Transformational Leadership Model Research Articles

MODEL KEPEMIMPINAN KEPALA SEKOLAH DALAM PENGEMBANGAN BUDAYA RELIGIUS DI SMA NEGERI 1 MENTAYA HILIR SELATAN KABUPATEN KOTAWARINGIN TIMUR

<p>The Principal leadership model is a core factor in the development of the religious culture. The school is one of the Model School of Iman and taqwa schools. Thus, it interested to be researched about the Principal leadership model in developing the religious culture in the school.</p><p> This article focused on namely (1) the principal developed the religious culture through two leaderships models namely; (a) Situational leadership model is when a principal assigning works according to each expertise. This means that the headmaster must be good at reading the situation and condition to each educator and the staff. And thus, each one does the better and responsible works, (b) transformational leadership model is a model providing priority to the opportunity and encouraging all workers of the school in order to wok in the sublime values. And thus, all the staffs do not get insisted in optimally participating to achieve the ideal goals in the school. (2) the used strategies are namely; (a) appling the religious practise to be inured as a habit, (b) providing exemplary by doing to relate alttitude and behaviour in a day, (c) integrating the common subjects to the islamic subjects, (d) developing the islamic extracurricular activity that is through the Osis Programmings.</p><p>There were discovered that the majority ones appreciate the minority ones. Meanwhile, the minority ones respect the majority ones. And thus, it is able to build the harmonious and religious atmospheres in the school.</p><p> </p>Keyword : Principal Leadership Model, Religious Culture.

Examining the Factor Structure of the MLQ Transactional and Transformational Leadership Dimensions in Nursing Context.

The Multifactor Leadership Questionnaire (MLQ) is the most widely used instrument for assessing dimensions of leadership style; yet, most studies have failed to reproduce the original MLQ factor structure. The current study evaluates the dimensionality and nomological validity of Bass's transactional and transformational leadership model using the MLQ in a sample of registered nurses working in acute care hospitals in Canada. A combination of exploratory and confirmatory factor analyses were used to evaluate the hypothetical factor structure of the MLQ consisting of five transformational factors, and three transactional factors. Results suggest that the eight-factor solution displayed best fit indices; however, two transactional factors should be extracted due to high interscale correlations and lack of differential relationships with the two leadership variables. The findings support a scale refinement and the need for new theory concerning the five transformational leadership and contingent reward dimensions of the MLQ.

Transforming Leadership in MI Muhammadiyah Wangon of Banyumas Regency

This research described the Transformational Leadership in MI (Islamic Elementary School) Muhammadiyah Wangon of Banyumas Regency. The purpose of this research was to know, describe and analyze the efforts made by Head of Madrasah MI Muhammadiyah Wangon of Banyumas Regency by using transformational leadership theory from Bass model. The method used was descriptive analysis method. The data are presented by using sentences to obtain clear and detailed information. Meanwhile the data collection techniques used are: observation, interview, documentation and questionnaire. This research found that transformational leadership in MI Muhammadiyah Wangon Banyumas Regency is embodied in 4 I namely Idealized influence, Individualism consideration, Intellectual stimulation and Inspiration motivation. Idealized influence of the head of MI Muhammadiyah Wangon have an enormous influence for subordinates, thus giving rise to charismatics. Individualism consideration of the head of MI Muhammadiyah Wangon is shown in his high concern on the need for the development of his subordinates. Intellectual stimulation of the Head of MI Muhammadiyah Wangon is shown in his continuous providing scientific stimulation to the subordinates. Inspirational motivation of the head of MI Muhammadiyah Wangon is shown in his continuous giving inspiring motivation to his subordinates so that the next leaders will emerge. Leadership in Madrasah Ibtidaiyah can be obtained a model of transformational leadership if the principal Madrasah: 1) taqwa to Allah SWT, 2) havimg influence and being able to be confident, 3) appreciating achievements of his staff, 4) being able to communicate with various types of people, 5) (time, energy, mind, material), 6) Changing agent, 7) Mastering various management, 8) Competitive, 9) Giving authority, 10) Generating the next leader.

The People, Process and Goal Model versus the Sand Cone Model of Transformational Leadership: Critical Evaluation

This paper is published under the terms of the Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-NC 4.0) License, http://creativecommons.org/licenses/by-nc-nd/4.0/

Mediation effect of knowledge management on the relationship between transformational leadership and job performance of librarians in university libraries in Nigeria

This paper proposes a mediation model of transformational leadership for improving the job performance of librarians in university libraries in Nigeria. A quantitative approach underpinned by positivist philosophy was considered appropriate for this type of research and adopted to accomplish the main goal of this study. A questionnaire was used to collect data from a total of 215 librarians who participated in the study. Factor analysis and multiple regressions were used to analyse data. The results of the study reveal that knowledge management has full and partial influence on the relationship between transformational leadership and job performance of librarians.

Value Congruence Among Transformative Leaders in the Pharmaceutical Industry

Values have been defined as a generalized enduring organization of beliefs about the personal and social desirability of modes of conduct or “end-states of existence” (Klende, 2005). The congruence of personal values and organizational values represent an important opportunity for positive business results and outcomes (Klende, 2005). Based on the results of this qualitative study among transformative African American women leaders in the pharmaceutical industry, it is possible that value congruence may be a factor in the success experienced by these study participants. Three value themes are reported to describe the leadership values of these study participants. They are: “people,” “think,” and “company.” These value themes are supportive of tenets that comprise the transformative leadership model.

UNA APROXIMACIÓN AL CONCEPTO DE LIDERAZGO PARA EL APRENDIZAJE. EL QUÉ, QUIÉN, CÓMO Y DÓNDE DEL LIDERAZGO PARA EL APRENDIZAJE

INTRODUCCIÓN. La mejora de los resultados del aprendizaje es un desafío de los centros escolares ante los movimientos de estandarización y de rendición de cuentas que están presentes en la actualidad. Los modelos de liderazgo transformacional se han mostrado ineficaces para resolver estas cuestiones; por esta razón, el movimiento de liderazgo instruccional se ha reactivado y los modelos de liderazgo académico vuelven a ser considerados instrumentos clave para alcanzar los estándares y los objetivos de aprendizaje demandados a nivel internacional. Pero hay que tener presente que el modelo de liderazgo instruccional que estaba de moda en los años 1980 se ha transformado en un modelo de liderazgo más potente que ahora se denomina “liderazgo para el aprendizaje”. Este modelo se fundamenta en propuestas de liderazgo colaborativas y distribuidas que enriquecen y superan al modelo de liderazgo instruccional tradicional. MÉTODO. El artículo realiza una aproximación al liderazgo para el aprendizaje, identificando sus raíces y aclarando sus fundamentos, con el propósito de delimitar claramente su significado y propiciar una reflexión sobre este modelo de liderazgo. RESULTADOS. La reflexión se dirige finalmente a facilitar un conocimiento más profundo sobre el modelo de liderazgo para el aprendizaje, aclarando cómo, dónde y quién lleva a cabo este modelo de liderazgo. DISCUSIÓN. Como conclusión e implicación se reclama una profesionalización de los directores en la línea de liderazgo para el aprendizaje expuesta en el artículo, que a diferencia de un liderazgo instruccional directivo y solitario se concibe como un modelo colaborativo y sustentado en procesos de liderazgo distribuido.

Clustering in Education

This study aims to find out every educational institution has a unique style of leadership and has a tendency of closeness with certain leadership indicators. The method used in this research is cluster analysis belonging to interdependent analytical technique and aims to mapping based on grouping of leadership variable in nonformal education in Gorontalo province 2017. This analysis is done by placing observation simultaneously to then do the calculation as reference Profiling characteristic descriptions of each cluster to explain the differences that occur in each indicator.The researcher compiled a questionnaire in measuring the leadership type of multifactor leadership questionnaire. The standard deviation data results from each indicator are used in hierarchical and non-hierarchical cluster analysis. The results showed 1). These clusters of educational institutions have a transformational leadership model and emphasize the leaders' charism and especially the motivation of their members. 2). This cluster of educational institutions has a transactional leadership model but has a combination of transformational leadership characteristics, especially motivation.This cluster can be called Transactional and Motivational, 3). These clusters can be interpreted as educational institutions that have a transformational leadership model but have a combination of transactional leadership characteristics, especially exceptions. These clusters can be called Transformational and Exceptions, 4). These clusters can be interpreted as educational institutions that have a transformational leadership model and emphasize the leader's charism and especially the intellectual stimulation of its members. This cluster can be called Transformational Intellectual and Charismatic.Research suggestions that the transformational model or transactional model is the best model that can be used to achieve the best results in accordance with the conditions that exist in each unit of non-formal education.

The Secret Recipe to Leadership and Career Pathway Success in Dietetics

Describe influencers that have impacted the success of registered dietitians in obtaining key leadership positions within their professional and volunteer organizations. Identify how the transformational model of leadership can be applied towards the career pathway changes experienced by dietitians and future developments of our profession. Apply critical thinking and skills for incorporating role models/mentors into their own career planning map for leadership success.

Leading educational change: The practices of transformational leadership in the Ethiopian technical vocational education and training (TVET) institutions

The main purpose of this study is to assess the degree to which transformational leadership was practiced in the technical vocational education and training institutions (TVETIs) of Ethiopia. To this end, cross-sectional survey research design was adopted. The study was conducted in seven government TVET institutions selected through simple random sampling techniques. From these institutions, 122 participants were selected through proportionate, simple random and purposive sampling techniques. Questionnaire and interview were employed to collect data from teachers and leaders respectively. Both descriptive and inferential statistics, including mean, standard deviation and independent sample t-test were used to analyze the quantitative data. The data gathered through interviews were analyzed qualitatively using narration. The study found that the five transformational leadership models were being practiced low or below average in the TVET institutions. But, when the models were independently considered, the variable enabling others to act and model the way were rated relatively high whereas the remaining three leadership practices, inspiring a shared vision, challenging the process and encouraging the heart were rated low by the respondents. The result shows that majority of the trainers in the TVETIs were not satisfied with the leaders’ engagement in the five leadership practice of Kouzes and Posner’s transformational leadership models. Leaders’ failure to effectively lead change and innovation, lack of professional support for TVETI leaders and their incapability to use various approaches in securing and utilizing resources were the major problems hindered effective implementation of change in the institutions. It is recommended that the Oromia TVET commission should plan and invest resources in the development of leadership in the TVETIs of the region. The plan should focus on the utilization of best leadership practices that directly influence institutional effectiveness, relevant to the management of training institutions. Key words: Transformational leadership, educational change, Ethiopia, technical vocational education and training (TVET).

Linking Leaders’ CSR Values with Dual-focus Transformational Leadership by Value-based Leadership

By integrating the theory of value-based leadership with the dual- focus model of transformational leadership, this study provides a comprehensive perspective for understanding the effects of value...

Advanced pharmacy practice in Australia and leadership: mapping the APPF against an evidence‐based leadership framework

AbstractBackgroundLeadership skills development is a neglected part of addressing the health workforce crisis facing the world. Models of advanced pharmacy practice include competencies related to leadership and management. Transformational leadership, a contemporary leadership theory, is seen as the most suitable for addressing the challenges facing the modern healthcare system.AimTo map leadership and management competencies of the Australian Advanced Pharmacy Practice Framework 2012 (APPF) against an evidence‐based model of transformational leadership.MethodsDomains of the APPF were mapped against the dimensions of a transformational leadership model developed in the United Kingdom public service.ResultsThere were broad differences between the APPF and a model of transformational leadership. The APPF focuses heavily on ‘organisational’ skills such as strategic vision and setting direction, while the model of transformational leadership focused on the ‘people skills’ of effective leaders. The APPF mapped primarily to the ‘Leading the Organisation’ dimensions of transformational leadership.ConclusionThere are significant differences between the leadership and management competencies of the APPF and the dimensions of transformational leadership. Future work on the competency standards for general and advanced levels of practice should include or refer to an evidence‐based model of transformational leadership.

Cross Comparative Analysis on the Models of Transformational Leadership and Pseudo - Transformational Leadership

Transformational leadership has been the center of interest for organizational behavior theorists and management experts due to this leadership style's significance and appeal with reference to organizational team performance, effectiveness as well as innovativeness. In addition, new product development is considered the core operation of each and every industrial concern. The success of new product development related operations is getting more challenging in today's' turbulent economic conditions. Hence, the current study is an attempt to explore the interconnection between transformational leadership and new product development team's effectiveness to support organizational innovation. The empirical study was conducted based on the implementation of especially devised and validated quantitative and qualitative. This study sample represented the new product development team's working at three different global locations of an energy sector company. The data obtained through the mixed mode of survey tools was analyzed statistically and qualitatively by implementing statistical methods. The research outcomes revealed that the dimensions of management initiative (innovation variable), collaboration (NPD team effectiveness variable), communication (NPD team effectiveness variable), affiliation with leader (transformational leadership variable) have positive association among each other while product innovation (innovation variable), communication (NPD team effectiveness variable) and leader's competence to empower its team (transformational leadership variable) have shown negative internal association.

Impacting ethnic marketing practices in the pharmaceutical industry: A qualitative study of transformative African American women leaders

The pharmaceutical industry reports itself to be in need of transformation in light of its maturity and complexity. Additionally, marketing practices within healthcare have shifted from mass market approaches to approaches that recognise the value of targeted markets, inclusive of ethnic markets such as the African American market. This qualitative study includes semi-structured interviews with eight African American women mid-level and senior-level leaders in three global pharmaceutical companies. Their experiences are reviewed in the context of the seven tenets that comprise the transformative leadership model, and examples of their impact on ethnic marketing practices within the industry are discussed. Marketing-related activities specifically mentioned include clinical trial recruitment, targeted promotional activities and sales team diversity. This research adds to the body of knowledge relative to ethnic marketing considerations for the pharmaceutical industry and has implications for both scholars and practitioners regarding the importance of diverse and transformative leadership, and marketing practices within the pharmaceutical industry.

THE HEADMASTER RELIGIOUS TRANSFORMATIONAL LEADERSHIP MODEL IN AN OUTSTANDING ISLAMIC SENIOR HIGH SCHOOL. THE CASE STUDY OF BANAT ISLAMIC SENIOR HIGH SCHOOL KUDUS.

25Apr 2017 THE HEADMASTER RELIGIOUS TRANSFORMATIONAL LEADERSHIP MODEL IN AN OUTSTANDING ISLAMIC SENIOR HIGH SCHOOL. Nur Khoiri , AT. Soegito , Maman Rachman and Samsudi. Semarang Walisongo State Islamic University Lecturer, Doctorate Student of Educational Management Department, Postgraduate Faculty Semarang State University, Indonesia. Lecturer, Department of Educatioonal Management, Postgraduate Faculty, Semarang State University, Indonesia.

Madrasah Culture Based Transformational Leadership Model

Leadership is the ability to influence, direct behaviour, and have a particular expertise in the field of the group who want to achieve the goals. Dynamic organization requires transformational leadership model. A school principal as a leader at school aims to actualizing good learning leadership. Leadership learning focuses on learning which components include curriculum, teaching and learning process, assessment, teacher assessment and development, good service in learning, and developing a learning community in schools based on organizational culture as value, assumption, belief evolved from the roots of member thought of the organization and believed by all members of the organization and implemented in everyday life that could give meaningKeywords: leadership, transformational leadership, headmaster, instructional leadership, organizational culture.AbstrakKepemimpinan merupakan kemampuan mempengaruhi, mengarahkan tingkah laku dan memiliki keahlian khusus di bidang yang diinginkan kelompoknya untuk mencapai tujuan. Oganisasi yang dinamis memerlukan model kepemimpinan transformational. Kepala sekolah sebagai pimpinan memiliki tujuan untuk mewujudkan kepemimpinan pembelajaran yang baik. Kepemimpinan pembelajaran memfokuskan pada pembelajaran yang komponen-komponennya meliputi kurikulum, proses belajar mengajar, assesment (penilaian hasil belajar), penilaian serta pengembangan guru, layanan prima dalam pembelajaran, dan pembangunan komunitas belajar di sekolah berbasis budaya organisasi yang berupa nilai, asumsi, kepercayaan yang berkembang dari akar pemikiran anggota organisasi dan diyakini oleh semua anggota organisasi serta dilaksanakan dalam kehidupan sehari-hari .

The Myth of the Additive Effect of The Transformational Leadership Model

This paper reexamines the additive effect of the transformational leadership model to refine the perception of the transformational leadership theory. It concludes that transformational leadership does not produce a total effect the same as the sum of the effects of the four I’s. It argues that the additive effect of transformational leadership is a myth and that the four I’s do not have an additive influence. Therefore, researchers should not introduce the four I’s as a legitimate model of transformational leadership. For future research, this paper highlights the need for a new theory that justifies transformational, transactional, and laissez-faire leadership styles with conceptual clarity. Keywords: Additive Effect, Transformational Leadership, Four I’s, Myth, Conceptual Clarity To cite this document: Massad Awdah Alatawi, Myth of the Additive Effect of The Transformational Leadership Model, Contemporary Management Research, Vol.13, No.1, pp. 19-30, 2017. Permanent link to this document: http://dx.doi.org/10.7903/cmr.16269

Leadership and the everyday practice of Consultant Radiographers in the UK: Transformational ideals and the generation of self-efficacy

IntroductionThis paper outlines findings from a broader, two-year project investigating the role of Consultant Radiographers (CRs) in the UK, focussing specifically on the leadership aspect of that role. MethodsUsing a qualitative-thematic approach, the leadership-related experiences of a purposive sample of six participating CRs are explored, alongside the systems through which they evaluated how successful they had been as leaders. ResultsIt is evidenced that many of the ways in which participants describe their own leadership practice, particularly in the intra-team domain, is consistent with the precepts of the Transformational Leadership Model. For example, they highlight how they have asserted positive influence and encouraged collective action and decision-making. However, the experiential focus of the analysis reveals that in specific examples of practice, the transformational approach was not always seen as the most useful route to a productive outcome given constrictions on time and other resources within real professional environments. More ‘direct’ managerial approaches were sometimes deemed necessary, and at others leadership was reduced to simply ‘solving other people's problems'. It was also found that the manner in which participants evaluated their own success as leaders was a practical concern, based in part upon having satisfied ‘hard’ institutional goals, but also on the more personal business of having affirmatively ‘surprised’ oneself, or a general sense of feeling trusted by colleagues. ConclusionThese findings may help support CRs in the business of real leadership, not least through better understanding how even apparently mundane outcomes can have significant impacts on professional self-efficacy.

COACHING CORE COMPETENCIES AS THE KEY SOFT SKILL FOR SUCCESSFUL HUMAN RESOURCES MANAGEMENT

This paper aims at considering the well-known triad of What? How? Why? somewhat anew by suggesting looking at transformational leadership for successful human resources management through the lens of coaching core competencies as the key soft skill. Arising as the strategic approach to the effective management of people, well-thought human resources management that rests on a leadership model definitely enables management of a company or organization to move ahead of the curve and gain a firm foothold in the job market. The transformational leadership model fits the framework of the research and links to the contrastive line between management and leadership.It is emphasized that management processes focus on (i) maintaining and (ii) improving performance at work, on the one hand, and on the other, unlike management, the transformational leadership model focuses on the benefits of visionary thinking and bringing about change. Following the goal in the subject matter associated with successful HR management, the Golden Circle of What? How? Why?introduced by Simon Sinek finds its way in the description analysis. The Why? sectionopens the idea for successful HR managementto move further to What?section and is accompanied with How? section in the end. The final part of the findings embodies 11 current core competencies of coaching, which illustrate how the ways of implementing the soft skills in workplace may increase HR performance, enhance seamless communication among employees and management, drive change and welcome innovation.The four objectives for successful HR management: (i) drive change within a company or organization, (ii) encourage and motivate people for personal and corporate growth and development, (iii) employ innovation including modern technologies, and (iv) lead by example, correspond to the four cornerstones in the framework for successful company or organization management via transformational leadership. They are: (i) create an inspire vision of the future for the company’s (organization’s) employees, (ii) motivate the staff to live by and deliver the vision, (iii) manage delivery of the vision, (iv) attract and retain high-class professionals and young talents, build up strong and competitive teams, create and grow ever-stronger, trust-based relationships with the employees. The toolkit of ways, techniques and approaches may derive from the current core competencies in coaching that can be groupedsimilarly to the ICF ones as follows: (i) foundation, (ii) co-creating the relationship, (iii) communicating effectively, and (iv) cultivating learning and growth.

LEAD With Data

The listen, evaluate, advocate, disseminate (LEAD) training model for leadership skill development among school counselors in training is grounded in the American School Counselor Association National Model and Kouzes and Posner’s transformational leadership model. We introduce the LEAD model and report the results of a qualitative research study that investigated the lived experiences of 13 school counselors in training who participated in LEAD training during their counseling graduate program. We also discuss training implications for school counselors.