practiced by leaders across many industries and disciplines, including nursing. As a component of the Full Range Leadership Model proposed by Bass (1985), TFL is characterized by the ability to stimulate, inspire, and motivate followers. Transformational leaders focus on building relationships with people and creating change by emphasizing values. Most TFL literature in nursing focuses on clinical practice with very little representation from academic nursing leadership. This article describes TFL, presents general findings from the literature, discusses this leadership style in the context of academic nursing leadership, makes recommendations for professional development of this leadership approach and offers suggests for future inquiry.

LEADERSHIP STYLES PRACTICED BY PRINCIPALS IN PUBLIC SECONDARY SCHOOLS IN SIAYA, KISUMU AND KAJIADO COUNTIES, KENYA

The leadership style practiced by a principal is one fundamental factor that determines the success of any school. A principal with appropriate leadership competencies can positively impact on the way teachers undertake their duties which in turn will determine the students’ performance. This study examined the predominant leadership style practiced by principals in public secondary schools in Siaya, Kisumu and Kjiado counties. The study adopted a descriptive survey paradigm. The study was guided by the Full Range Leadership Theory. The target population comprised of 397 principals, 379 deputy principals, 1010 heads of departments, and 2208 teachers in public secondary schools in Siaya, Kisumu and Kajiado counties, Kenya who had served for more than two years in the same school. Stratified and simple random sampling was used to sample 40 secondary school principals, 38 deputy principals, 101 heads of departments and 221 teachers giving a total of 400 respondents. The data for this study was collected using Multifactor Leadership Questionnaire Form 5X which classified, the leadership style of principals as transformational, transactional and laissez-faire. The data collected were analyzed using descriptive and inferential statistics. The study found out that transformational leadership style was the predominant leadership style practiced by principals in Siaya, Kisumu and Kajiado counties. The study however established overlapping scores between transactional contingent reward and transformational intellectual stimulation and individualized consideration. The study concluded that even though teachers perceived their principals as more transformational than transactional, one’s leadership style cannot be explicitly categorized as both styles complement each other. The study recommends that teacher development programs should provide training on leadership styles to help school leaders understand when and how apply the various leadership styles depending on the situation at hand. Article visualizations:

School Leadership in West Africa: Findings from a Systematic Literature Review

ABSTRACTThe literature shows that leadership is the second most important factor influencing school and learner outcomes, including levels of literacy and numeracy, school leaving examination results, and progression to secondary and higher education. This article focuses on school leadership in West Africa, drawing on a systematic review of the academic and ‘grey’ literature, commissioned by UNESCO. The aim of the desk research was to ascertain the state of school leadership at all levels. The study shows that no West African countries provide specific preparation for school principals. It also shows that the predominant leadership style is managerial, with accountability to the hierarchy, within and beyond the school. The article concludes that specific development programmes should be provided for current and aspiring principals.

Características relevantes de grupos de investigación destacados en Andalucía

This article tries to show some of the results of research work about the characteristics and institutional dynamics of 101 Andalusian research groups considered as group of excellence by the regional government of Andalusia, Spain. The study was developed in two stages. The first one was based on a questionnaire answered by thepersons responsible for 46 out of these 101 outstanding research groups, and the second stage consisted of a study of multiple cases. We present the results related to the internal characteristics of said groups: composition, human and material resources, social dynamics, operation style, etc. The analysis and interpretation of the results enabled the characterization of the Andalusian research groups in terms of their dynamics and predominant leadership style, as well as the identification of factors that determine the achievement of excellence and the visibility in each of their academic fields. It also suggests lines of research that should be explored in greater detail.

Leadership styles used by senior medical leaders

Purpose– The purpose of this study was to determine the predominant leadership styles used by medical leaders and factors influencing leadership style use. Clinician leadership is important in healthcare delivery and service development. The use of different leadership styles in different contexts can influence individual and organisational effectiveness.Design/methodology/approach– A mixed methods approach was used, combining a questionnaire distributed electronically to 224 medical leaders in acute hospital trusts with in-depth “critical incident” interviews with six medical leaders. Questionnaire responses were analysed quantitatively to determine, first, the overall frequency of use of six predefined leadership styles and, second, individual leadership style based on a consultative/decision-making paradigm. Interviews were analysed thematically using both a confirmatory approach with predefined leadership styles as themes, and also an inductive grounded theory approach exploring influencing factors.Findings– Leaders used a range of styles, the predominant styles being democratic, affiliative and authoritative. Although leaders varied in their decision-making authority and consultative tendency, virtually all leaders showed evidence of active leadership. Organisational culture, context, individual propensity and “style history” emerged during the inductive analysis as important factors in determining use of leadership styles by medical leaders.Practical implications– The outcomes of this evaluation are useful for leadership development at the level of the individual, organisation and wider National Health Service (NHS).Originality/value– This study adds to the very limited evidence base on patterns of leadership style use in medical leadership and reports a novel conceptual framework of factors influencing leadership style use by medical leaders.

Modeling MLQ5X for Innovation and Value Creation

The Multifactor Leadership Questionnaire (MLQ 5X) Model by Avolio & Bass, (2004) currently is used to identify the leadership style on business practice. This document propose a complement of such model to encourage the Innovation Generation (IG) process and the Value Creation (VC). It´s a descriptive and correlational study that analyzes the variables, dimensions and indicators about MLQ5X, identifying the relationship among IG and VC processes in the organizations. The methodology is based on a document review that involves MLQ5X and other authors related with IG and VC, for discovering the predominant Leadership styles (LD) such as: Transformational (TRFL), Transactional (TRSL) and Passive / Avoidant (PAVL). The final model, involves: 9 variables, 36 dimensions and 103 indicators and was applied to 200 managers from Software Developer Sector (SDS) firms in Guadalajara, Mexico (GM). The final highest positive correlations results were: TRSL (.213) and Output Items for IG (OIIG=.135).

The Impact of Leadership on Innovation Management

The study sought to evaluate the influence of leadership on innovation management taking into<br />consideration the predominant leadership styles, the leadership effectiveness, and the relationship<br />between leadership effectiveness and innovation management of a group of executives of several<br />organizations in a BRIC country (Brazil). To identify the predominant leadership styles, as well as the<br />leadership effectiveness of the 400 involved executives, it has been used an instrument available in the<br />market. To compute the innovation management performance, an existing model, the Value Innovation<br />Model, has been applied leading to the value innovation index for each one of the 48 involved<br />organizations. To investigate the relationship between leadership effectiveness, taken the average value<br />per organization, and the value innovation index, it has been used the linear regression statistics<br />computing the linear correlation coefficient between the before mentioned variables. The study has<br />uncovered lack of flexibility regarding the leadership styles, presenting styles of selling and sharing<br />ideas as dominants. The study also showed that the leadership effectiveness of the involved executives<br />was at a moderate level. Finally, the research pointed out a high positive relationship between<br />leadership effectiveness and innovation management success, measured by the value innovation index.

Leadership Styles of Nurse Managers in a Multinational Environment

This is a descriptive study conducted at a multinational working environment, where 1500 nurses representing 52 nationalities are employed. The study aimed at exploring the predominant leadership style of nurse managers through self-evaluation and staff nurses' evaluation and the impact of working in a multinational environment on their intention to stay or quit. The value lies in its focus on leadership styles in an environment where national diversity among managers, staff, and patients is very challenging. The study included 31 nurse managers and 118 staff nurses using Bass and Avolio's (1995) Multifactor Leadership Questionnaire. The results showed that nurse managers and staff nurses reported transformational leadership as predominant with significant difference in favor of nurse managers. Participants' nationality and intention to stay or quit affected their perception of transformational leadership as a predominant style. The implications highlight the need for senior nursing management to set effective retention strategies for transformational nurse managers who work at multinational environments.

Personal values and leadership effectiveness

The study sought to evaluate the personal values profile, the predominant leadership styles, the leadership effectiveness, and the relationship between personal values balance and leadership effectiveness of a group of Brazilian executives. In order to evaluate the personal values profile a closed instrument of the rank order type has been developed and applied. To identify the predominant leadership styles, as well as the leadership effectiveness of the involved executives, it has been used as an instrument available in the market. To verify the relationship between personal values balance and leadership effectiveness, the linear regression method has been used computing the linear correlation coefficient between the before mentioned variables, involving 400 executives. The study has shown that the executives have an unbalance in their personal values profile, with predominance of economic and theoretical values. Additionally the study has uncovered lack of flexibility regarding the leadership styles, presenting styles of selling and sharing ideas as dominants. The study also showed that the leadership effectiveness of the involved executives was at a moderate level. Finally, the research pointed out a high positive relationship between personal values balance and leadership effectiveness, and, furthermore, it showed a better balance of personal values, if one considered only the part of the sample involving executives working in organizations which presented better results in the three previous years (50 executives).

Organisational culture, employee satisfaction, perceived leader emotional competency and personality type: An exploratory study in a South African engineering company

The purpose of this study was to investigate employees’ experiences of their organisation’s culture and general satisfaction levels and to explore whether potential explanations for these could be derived from measures of the perceived emotional competency and dominant personality type of senior management as aspects of their predominant leadership style. The South African Culture Instrument (SACI), an Employee Satisfaction Survey questionnaire and the 360 Degree Emotional Competency Profiler (ECP) were administered to a sample of 181 (SACI), 170 (Employee Satisfaction Survey questionnaire) and 88 (ECP) volunteer employees of a South African engineering company. All nine senior directors voluntary participated in completing the MBTI, Form G. The results indicated significant differences between the various biographical groups regarding the measured dimensions. The ECP and MBTI results showed the affective and social aspects of leadership behaviour to be a development area for senior management. This study makes an important contribution to the expanding body of knowledge that focuses on the evaluation of organisational factors and leader attributes that influence the motivation, commitment and satisfaction of employees in South African organisations.

The Emerging Reflective Urban Principal

The article will report on the process and outcomes of shadowing encounters with urban principals. The authors provided extensive on-site professional development for 58 school principals with the support of the Edna McConnell Clark Foundation's Program for Student Achievement between 1991 and 1994. The authors developed a Shadowing Encounter Instrument and procedures to facilitate assiduous reflection among urban principals. The shadowing instrument provides urban principals with opportunities to think critically and reflectively about their practice. The data gleaned from the shadowing encounter are disaggregated so that the principal can readily see routine daily behaviors across three specific domains: instructional leadership, school management, and student social behaviors. The instrument also assesses the predominant leadership style of the respective principals. The article will conclude with policy recommendations directed to urban school districts and agencies concerned with the task of facilitating critical reflection among urban school leaders.

Comparison of parents' leadership styles: perceptions of parents and student leaders.

The Parent Leadership Style instrument was completed by 99 students enrolled in a leadership program and also by 129 of their parents. Data were analyzed and reported according to predominant leadership style (Telling, Selling, Participating, and/or Delegating) and effectiveness of leadership. A comparison was made between the parents' self-perceptions and how their children as student leaders perceived their parents. Some suggestions for parents are made relative to the development of leadership skills in students.