Relevant bibliographies by topics / Le Leadership Efficace

Academic literature on the topic 'Le Leadership Efficace'

Author: Grafiati
Published: 7 July 2024
Last updated: 7 July 2024

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Le Leadership Efficace":

1

George, Lily. "Ka Hao Te Rangatahi." Anthropologie et Sociétés 35, no. 3 (February 22, 2012): 167–87. http://dx.doi.org/10.7202/1007861ar.

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Les modèles traditionnels de leadership māori, bien qu’encore prégnants pour certains, ont perdu une grande partie de leur actualité au cours du processus de colonisation. Depuis, ceux et celles qui se sont affirmés au plan de la recherche, s’ils n’ont pas toujours eu accès aux réseaux traditionnels qui encadraient et encourageaient ce leadership, en ont néanmoins introduit de nouvelles formes. Le présent article explore cette notion de leadership dans la communauté dumaraeAwataha, sur la rive nord d’Auckland, communauté avec laquelle j’ai poursuivi mes recherches et discuté des transformations qui ont affecté le leadership māori au fil du temps. Ce leadership s’observe dans les domaines de l’expression des passions, de l’engagement, du service à la collectivité, de l’humilité, de la tolérance et du courage dans l’adversité. Toutes ces qualités sont autant d’aspects d’un leadership efficace favorisant des transformations positives pour le développement à venir.
2

Sidibe, Idrissa Faren. "Leadership Transformationnel et l’Implication Affective : Le Rôle Modérateur de l’Âge du Leader." International Journal of Financial Studies, Economics and Management 1, no. 2 (August 1, 2022): 63–78. http://dx.doi.org/10.61549/ijfsem.v1i2.50.

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Sur un échantillon de 202 répondants évoluant dans un grand hôpital public au Maroc, nous avons examiné comment l’âge du leader modère la relation entre le leadership transformationnel et l’implication affective. Les résultats obtenus en réalisant une analyse de régression linéaire multiple mettent en relief l’absence d’effet modérateur (âge du leader) dans la relation entre les styles de leadership transformationnel et l’implication affective. Toutefois, le leadership transformationnel a une incidence significative sur l’implication affective. Ainsi, lorsqu’un leader plus âgé adopte ce type de comportement, les subordonnés tendent à augmenter leur niveau d’identification à l’organisation. Quand les leaders moins âgés exercent ce même comportement, leurs subordonnés déploient un attachement émotionnel plus fort envers l’organisation que ceux des leaders plus âgés. Ce qui signifie que les jeunes leaders exercent un comportement de leadership transformationnel plus efficace que les leaders plus âgés. Ce présent article s’efforce d’apporter une contribution aux relations entre l’âge, leadership transformationnel et l’implication affective.
3

Marga Luz Gómez V. "Liderazgo directivo en la gestión escolar desde un enfoque micropolítico." GACETA DE PEDAGOGÍA, no. 40 (August 20, 2021): 181–202. http://dx.doi.org/10.56219/rgp.vi40.918.

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El presente artículo busca indagar los fundamentos teóricos del liderazgo directivo en la gestión escolar efectiva desde el enfoque político de las instituciones educativas como organizaciones sociales, a través de una investigación de carácter documental. La investigación asume la escuela como un campo de conflicto ideológico donde adquiere relevancia la reestructuración de las fuentes y usos del poder entre los grupos de interés existentes en esta. Se concluye con la identificación de los obstáculos que dificultan la gestión escolar efectiva y el papel del liderazgo en la reconstrucción de las relaciones existentes en pro de los objetivos institucionales, a partir de lo cual se plantea la elaboración de una propuesta integradora con lineamientos aplicables a las instituciones educativas del país. ABSTRACT The main objective of this article is to investigate theoretical foundations of directive leadership in effective school management, from the political perspective of educational institutions as social organizations, through documentary research. For this purpose, the research assumes the school as a field of ideological conflict where the restructuring of the sources and uses of power among the existing interest groups in it acquires relevance. The article concludes with the identification of the obstacles that hinder effective school management and the role of leadership in the reconstruction of existing relationships in favor of institutional objectives, from which the possible elaboration of an integrative proposal that includes guidelines applicable to institutions in the country. Key words: Directive leadership, school management, micropolitics. RÉSUMÉ L'objectif principal de cet article est d'étudier les fondements théoriques du leadership managérial dans la gestion efficace des écoles, à partir de l'approche politique des institutions éducatives en tant qu'organisations sociales, à travers une recherche documentaire. À cette fin, la recherche considère l'école comme un champ de conflit idéologique où la restructuration des sources et des utilisations du pouvoir parmi les groupes d'intérêt existants devient pertinente. L'article se termine par l'identification des obstacles qui entravent la gestion efficace des écoles et le rôle du leadership dans la reconstruction des relations existantes en faveur des objectifs institutionnels, à partir desquels il suggère le développement possible d'une proposition intégrative qui inclut des lignes directrices applicables aux institutions du pays. Mots clés: leadership directif, gestion scolaire, micropolitique
4

Webb, Owen. "Enacting Relational Leadership Through Restorative Practices." Alberta Journal of Educational Research 67, no. 2 (June 2, 2021): 159–77. http://dx.doi.org/10.55016/ojs/ajer.v67i2.68603.

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A restorative approach to education emphasizes that educators play a critical role in building relationships amongst school stakeholders. This case study examined the four-year journey of leading a school to implement and sustain a restorative culture. A theoretical framework for restorative practices was established around relational leadership theory and dialogue, providing the foundation for this research. The research addressed the need for studying the leading of restorative culture change from a relational perspective, while highlighting the need for leadership to establish spaces, processes, attitudes, language, and questions for establishing effective dialogue to initiate the building and sustaining of effective relations. Although the restorative culture was described by some as “diluted” by the end of the initiative, it was evident that restorative practices remained integral to the daily educational practices as a result of the four-year initiative by school leadership to integrate restorative approaches into daily practices. Key words: relational leadership, restorative practices, school culture, dialogue Une approche réparatrice de l'éducation souligne que les éducateurs jouent un rôle essentiel dans l'établissement de relations entre les parties prenantes de l'école. Cette étude de cas examine le parcours de quatre ans de la direction d'une école pour mettre en œuvre et maintenir une culture réparatrice. Un cadre théorique pour les pratiques réparatrices a été établi autour de la théorie du leadership relationnel et du dialogue, ce qui constitue le fondement de cette recherche. La recherche a répondu au besoin d'étudier la gestion du changement de la culture réparatrice d'un point de vue relationnel, tout en soulignant la nécessité pour le leadership d'établir des espaces, des processus, des attitudes, un langage et des questions pour établir un dialogue efficace afin d'initier la construction et le maintien de relations efficaces. Bien que la culture réparatrice ait été décrite par certains comme "diluée" à la fin de l'initiative, il était évident que les pratiques réparatrices restaient partie intégrante des pratiques éducatives quotidiennes suite à l'initiative de quatre ans de la direction de l'école pour intégrer les approches réparatrices dans les pratiques quotidiennes. Mots-clés : leadership relationnel, pratiques réparatrices, culture scolaire, dialogue
5

Molle, Jérôme, Marie-Annick Hidoux, and Bruno Bellet. "Influence de l’interprofessionnalité sur l’apprentissage du leadership dans le cadre de dispositifs de formation paramédicale recourant à la simulation. Étude LEADERSHIP." Pédagogie Médicale 24, no. 1 (2023): 19–29. http://dx.doi.org/10.1051/pmed/2022037.

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Contexte : Dans le domaine de la santé, l’importance du facteur humain pour la sécurité des soins est de plus en plus prégnante. Les recherches ont ainsi conduit les équipes soignantes à se questionner sur leur gestion des compétences non techniques. Un leadership efficace est ainsi déterminant pour gérer une situation critique. Dans ces situations, ce leadership est traditionnellement assumé par le médecin. Pourtant, les situations hors présence médicale sont fréquentes. Les infirmières doivent alors assumer ce rôle et ce, dès leur sortie de formation. Lorsque ses caractéristiques sont similaires, le leadership infirmier possède une égale efficacité en situation critique. Les recommandations suggèrent d’utiliser la simulation pour développer et évaluer les compétences non techniques, notamment le leadership, en formation initiale. L’approche interprofessionnelle semble potentialiser le processus d’apprentissage. But : L’objectif de cette étude est de comparer le leadership d’équipes interprofessionnelles et monoprofessionnelles lors de situations de gestion de crise simulées (arrêt cardiaque adulte). Méthodes : Il s’agit d’une étude monocentrique (n = 102), exploratoire et observationnelle, non randomisée contrôlée avec comparaison à groupe historique. Résultats : Les scores de leadership, évalués par l’échelle f-TEAM (french-Team Emergency Assessment Measure), étaient significativement plus élevés dans le groupe interprofessionnel (Δ moyen = −1,21 ; p < 0,05). La théorie de l’apprentissage et l’enseignement contextualisé authentique suggère que l’authenticité de l’environnement interprofessionnel peut influer positivement sur le développement du leadership en situation de gestion de crise simulée. Conclusion : Cette étude semble montrer un impact positif de la simulation interprofessionnelle sur le développement du leadership chez les étudiants en soins infirmiers et les élèves aides-soignants.
6

Vigorelli, Marta. "Evoluzione di un trattamento integrato di psicosi cronica in un servizio pubblico." PSICOBIETTIVO 45, no. 1 (April 2024): 119–36. http://dx.doi.org/10.3280/psob2024-001008.

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L'articolo presenta l'evoluzione terapeutico-riabilitativa di caso di psicosi cronica in una donna di 46 anni, realizzato in un servizio psichiatrico pubblico milanese, caratterizzato da una équipe multiprofessionale coesa e da una leadership efficace. All'esito favorevole, attualmente concluso e validato da una ricerca empirica single-case, hanno concorso numerosi fattori; soprattutto l'importante ruolo del gruppo curante che, articolato con la coppia terapeutica, ha avuto la funzione sia di attivazione di interventi multipli di tipo farmacologico, psicoeducativo, assistenziale e di supporto familiare, ma anche di contenimento e integrazione di aspetti caotici e frammentati del Sé della paziente.
7

D’Andreamatteo, Antonio, Maria Bernardette Di Sciascio, and Thomas Schael. "La Clinical Governance nella Asl02 di Lanciano Vasto Chieti." MECOSAN, no. 124 (November 2023): 185–97. http://dx.doi.org/10.3280/mesa2022-124oa16278.

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Un sistema sanitario pi&ugrave; responsabile, efficace ed efficiente richiede la collaborazione fattiva di tutti i professionisti coinvolti, in una visione e approccio operativo che privilegi la centralit&agrave; del paziente. La clinical governance, come framework, ma soprattutto nella sua implementazione, va intesa come un processo continuo che orienti il cambiamento del sistema verso condizioni che realizzino effettivamente la possibilit&agrave; di eccellere nelle cure e nel servizio ai pazienti.Il caso evidenzia come alcune delle politiche e iniziative di clinical governance siano ormai consolidate nella comunit&agrave; di riferimento, altre, invece, sono state aggiunte recentemente ma stanno gi&agrave; contribuendo a cambiarne cultura e modalit&agrave; operative. La composizione allargata del Collegio di Direzione, le iniziative quali quelle del Quality and Safety Day e lo sviluppo di un network di referenti aziendali per la qualit&agrave; e il rischio clinico sono tra le pratiche pi&ugrave; efficaci che stanno incrementano le modalit&agrave; di coinvolgimento dei clinici nella gestione dell'azienda sanitaria, realizzando la necessaria integrazione tra aspetti clinici, manageriali e di leadership.
8

Ait Errays, Noureddine, Abdessalam Elamiri, and Mohamed Larbi Sidmou. "Explorer l’effet de la communication sur la résilience du grand projet Noor de Ouarzazate." Revue Management & Innovation N° 8, no. 2 (October 31, 2023): 29–51. http://dx.doi.org/10.3917/rmi.208.0029.

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Dans cette recherche, notre objectif est de comprendre comment la communication avec les parties prenantes facilite la résilience organisationnelle dans le contexte des mégaprojets. Des entrevues semi-dirigées ont été réalisées auprès de vingt personnes au total, représentants les différentes parties prenantes du projet NOOR de Ouarzazate. Les résultats nous ont permis de mettre en évidence plusieurs éléments importants : - dans une logique de complémentarité, la nature interactive et conversationnelle de la communication avec les parties prenantes nécessaire pour prédire les événements inattendus et puis de changer dans ces conditions défavorables et la nature efficace nécessaire pendant les crises permettant aux parties prenantes d’y résister pour en sortir. – l’importance de l’étiquette « projet de souveraineté » et du style de leadership de Masen pour prédire la résilience.
9

Dabouis, Marie. "Quand la maternité ferme : quel accompagnement du changement organisationnel par la sage-femme coordinatrice ?" Projectics / Proyéctica / Projectique Hors Série, HS1 (June 26, 2023): 201–24. http://dx.doi.org/10.3917/proj.hs04.0201.

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La transformation actuelle du paysage hospitalier vise à recomposer l’offre de soins sur les territoires dans une logique de gradation des soins, notamment en périnatalité. Depuis vingt ans de nombreuses restructurations de maternités ont ainsi conduit à la création de Centres Périnatals de Proximité. Nous avons choisi de nous intéresser aux pratiques managériales de la sage-femme coordinatrice dans ce contexte de changement organisationnel contraint afin d’identifier les facteurs déterminants sa réussite. Notre étude démontre ainsi, au travers d’entretiens, que la mobilisation des compétences émotionnelles du manager en période de changement concoure à un leadership efficace. Elle permet également de mettre en avant la pertinence d’un accompagnement managérial adapté au rythme du changement, pour favoriser son ancrage et permettre aux collaborateurs de s’approprier la vision du leader et de se réinventer dans une perspective de progrès.
10

Boyd, William Edgar, and Martin Hayden. "Collaborative Inquiry and School Leadership Growth: An Australian Adaptation of an Albertan Approach." Alberta Journal of Educational Research 67, no. 3 (September 10, 2021): 262–72. http://dx.doi.org/10.55016/ojs/ajer.v67i3.69958.

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This article introduces an Australian adaptation of an approach to supporting school leadership and improvement pioneered by educationalists David Townsend and Pam Adams, from Alberta, Canada. Referred to as the North Coast Initiative for School Improvement, the adaptation involved school leaders, academics, and government officials who combined to implement the twin processes of collaborative inquiry and generative dialogue at about sixty primary and secondary schools across the North Coast region of New South Wales, Australia. The initiative appears from all reports to have been both well received and highly impactful, including in terms of improved student performance. This issue of the AJER offers an exploration from an Australian perspective of the principles underpinning the two processes. It also presents case studies from an Australian setting of the impact of these processes on school leadership and improvement. Key words: collaborative inquiry, generative dialogue, North Coast Initiative for School Improvement, school leadership, school improvement Cet article présente l'adaptation australienne d'une approche de soutien à la direction et à l'amélioration des écoles mise au point par les pédagogues David Townsend et Pam Adams de l'Alberta, au Canada. Connue sous le nom de North Coast Initiative for School Improvement, cette adaptation a impliqué des leaders scolaires, des universitaires et des représentants du gouvernement qui se sont associés pour mettre en œuvre les processus jumeaux d'enquête collaborative et de dialogue génératif dans une soixantaine d'écoles primaires et secondaires de la région de la côte nord de la Nouvelle-Galles du Sud, en Australie. D'après tous les rapports, l'initiative semble avoir été à la fois bien accueillie et très efficace, notamment en termes d'amélioration des résultats des élèves. Ce numéro de l'AJER propose une exploration d'un point de vue australien des principes qui sous-tendent les deux processus. Il présente également des études de cas d'un contexte australien de l'impact de ces processus sur la direction et l'amélioration des écoles. Mots clés : enquête collaborative, dialogue génératif, leadership scolaire, amélioration des écoles, North Coast Initiative for School Improvement
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You might also be interested in the extended bibliographies on the topic 'Le Leadership Efficace' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Le Leadership Efficace":

1

Lamelas, José Pereira. "Direction hôtelière en équipe avec l’USALI et le BSC – pour une gestion plus efficace et efficiente." Perpignan, 2010. http://www.theses.fr/2010PERP1037.

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Dans un environnement très compétitif, incertain, ambigu et donc difficile, le passage du leader unique à la direction en équipes de compétences complémentaires constitue une évolution qui a beaucoup contribué à l’innovation, à la motivation, et à l’amélioration du climat, de l’efficacité et de l’efficience. Cette recherche s'attachera à établir si oui ou non il existe un rapport entre le modèle du co-leadership et l’amélioration de l’efficacité et de l’efficience dans les entreprises de l’industrie hôtelière portugaise. À cette fin, nous avons utilisé 1 723 questionaires, des entretiens avec les CEO, l’analyse statistique (de la satisfaction des clients, de la performance économique et financière) et l’analyse de cas de co-leadership. Les résultats confirment que plus le modèle de co-direction est marqué, meilleures sont l’efficacité et l’efficience. Les variables de Co-leadership et GOP présentent une forte corrélation entre elles et avec d’autres indicateurs importants d’efficacité opérationnelle tels que le Climat Organisationnel leadership, co-leadership, efficacité, efficience, hôtellerie, Motivation du travail, Satisfaction des Clients
In a very competitive, uncertain and very complex environment, the change from a single leader to a leadership team with complementary skills is supposed to be an evolution which highly contributes to the innovation, motivation, good environment and improvement of the effectiveness and efficiency. This research aims at verifying whether or not there is a relationship between the model of co-leadership and the improvement of effectiveness and efficiency in the Portuguese hotel business companies. For this purpose we used 1723 questionnaires, interviews, customers’ satisfaction, economic and financial performance and case studies. The results confirm that the stronger the co-leadership is, the better the effectiveness and the efficiency are. “Co-leadership” and “GOP” variables are both positive and strongly correlated between themselves and with other important indicators of operational effectiveness such as “Organizational Environment”, “Work Motivation” and “Customers’ Satisfaction”
2

Hojaili, Nadine. "Au-delà des stéréotypes : un cadre analytique pour un leadership efficace des femmes au Moyen-Orient." Electronic Thesis or Diss., Université Côte d'Azur, 2024. http://www.theses.fr/2024COAZ0001.

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Cette étude examine les relations entre la justice procédurale, la justice interactionnelle, l'échange leader-membre et la satisfaction au travail dans les petites et moyennes entreprises (PME) libanaises. Fondée sur la théorie de l'échange social, la recherche explore comment les perceptions de l'équité et le genre influencent les relations entre les leaders et les membres et la satisfaction des employés pendant les crises. En utilisant des données de 1 127 participants dans les PME libanaises, la modélisation d'équations structurelles a été utilisée pour l'analyse. Les résultats révèlent que la justice interactionnelle a un impact positif sur l'échange leader-membre, favorisant des liens solides grâce à un traitement équitable et respectueux. Étonnamment, la justice procédurale n'a pas d'effet positif direct sur l'échange leader-membre, ce qui suggère que des facteurs contextuels peuvent supplanter l'équité procédurale. De plus, l'échange leader-membre améliore significativement la satisfaction au travail, soulignant l'importance d'un leadership positif pour promouvoir le bien-être des employés. Cependant, contrairement aux hypothèses, l'échange leader-membre ne médie pas la relation entre la justice procédurale et la satisfaction au travail. Le genre n'est pas un modérateur significatif des relations entre la justice procédurale, la justice interactionnelle, l'échange leader-membre et la satisfaction au travail, ce qui suggère une pertinence universelle au sein des PME libanaises. Les implications théoriques de la théorie de l'échange social soulignent la nécessité d'une communication équitable et de styles de leadership personnalisés pour instaurer la confiance et des relations positives. Les implications managériales soulignent l'adoption d'approches inclusives et réactives en matière de genre, ainsi que des stratégies de gestion de crise privilégiant la justice procédurale et interactionnelle, pour favoriser la résilience au sein des organisations
This study investigates the relationships between procedural justice, interactional justice, leader-member exchange, and job satisfaction in Lebanese small and medium-sized enterprises (SMEs). Grounded in the Social Exchange Theory, the research explores how fairness perceptions and gender influence leader-member relationships and employee satisfaction during crises. Using data from 1,127 participants in Lebanese SMEs, structural equation modeling was employed for analysis. Results reveal that interactional justice positively impacts leader-member exchange, fostering strong ties through fair and respectful treatment. Surprisingly, procedural justice does not exhibit a direct positive effect on leader-member exchange, implying contextual factors may override procedural fairness. Moreover, leader-member exchange significantly enhances job satisfaction, highlighting the importance of positive leadership in promoting employee well-being. However, contrary to hypotheses, leader-member exchange does not mediate the relationship between procedural justice and job satisfaction. Gender is not a significant moderator of relationships between procedural justice, interactional justice, leader-member exchange, and job satisfaction, suggesting universal relevance within Lebanese SMEs. Theoretical implications from the Social Exchange Theory stress the need for fair communication and personalized leadership styles to build trust and positive relationships. Managerial implications underscore adopting gender-inclusive and responsive approaches, alongside crisis management strategies prioritizing procedural and interactional justice, for fostering resilience in organizations. Keywords: procedural justice, interactional justice, leader-member exchange, job satisfaction, gender-inclusive, Lebanese SMEs
3

Ross, Michel. "Les compétences de directions d'école efficace - Études de cas dans deux écoles secondaires québécoises." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/28745/28745.pdf.

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4

Nye, Gary D. Adkison Judith Ann. "Principals' leadership beliefs." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9747.

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5

Gallante, Patricia. "Principal Leadership Behaviors and Teacher Efficacy." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702749.

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The attrition rate of teachers in an urban/suburban school district in a northeastern state caused schools to fail to attain annual yearly progress. To reverse this problem, administrators must understand the importance of their leadership and teacher efficacy and the need to nurture teachers to increase student performance. The purpose of this sequential mixed-methods study was to determine whether a relationship existed between leadership and efficacy. Total-population sampling was used to obtain 19 elementary and middle teachers who completed two surveys to examine the relationship between principals' behaviors (human relations, trust/decision making, instructional leadership, control, and conflict) and teacher efficacy (student engagement, instructional strategies, and classroom management). Survey data were analyzed using Pearson's product-moment correlations. In addition, face-to-face interviews were conducted with 3 teachers who had 5 or fewer years of teaching experience. These data were analyzed using thematic analysis. Quantitative findings indicated significant relationships between instructional leadership with teacher engagement and conflict with teacher engagement. Themes, based on the integrated model of teacher efficacy, revealed connections with the principal and support, guidance, and structure provided by the principal. Principals must focus on leadership behaviors that may increase teacher efficacy. These endeavors may contribute to positive social change when school leaders support teachers, who, in turn support students in their educational challenges to increase academic performance.

6

Dixon-Peters, Earic B. "Leadership efficacy of community college students." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3581489.

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This quantitative study examined the leadership efficacy of community college students in leadership positions using Bandura's (1997) self-efficacy concept. The sample included 124 respondents from 19 community colleges in California. The results indicated that student leaders' leadership efficacy was moderately high, suggesting participants believed they might be able to accomplish certain leadership tasks. There were no significant differences in leadership efficacy scores by gender or ethnicity. However, a significant difference was found in one category, the belief in ability to motivate groups. Implications for leadership educators, institutional practices, and future research are discussed.

7

Gallante, Patricia Ellen. "Principal Leadership Behaviors and Teacher Efficacy." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/581.

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The attrition rate of teachers in an urban/suburban school district in a northeastern state caused schools to fail to attain annual yearly progress. To reverse this problem, administrators must understand the importance of their leadership and teacher efficacy and the need to nurture teachers to increase student performance. The purpose of this sequential mixed-methods study was to determine whether a relationship existed between leadership and efficacy. Total-population sampling was used to obtain 19 elementary and middle teachers who completed two surveys to examine the relationship between principals' behaviors (human relations, trust/decision making, instructional leadership, control, and conflict) and teacher efficacy (student engagement, instructional strategies, and classroom management). Survey data were analyzed using Pearson's product-moment correlations. In addition, face-to-face interviews were conducted with 3 teachers who had 5 or fewer years of teaching experience. These data were analyzed using thematic analysis. Quantitative findings indicated significant relationships between instructional leadership with teacher engagement and conflict with teacher engagement. Themes, based on the integrated model of teacher efficacy, revealed connections with the principal and support, guidance, and structure provided by the principal. Principals must focus on leadership behaviors that may increase teacher efficacy. These endeavors may contribute to positive social change when school leaders support teachers, who, in turn support students in their educational challenges to increase academic performance.
8

Campbell, Wendell Lynn. "Correlating Principals' Self-Efficacy Ratings with Ratings of Their Efficacy by Their Teachers: Perceptions of Leadership." Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1341003286.

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Anderson, David Wayne. "Personality, self-efficacy and managerial leadership behaviour." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0012/NQ42493.pdf.

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Anderson, David Wayne. "Personality, self-efficacy and managerial leadership behaviour." Ottawa : National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.nlc-bnc.ca/obj/s4/f2/dsk1/tape10/PQDD_0012/NQ42493.pdf.

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Books on the topic "Le Leadership Efficace":

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Mongeau, Pierre. Règles et stratégies pour exercer un leadership efficace, ou, L'art d'influencer sans remords! en comité, en réunion, en conseil d'administration. Montréal, Qué: Libre Expression, 1988.

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Pilcher, Janet. How to lead teachers to become great: It's all about student learning. Gulf Breeze, FL: Fire Starter Publishing, 2009.

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Dimmock, Clive A. J. The efficacy of school leadership: Why we expect too much. Jolimont, Vic: Centre for Strategic Education, 2007.

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Secretan, Lance H. K. The spark, the flame, and the torch: Twelve reflections that will help you discover a fresh sense of ... Caledon, Ont: Secretan Center, 2010.

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Gordon, Thomas. Leaders efficaces: Communication et performance en équipe. [Montréal]: Le Jour, 1995.

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Martin, Robertson. Your 60 minute business transformation: Save yourself blood, sweat and tears. Scotland]: [publisher not identified], 2014.

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Egan, Gerard. Adding value: A systematic guide to business-driven management and leadership. San Francisco: Jossey-Bass, 1993.

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International, Conference on Transformation of Higher Education Management and Leadership for Efficacy in Africa (2001 Nairobi Kenya). Abstracts of the International Conference on Transformation of Higher Education Management and Leadership for Efficacy in Africa: November 12-16, 2001. Nairobi, Kenya: The University, 2001.

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Dan, Baker. What happy companies know. Upper Saddle River, NJ: Pearson Education, 2006.

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Dan, Baker. What Happy Companies Know. Upper Saddle River: Pearson Education, 2007.

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Book chapters on the topic "Le Leadership Efficace":

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Gomes, A. Rui. "Coaching Efficacy: The Leadership Efficacy Model." In Coaching for Human Development and Performance in Sports, 43–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63912-9_4.

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Hughes, Claretha. "Self-Efficacy Beliefs." In American Black Women and Interpersonal Leadership Styles, 55–63. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-878-7_4.

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Jaina, Joe. "Leaders and Their Self-Efficacy Beliefs: Why Working Relationships Matter." In Leadership Perspectives, 193–207. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230584068_14.

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Rocco, Melissa. "Developing Leadership Efficacy Through Critical Self-Reflection." In Women and Leadership Development in College, 33–36. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448761-7.

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Sloma-Williams, Lorraine, Sharon A. McDade, Rosalyn C. Richman, and Page S. Morahan. "The Role of Self-Efficacy in Developing Women Leaders." In Women in Academic Leadership, 50–73. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448785-3.

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DeWitt, Peter M. "Priority I—Collective Efficacy." In Coach It Further: Using the Art of Coaching to Improve School Leadership, 111–24. 2455 Teller Road, Thousand Oaks California 91320: A SAGE Company, 2019. http://dx.doi.org/10.4135/9781071872703.n11.

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Klein, Louis, and Thomas S. L. Wong. "The Yin and Yang of Change: Systemic Efficacy in Change Management." In Leadership through the Classics, 475–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32445-1_31.

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Erçetin, Şefika Şule, and Mehmet Sabir Çevik. "A Study on Validity and Reliability of Teacher Efficacy Scale." In Chaos, Complexity and Leadership 2017, 411–30. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89875-9_34.

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Roodbol, Petrie F., and Jeroen W. B. Peters. "La création de réseaux cliniques efficaces." In Leadership de l’infirmière en pratique avancée : une perspective globale, 255–68. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-34097-0_17.

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Yu, Kang Yang Trevor, Kim-Yin Chan, and Jia Lin. "Measuring Preference for Non-standard Work: Relationships with EPL Motivations, Efficacies, Perceived Employability, and Career Adaptability." In Entrepreneurship–Professionalism–Leadership, 131–50. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3121-7_8.

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Conference papers on the topic "Le Leadership Efficace":

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Watzl, Christian. "Multidimensional Approach in Leadership Efficacy." In The 4th Global Virtual Conference. Publishing Society, 2016. http://dx.doi.org/10.18638/gv.2016.4.1.756.

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Prodanov, Gancho, and Tatiana Iancheva. "THE INFLUENCE OF GENDER ON COACHING EFFICACY AND LEADERSHIP STYLE AMONG BULGARIAN FOOTBALL PLAYERS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/69.

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ABSTRACT According to a number of authors, athletes ‘perceptions and evaluations of their coach’s effectiveness and behavior (real and preferred) influence athletes’ behavior and performance. The aim of the present study is to examine coaching efficacy expectations and leadership style among Bulgarian football players. Methods: The research was done among 73 football players (female-28, male-45) aged between 16 and 26 years. In order to fulfill the aim, we used: 1) Coaching Efficacy Scale (CES), Feltz et al., 1999; 2) Revised Leadership Scale for Sport (RLSS), Zhang et. el., 1997. Results and discussion: The results from the variation analysis showed similar levels in some of the components of coaching efficacy and leadership style. The comparative analysis revealed significant differences depending on the gender of the game strategy subscales and the way the coach makes decisions. There are established significant differences in the preferred behavior of the coach from the players on the social support and positive feedback subscales. The correlation analysis did not reveal strong relationships between the coaching efficacy subscales and the leadership style subscales. Accordingly, our results differ from the data published in the literature. The results from the regression analysis reveal that coaching efficacy does not directly affect the subscales of the leadership style, which differs from what is reported in the literature.
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Jardine, Hannah. "Academic Peer Mentorship as a Leadership Development Experience: Fostering Leadership Self-Efficacy." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1584831.

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Akcil, Umut, Zehra Altinay, Gokmen Dagli, and Fahriye Altinay. "THE ROLE OF TECHNOLOGY LEADERSHIP: INNOVATION FOR SCHOOL LEADERSHIP IN DIGITAL AGE." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-115.

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Recent developments in information and communication technologies have moved schools into digital platforms. For this reason, in our digital-age, technology-based leadership has an important place increasing the quality of expected education in the environment of the new generation students, who we call digital natives. The Technology Leadership that emerged at this point is an important type of leadership that should be adopted for the school administrators in the digital age. In this context, the aim of this study is to evaluate the role of technology leadership self-efficacy on educational processes in the digital age in the context of Technology Acceptance Model (TAM). In the study, a semi-structured interview form was employed as the data collection tool. The study was conducted in the academic year of 2018 and a total of 20 school administrators engaged in the secondary education level under the ministry of national education were included in the study. The views obtained from the administrators were analyzed with content analysis. The results were evaluated utilizing TAM model. In light of the views of administrators which are analyzed according to "perceived ease of use" and "perceived usefulness" defined by TAM model, it is concluded that the technology leadership self-efficacy has an impact on technology integration to the education process, promoting effective use of technology for learning, communicating effectively with all the stakeholders and creating social interaction based on trust.technology leadership, technology acceptance, digital age, school administrators, digital natives technology leadership, technology acceptance, digital age, school administrators, digital nativestechnology leadership, technology acceptance, digital age, school administrators, digital natives
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Ghunu, Novtryananda. "Teacher’s Perception of Principal Leadership on Self-efficacy." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.45.

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Al -Musawi, Abbas N., Batool M. Al –Mahdawi, and Rusol N. Al-Tameemi. "Impact of Ethical Leadership on Team Performance: the Mediating Role of Resolution Efficacy and Individual Performance." In 2020 International Conference on Resources Management. Koya University, 2021. http://dx.doi.org/10.14500/icrm2020.gen308.

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The purpose of this study is to investigate the impact of ethical leadership on team performance with mediating role of resolution efficacy and individual performance. Design/Methodology/Approach: This study is conducted in telecom sector of Qatar; self-administrative questionnaire is used for data collection. The collected data for the study was tested with the help of two statistical software SPSS and AMOS. Different tests were run in order to test the research hypothesis and confirm it objectives, i.e., descriptive, correlation KMO and factor loading, CFA and SEM. Findings: The findings of the study indicated that ethical leadership has positive and significant impact on team performance in Qatar telecom sector. Results also prove that resolution efficacy and individual performance significantly mediates between ethical leadership and team performance. Implications: This study will be significant both theoretically and practically. In theory, evidence in the literature on the study topic will increase. In the practical field, this study will help in implementing the teamwork in telecom sector of Qatar to improve it outcomes. Policymakers can also benefit from the study as it will help those updating policies on ethical leadership for positive outcomes. Originality/Value: The study presents a research model that is investigated for the first time in the telecom sector of Qatar.
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Iancheva, Tatiana, and Gancho Prodanov. "COACHING EFFICACY AND LEADERSHIP STYLE AMONG BULGARIAN FOOTBALL COACHES." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES” AND THE BALKAN SCIENTIFIC CONGRESS “PHYSICAL EDUCATION, SPORTS, HEALTH”. National Sports Academy "Vassil Levski" (NSA Press), 2019. http://dx.doi.org/10.37393/icass2019/46.

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Xie, Charlene, Yang Liu, and Xiao-dan Weng. "The efficacy of voluntary leadership in environmental collective action." In 2014 International Conference on Management Science and Engineering (ICMSE). IEEE, 2014. http://dx.doi.org/10.1109/icmse.2014.6930337.

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Fowler, Denver. "Educational Leadership, Leader-Member Exchange, and Teacher Self-Efficacy." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1565213.

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Paskova, Lucia. "GENERAL SELF-EFFICACY AND TRANSFORMATIONAL LEADERSHIP IN SLOVAK EDUCATION." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.0668.

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Reports on the topic "Le Leadership Efficace":

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Elliott, Kerry, Hilary Hollingsworth, Aiden Thornton, Liz Gillies, and Katherine Henderson. School leadership that cultivates collective efficacy: Emerging insights 2022. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-694-9.

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The work of the Menzies School Leadership Incubator suggests we need a new approach to leadership that supports school leaders to better manage transformational change and deepen collaborative capacity necessary to cultivate collective efficacy to improve student learning outcomes. This paper provides a description of the work of the Menzies School Leadership Incubator (“the Incubator’) and insights generated so far. The Incubator has identified five leadership domains which underpin the leadership of Collective Efficacy: Understanding Collective Efficacy; Systems Leadership; Change Leadership; Team Leadership; and Collaborative Capacity.
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Elliott, Kerry, and Hilary Hollingsworth. A case for reimagining school leadership development to enhance collective efficacy. Australian Council for Educational Research, June 2020. http://dx.doi.org/10.37517/xyqs1429.

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Jeong, Stephen, Sarah Stawiski, Sol Bukin, and Heather Champion. Stemming the Great Resignation through Leadership Development. Center for Creative Leadership, 2022. http://dx.doi.org/10.35613/ccl.2022.2051.

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The recent rise in voluntary turnover has sparked a renewed focus on attracting and retaining talent. In their attempts to stem the tide of the Great Resignation, organizations are augmenting traditional retention strategies – e.g., higher pay, enhanced benefits, more opportunities for career advancement etc. – with remote and hybrid work schedules brought about by the COVID pandemic. Given its inherent appeal to both employees and organizations, leadership development (LD) opportunities have long been believed to play a crucial role in helping to attract and retain employees. While the body of existing correlational research does point to a positive relationship between LD opportunities and retention, there is scant research that elucidates the mechanism(s) that may help to bridge the two. Guided by existing research, this paper examined Center for Creative Leadership’s large database of program evaluation data to uncover those potential mechanisms. We found preliminary support for three specific outcomes of leadership development that may serve as potential mediators linking LD with retention; they include enhanced self-efficacy, meaningful connections, and capacity to engage followers. We conclude with implications of these findings for future research as well as some caveats related to our investigation.
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Chioda, Laura, Paul Gertler, and Nicole Perales. Empowering Women: Teaching Leadership Skills to Youth in Uganda. Centre for Excellence and Development Impact and Learning (CEDIL), April 2023. http://dx.doi.org/10.51744/crpp10.

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Empowering adolescent girls through education has become a priority among numerous stakeholder. However, recent evidence suggests that education alone may not be suffcient if women remain in a low-empowerment equilibrium and face internal constraints as they relate to aspirations, self-efficacy, leadership, and other life (soft) skills. We study the long-term impacts of a school-based upper-secondary intervention, the Educate! Experience, designed to enhance adolescents’ leadership and social entrepreneurship skills in Uganda. The program was implemented as a cluster randomized controlled trial (RCT) in 48 schools. Four years post-intervention, we document lasting impacts on a wide array of leadership and soft skills. Overall, Educate! graduates developed skills that are traditionally associated with greater focus on long-term goals; they reported being more in control of aspects of their lives (self-efficacy and grit) and more empowered to implement actions towards their plans. Young women in the treatment group are also more likely to complete secondary education, delay family formation, enroll in tertiary education, and pursue STEM and Business majors relative to their counterparts in the control group. The program yielded socially desirable and gender relevant spillovers, including expansions in women’s agency. Both male and female Educate! graduates embraced more progressive views concerning women’s standing in the society and women’s ability to exercise their agency to engage in the labor market and refuse sex. The incidence of intimate partner violence (IPV) also improved among Educate! graduates, as did their attitudes toward IPV social acceptability.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Totten, Annette, Dana M. Womack, Marian S. McDonagh, Cynthia Davis-O’Reilly, Jessica C. Griffin, Ian Blazina, Sara Grusing, and Nancy Elder. Improving Rural Health Through Telehealth-Guided Provider-to-Provider Communication. Agency for Healthcare Research and Quality, December 2022. http://dx.doi.org/10.23970/ahrqepccer254.

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Objectives. To assess the use, effectiveness, and implementation of telehealth-supported provider-to-provider communication and collaboration for the provision of healthcare services to rural populations and to inform a scientific workshop convened by the National Institutes of Health Office of Disease Prevention on October 12–14, 2021. Data sources. We conducted a comprehensive literature search of Ovid MEDLINE®, CINAHL®, Embase®, and Cochrane CENTRAL. We searched for articles published from January 1, 2015, to October 12, 2021, to identify data on use of rural provider-to-provider telehealth (Key Question 1) and the same databases for articles published January 1, 2010, to October 12, 2021, for studies of effectiveness and implementation (Key Questions 2 and 3) and to identify methodological weaknesses in the research (Key Question 4). Additional sources were identified through reference lists, stakeholder suggestions, and responses to a Federal Register notice. Review methods. Our methods followed the Agency for Healthcare Research and Quality Methods Guide (available at https://effectivehealthcare.ahrq.gov/topics/cer-methods-guide/overview) and the PRISMA reporting guidelines. We used predefined criteria and dual review of abstracts and full-text articles to identify research results on (1) regional or national use, (2) effectiveness, (3) barriers and facilitators to implementation, and (4) methodological weakness in studies of provider-to-provider telehealth for rural populations. We assessed the risk of bias of the effectiveness studies using criteria specific to the different study designs and evaluated strength of evidence (SOE) for studies of similar telehealth interventions with similar outcomes. We categorized barriers and facilitators to implementation using the Consolidated Framework for Implementation Research (CFIR) and summarized methodological weaknesses of studies. Results. We included 166 studies reported in 179 publications. Studies on the degree of uptake of provider-to-provider telehealth were limited to specific clinical uses (pharmacy, psychiatry, emergency care, and stroke management) in seven studies using national or regional surveys and claims data. They reported variability across States and regions, but increasing uptake over time. Ninety-seven studies (20 trials and 77 observational studies) evaluated the effectiveness of provider-to-provider telehealth in rural settings, finding that there may be similar rates of transfers and lengths of stay with telehealth for inpatient consultations; similar mortality rates for remote intensive care unit care; similar clinical outcomes and transfer rates for neonates; improvements in medication adherence and treatment response in outpatient care for depression; improvements in some clinical monitoring measures for diabetes with endocrinology or pharmacy outpatient consultations; similar mortality or time to treatment when used to support emergency assessment and management of stroke, heart attack, or chest pain at rural hospitals; and similar rates of appropriate versus inappropriate transfers of critical care and trauma patients with specialist telehealth consultations for rural emergency departments (SOE: low). Studies of telehealth for education and mentoring of rural healthcare providers may result in intended changes in provider behavior and increases in provider knowledge, confidence, and self-efficacy (SOE: low). Patient outcomes were not frequently reported for telehealth provider education, but two studies reported improvement (SOE: low). Evidence for telehealth interventions for other clinical uses and outcomes was insufficient. We identified 67 program evaluations and qualitative studies that identified barriers and facilitators to rural provider-to-provider telehealth. Success was linked to well-functioning technology; sufficient resources, including time, staff, leadership, and equipment; and adequate payment or reimbursement. Some considerations may be unique to implementation of provider-to-provider telehealth in rural areas. These include the need for consultants to better understand the rural context; regional initiatives that pool resources among rural organizations that may not be able to support telehealth individually; and programs that can support care for infrequent as well as frequent clinical situations in rural practices. An assessment of methodological weaknesses found that studies were limited by less rigorous study designs, small sample sizes, and lack of analyses that address risks for bias. A key weakness was that studies did not assess or attempt to adjust for the risk that temporal changes may impact the results in studies that compared outcomes before and after telehealth implementation. Conclusions. While the evidence base is limited, what is available suggests that telehealth supporting provider-to-provider communications and collaboration may be beneficial. Telehealth studies report better patient outcomes in some clinical scenarios (e.g., outpatient care for depression or diabetes, education/mentoring) where telehealth interventions increase access to expertise and high-quality care. In other applications (e.g., inpatient care, emergency care), telehealth results in patient outcomes that are similar to usual care, which may be interpreted as a benefit when the purpose of telehealth is to make equivalent services available locally to rural residents. Most barriers to implementation are common to practice change efforts. Methodological weaknesses stem from weaker study designs, such as before-after studies, and small numbers of participants. The rapid increase in the use of telehealth in response to the Coronavirus disease 2019 (COVID-19) pandemic is likely to produce more data and offer opportunities for more rigorous studies.

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