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Journal articles on the topic 'Leadership practice'

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Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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1

Thude, Bettina Ravnborg, Svend Erik Thomsen, Egon Stenager, and Erik Hollnagel. "Dual leadership in a hospital practice." Leadership in Health Services 30, no. 1 (February 6, 2017): 101–12. http://dx.doi.org/10.1108/lhs-09-2015-0030.

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Purpose Despite the practice of dual leadership in many organizations, there is relatively little research on the topic. Dual leadership means two leaders share the leadership task and are held jointly accountable for the results of the unit. To better understand how dual leadership works, this study aims to analyse three different dual leadership pairs at a Danish hospital. Furthermore, this study develops a tool to characterize dual leadership teams from each other. Design/methodology/approach This is a qualitative study using semi-structured interviews. Six leaders were interviewed to clarify how dual leadership works in a hospital context. All interviews were transcribed and coded. During coding, focus was on the nine principles found in the literature and another principle was found by looking at the themes that were generic for all six interviews. Findings Results indicate that power balance, personal relations and decision processes are important factors for creating efficient dual leaderships. The study develops a categorizing tool to use for further research or for organizations, to describe and analyse dual leaderships. Originality/value The study describes dual leadership in the hospital context and develops a categorizing tool for being able to distinguish dual leadership teams from each other. It is important to reveal if there are any indicators that can be used for optimising dual leadership teams in the health-care sector and in other organisations.

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Raelin, Joseph A., Stephen Kempster, Howard Youngs, Brigid Carroll, and Brad Jackson. "Practicing leadership-as-practice in content and manner." Leadership 14, no. 3 (February 1, 2018): 371–83. http://dx.doi.org/10.1177/1742715017752422.

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A collective and collaborative response to an article appearing in Leadership’s “Leading Questions” department is prepared by a team subscribing to the leadership-as-practice approach. The focus is to represent the manner in which leadership-as-practice operates as a leadership theory and in its communal practice orientation. Among the themes addressed are leadership-as-practice’s theory development, its contribution in comparison to critical leadership theory, its approach to power, and its practicality. Emerging issues in leadership-as-practice theory and application are also reviewed.

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3

Rowland, Kate. "Leadership Track." Family Medicine 52, no. 2 (February 7, 2020): 144–45. http://dx.doi.org/10.22454/fammed.2020.842609.

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Koirala, Kamal Prasad. "Successful Leadership Practice in School." Education and Development 29 (December 1, 2019): 119–31. http://dx.doi.org/10.3126/ed.v29i0.32576.

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This paper mainly focuses on successful leadership practices in secondary school. It aims to identify the recent models and theories of successful leadership practice in schools, and explore the experience of school principal regarding successful school leadership in the Nepalese context. A qualitative study was carried out in Gorkha district for the collection of data. A successful head teacher was selected for in-depth interview to explore the perception and experience about successful practice of school leadership. The findings of the study reveal that strong interpersonal skills, people-centered leadership, clear communication of vision and goal, focus on academic achievement, co-curricular activities, transparency, creating a positive work environment, knowledge of pedagogical contents, and cooperation and collaboration with various stakeholders are the vital constituents of successful leadership practices.

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CRABTREE, BENJAMIN F., JENNA HOWARD, WILLIAM L. MILLER, DeANN CROMP, CLARISSA HSU, KATIE COLEMAN, BRIAN AUSTIN, MARGARET FLINTER, LEAH TUZZIO, and EDWARD H. WAGNER. "Leading Innovative Practice: Leadership Attributes in LEAP Practices." Milbank Quarterly 98, no. 2 (May 13, 2020): 399–445. http://dx.doi.org/10.1111/1468-0009.12456.

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Kaplan, Matthew, Elizabeth Larkin, and Alan Hatton-Yeo. "Leadership in Intergenerational Practice." Journal of Leadership Education 7, no. 3 (December 1, 2009): 69–82. http://dx.doi.org/10.12806/v7/i3/tf3.

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7

Grady, A. P. "Leadership is Everybody's Practice." American Journal of Occupational Therapy 44, no. 12 (December 1, 1990): 1065–68. http://dx.doi.org/10.5014/ajot.44.12.1065.

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Harris, Alma, and John DeFlaminis. "Distributed leadership in practice." Management in Education 30, no. 4 (September 20, 2016): 141–46. http://dx.doi.org/10.1177/0892020616656734.

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Christman, Luther. "Leadership in Practice, 1980." Image: the Journal of Nursing Scholarship 29, no. 2 (June 1997): 128–30. http://dx.doi.org/10.1111/j.1547-5069.1997.tb01543.x.

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Pullen, Richard L. "Leadership in nursing practice." Nursing Made Incredibly Easy! 14, no. 3 (2016): 26–31. http://dx.doi.org/10.1097/01.nme.0000481442.05288.05.

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Allen, Bryce. "Leadership: Theory and practice." Journal of Academic Librarianship 24, no. 2 (March 1998): 177. http://dx.doi.org/10.1016/s0099-1333(98)90189-6.

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Barger, Sara E. "The practice of leadership." Journal of Professional Nursing 16, no. 2 (March 2000): 72. http://dx.doi.org/10.1016/s8755-7223(00)80015-0.

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van der Cingel, Margreet, and Anneke van den Pol-Grevelink. "'Leadership in daily practice'." TVZ - Verpleegkunde in praktijk en wetenschap 130, no. 2 (April 2020): 32–35. http://dx.doi.org/10.1007/s41184-020-0272-1.

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Lankshear, Sara, Michael S. Kerr, Heather K. Spence Laschinger, and Carol A. Wong. "Professional practice leadership roles." Health Care Management Review 38, no. 4 (2013): 349–60. http://dx.doi.org/10.1097/hmr.0b013e31826fd517.

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Simpson, Barbara, Linda Buchan, and John Sillince. "The performativity of leadership talk." Leadership 14, no. 6 (June 5, 2017): 644–61. http://dx.doi.org/10.1177/1742715017710591.

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Leadership-as-practice holds great promise for the re-theorisation of leadership in ways that reflect the dynamics of ongoing practice in the day-to-day realities of organising. However, in order to progress this agenda there is an urgent need to develop more dynamic theories and complementary methodologies that are better able to engage with the continuities of leadership practice. This paper responds to this need firstly by teasing out the conceptual implications of the practices/practice duality, differentiating between leadership as a set of practices, and leadership in the flow of practice. Then, drawing theoretical insights from Austin and Mead, the performative effects of turning points in the flow of ordinary conversation are examined in the context of the leadership talk of a senior management team. The paper makes contributions to both theory and methodology, which are elaborated empirically to show how different types of talk relate to different phases of leadership practice.

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Case, Peter, and Martyna Śliwa. "Leadership learning, power and practice in Laos: A leadership-as-practice perspective." Management Learning 51, no. 5 (March 14, 2020): 537–58. http://dx.doi.org/10.1177/1350507620909967.

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This article contributes to the growing body of literature developed within the leadership-as-practice perspective, focusing on issues of learning and power. It draws on a co-constructed (auto)ethnographic account of an individual’s longitudinal experience of leadership in the context of an international development project in Laos. This person’s circumstances as a non-Lao-speaking foreigner provided him with a unique opportunity to learn about and participate in the embodied, sociomaterial unfolding of leadership practice in an unfamiliar setting. The analysis examines (1) what ‘leadership learning’ involves when viewed through an ‘entative soft’ leadership-as-practice lens and (2) how individual attempts at exercising power and influence can be understood and represented in leadership-as-practice terms. The study highlights that participants are not given equal scope to exercise power within the emerging, hybrid agency orienting the flow of leadership, and that one task of leadership learning at an individual level is to develop reflexive knowledge about one’s own and others’ contribution to the unfolding of leadership process. Such knowledge draws increased attention to the responsibilities commensurate with attempts to exercise influence within leadership practice.

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Linville, Michael, and Artem Kliuchnikov. "A Model for Understanding and Changing the Practice of Leadership in Ukraine." Business Ethics and Leadership 5, no. 4 (2021): 17–31. http://dx.doi.org/10.21272/bel.5(4).17-31.2021.

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The practice of leadership dates to humankind’s earliest history. However, the study of leadership is a much more recent phenomenon. Leadership is understood and practiced differently from culture to culture, though much academic research has been rooted in Western thought. Leadership exists in every facet of our lives because the societies around us significantly shape our very existence. Groups of people exist because, for most tasks and functions, groups can outcompete individuals. The very nature of groups is that they function best with one or more who serve as leaders while others serve as followers. As a result, the study of leadership facilitates a better understanding of the interpersonal dynamics between leaders and followers. In its simplest form, leadership may be understood as one individual influencing another, especially to work together to accomplish some common goal. The Analytical Center for Leadership Research and Development (ACLRD) has devoted the past several years to studying leadership theory and practice in Ukraine. This white paper summarizes that research, its purpose, methodology, and findings in providing the reader with analysis and insights into how leadership in Ukraine is perceived and practiced. In addition, this white paper proposes specific recommendations and the implementation of a research-based ACLRD Leader Model distinctly unique to Ukrainian culture and practices. Ultimately, this paper serves as a call for changes in the practice of leadership that hold great potential for benefiting Ukrainian organizations of all kinds as well as society at large.

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Raelin, Joe. "From leadership-as-practice to leaderful practice." Leadership 7, no. 2 (May 2011): 195–211. http://dx.doi.org/10.1177/1742715010394808.

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Egan Marnell, Christina, and Kate Thornton. "Leadership practices and indicators of quality, connected through internal evaluation processes in the New Zealand ECE sector." New Zealand Annual Review of Education 27 (November 24, 2022): 60–78. http://dx.doi.org/10.26686/nzaroe.v27.8032.

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The last few years has seen a significant increase in the attention paid to leadership in the New Zealand early childhood education (ECE) sector, particularly in guiding documents. While these provide greater clarity than previously on expectations around leadership practice, a greater understanding of what leadership means and how it is implemented in different contexts is still needed. This article is based on a study exploring how educational leadership is practised through internal evaluation processes in New Zealand ECE services, and how these practices support the professional capabilities and capacities of teachers. Previous research has highlighted that a practice approach to leadership removes the focus on the individual leader and allows leadership to emerge from collective action. The objectives of this research study were: to develop a better understanding of how educational leadership is practised through internal evaluation processes; explore what challenges or enables teachers to become involved and practise educational leadership through internal evaluation processes; and to understand how services monitor the impact of changes on teaching practice, made as a result of an internal evaluation. This qualitative research, which took the form of an interpretive case study, was framed around a single case design with multiple units of analysis. Data were gathered from three participating ECE services through interviews, focus groups and observations, and drew on the perspectives of both teachers and positional leaders. A reflexive thematic data analysis approach was employed, and four key themes were developed: identification with leadership; supportive workplace culture; continuous improvement; and effective leadership practices in ECE services. Seven effective leadership practices were also identified: relational leadership; creating the conditions for teamwork; engagement; knowledge expertise and sharing opinions; shared decision making; facilitating and guiding and accountability and organisation. This article contributes to our further understanding of educational leadership practices in New Zealand ECE services.

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Lee, Kwan Meng. "Determining the form of leadership that best ‘fits’ for practice in youth mentoring." Asia Pacific Journal of Youth Studies 1, no. 1 (June 30, 2022): 1–18. http://dx.doi.org/10.56390/apjys2022.1.1.1.

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There has been a lot of literature and study on youth mentoring. However, little has been found in the literature that explains the form of leadership model that is being practiced in a mentoring relationship. Moreover, this is a complex issue since mentoring takes place in many settings, and in the partnering relationship. A mentor also plays a variety of roles, and that there is reciprocal influences and power suggesting that leadership is at play and practiced by both parties. This paper therefore explores, examines, and discusses the forms of leadership that could best ‘fit’ in a youth mentoring programme. This will also include literature on mentoring and its practices in the youth, its non-formal learning context, a variety of several leadership concepts and theories; discussed those literature and determine the leadership practices that best fit this context of youth leadership. The findings had suggested a ‘bottom-up multidimensional’ approach to leadership employing various leadership concepts and models. This can then serve to be a generic model for practice, as well as for further study to establish a leadership model for different settings, such as in the context of youth learning mentorship programme that can contribute to positive youth change.

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Feldman, Sue, and Ilana Winchester. "Racial-Equity Policy as Leadership Practice: Using Social Practice Theory to Analyze Policy as Practice." International Journal of Multicultural Education 17, no. 1 (January 25, 2015): 62. http://dx.doi.org/10.18251/ijme.v17i1.855.

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This, primarily theoretical, paper takes up the longstanding problem of the disconnection between education policy and leadership practice. The authors propose the use of social practice theory as a tool for educational leaders at the state, school district, and school levels, to eliminate the disconnection between policy design and leadership action. Using Oregon as an example, the authors illustrate a relationship between equity-policy design and leadership practice that may help identify weaknesses and strengths in equity-policy designs and ultimately support better equity policy for leadership practice.

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Meier, Ninna. "Configurations of leadership practices in hospital units." Journal of Health Organization and Management 29, no. 7 (November 16, 2015): 1115–30. http://dx.doi.org/10.1108/jhom-01-2014-0009.

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Purpose – The purpose of this paper is to explore how leadership is practiced across four different hospital units. Design/methodology/approach – The study is a comparative case study of four hospital units, based on detailed observations of the everyday work practices, interactions and interviews with ten interdisciplinary clinical managers. Findings – Comparing leadership as configurations of practices across four different clinical settings, the author shows how flexible and often shared leadership practices were embedded in and central to the core clinical work in all units studied here, especially in more unpredictable work settings. Practices of symbolic work and emotional support to staff were particularly important when patients were severely ill. Research limitations/implications – Based on a study conducted with qualitative methods, these results cannot be expected to apply in all clinical settings. Future research is invited to extend the findings presented here by exploring leadership practices from a micro-level perspective in additional health care contexts: particularly the embedded and emergent nature of such practices. Practical implications – This paper shows leadership practices to be primarily embedded in the clinical work and often shared across organizational or professional boundaries. Originality/value – This paper demonstrated how leadership practices are embedded in the everyday work in hospital units. Moreover, the analysis shows how configurations of leadership practices varied in four different clinical settings, thus contributing with contextual accounts of leadership as practice, and suggested “configurations of practice” as a way to carve out similarities and differences in leadership practices across settings.

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Santamaría, Lorri J., and Andrés P. Santamaría. "Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change." International Journal of Multicultural Education 17, no. 1 (January 25, 2015): 22. http://dx.doi.org/10.18251/ijme.v17i1.1013.

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This contribution considers educational leadership practice to promote and sustain diversity. Comparative case studies are presented featuring educational leaders in the United States and New Zealand who counter injustice in their practice. The leaders' leadership practices, responsive to the diversity presented in their schools, offer reconceptualizations of educational leadership for a changing society. Applied critical leaders are defined through similarities and differences, followed by suggestions for critical leadership promoting social justice and educational equity and culturally responsive practices to inform policy and practice for sustainable future-focused educational leadership.

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Collinson, Margaret. "What’s new about Leadership-as-Practice?" Leadership 14, no. 3 (September 5, 2017): 363–70. http://dx.doi.org/10.1177/1742715017726879.

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It appears that leadership studies is now in the throes of a ‘new movement’, one that, according to its leading exponent, is ‘destined to shake the foundations of the very meaning of leadership in the worlds of both theory and practice’ (Raelin, 2016b : 1). This ‘leading questions’ article questions three of Raelin’s central claims for this Leadership-as-Practice perspective namely that this approach supersedes other post-heroic perspectives, constitutes a distinct ‘movement’ and is more radical than critical leadership studies. Arguing that these claims are excessive and have little or no substantial supporting evidence, I suggest that Leadership-as-Practice is better seen as one variant of post-heroic leadership. Furthermore, I contend that the primary weakness of Leadership-as-Practice is its continued lack of critical engagement, particularly in relation to its neglect of asymmetrical power relations and control practices in all their multiple forms.

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Gibbs, Leanne. "“That’s your right as a human isn’t it?” The emergence and development of leading as a socially-just practice in early childhood education." Australasian Journal of Early Childhood 45, no. 4 (October 21, 2020): 295–308. http://dx.doi.org/10.1177/1836939120966093.

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This article reports on an Australian study of the emergence and development of leadership that supports children’s rights and their access to high-quality early childhood education (ECE). The qualitative study contributes to a growing body of research on ECE leadership practice; specifically, the area of site-based leadership cultivation and development. Complexity leadership theory was used to situate leadership within the Australian ECE context; accounting for the competing purposes of high-quality education programs and for the complex array of practices required for leadership to be effective. Additionally, the theory of practice architectures was employed as an analytical tool. The theory of practice architectures helped to identify socially-just leadership practices that uphold children’s rights, and to understand the organisational arrangements that enabled and constrained those practices within each site. Study findings illuminate how leadership can be cultivated and developed in ECE. As a result of the study, organisations are encouraged to create the cultural-discursive, material-economic and social-political arrangements that shape leadership within ECE sites. The paper argues for the development of ECE leadership as a socially-just practice, that upholds the rights of children and their access to high-quality early childhood education.

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Poudel, Ranisha, and Ramila Subedi. "Exploring Head Teacher Leadership as Instructional Resource for Staff: Stories from a School of South Asia." European Journal of Educational Technology 5, no. 1 (December 30, 2022): 16–29. http://dx.doi.org/10.46303/ejetech.2022.2.

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At present, head teachers’ role as an instructional resource for the staff has been given a great emphasis to be carried out worldwide. However, a number of false practices of head teachers are often narrated by the school staffs which have hindered the creation of a motivating working environment. Hence, this paper aims at exploring what experiences the head teacher and teacher have assembled in the course of head teacher leadership practices as an instructional resource for the staff. The paper is based on narrative inquiry where a head teacher and the teacher from the same school were selected purposively as research participants for in-depth interview. From prolonged engagement with the participants, this study explored that head teacher leadership practice which was expected to act as an instructional resource for the staff was found counter-practiced though they narrated their awareness about the discourse. These pitfalls were narrated so considering the head teacher leadership’s major engagement in administrative tasks rather than in instruction pedagogy, instruction practice and CAS evaluation and implementation as inculcated by the three indicators of Step II of Effective Instructional Leadership. Moreover, failure of the head teacher to monitor and supervise the team’s performance was also recounted. Hence, the study implies the practices of head teacher leadership as an instructional resource for the staff as inevitable to help school prosper and strive towards excellence in teaching and learning setting.

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Weidner, Amanda, and Deborah S. Clements. "CAFM LEADERSHIP DEMOGRAPHICS." Annals of Family Medicine 19, no. 2 (March 2021): 181–85. http://dx.doi.org/10.1370/afm.2678.

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Mohamed, Fazleen, and Dr Siti Noor Ismail. "The Concept and Model of Strategic Leadership and Its Importance in Increasing School Achievement." JOURNAL OF SOCIAL SCIENCE RESEARCH 12, no. 1 (March 13, 2018): 2568–74. http://dx.doi.org/10.24297/jssr.v12i1.6995.

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Strategic leadership is one of the leaderships practiced by school organizations today. Organizational capabilities and individual characteristics are two key components of strategic leadership that are indispensable to ensure that this strategic leadership can be realized effectively in schools. This article discusses the concept of strategic leadership, domain and elements and theories related to strategic leadership. In addition, this study also attempts to highlight Davies and Davies 2004 strategic leadership model which has nine elements under two key components of strategic leadership i.e. organizational capability and individual characteristics. Furthermore, the final part of the study discusses the importance of strategic leadership in the school organization. An overview of previous studies also shows that strategic leadership has significant relationships with school achievement. Hence, through the practice of strategic leadership that is preached in schools, the line of leadership of the school will be more capable in helping to improve the achievement of their respective schools.

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Supriyatno, Triyo. "THE IMPLEMENTATION OF AKHLAQ LEADERSHIP INELEMENTARY ISLAMIC EXCELLENT SCHOOLS IN MALANG INDONESIA." Abjadia 1, no. 1 (March 30, 2016): 35. http://dx.doi.org/10.18860/abj.v1i1.3271.

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Islamic principals practice various leadership styles, ranging from trait to transformational leadership styles. The shifts from one style to another have demonstrated some weaknesses of each style and led to the societal rejection of certain styles in response to environmental changes. This study aimed at introducing a new akhlaq leadership style involving four schools and four leaders at Malang Elementary Islamic excellent school. Data were collected using interview, observation, and documentation. Data were analyzed using qualitative analyze descriptive. The results show that there is significant difference in akhlaq leadership practices according to understanding, appreciation, and experience. However, there exists significant relationship between akhlaq leadership and principal’s working experience. For the principal’s leadership practice priority, the researcher has found that community development is the most commonly practiced akhlaq leadership dimension by the principals. It is followed by the demonstration of fairness, sincerity, respect and serving other dimensions. The major implication is that experienced principals frequently practiced akhlaq leadership compared to less experienced principals, and those who are on the verge of retirement. Hence, the selection of principals should be based their achievement, not seniority in the education service.

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Ashcraft, Karen Lee, and Sara Louise Muhr. "Coding military command as a promiscuous practice? Unsettling the gender binaries of leadership metaphors." Human Relations 71, no. 2 (August 8, 2017): 206–28. http://dx.doi.org/10.1177/0018726717709080.

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

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Davison, Aidan, Paul Brown, Emma Pharo, Kristin Warr, Helen McGregor, Sarah Terkes, Davina Boyd, and Pamela Abuodha. "Distributed leadership." International Journal of Sustainability in Higher Education 15, no. 1 (December 20, 2013): 98–110. http://dx.doi.org/10.1108/ijshe-10-2012-0091.

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Purpose – Interdisciplinary approaches to climate change teaching are well justified and arise from the complexity of climate change challenges and the integrated problem-solving responses they demand. These approaches require academic teachers to collaborate across disciplines. Yet, the fragmentation typical of universities impedes collaborative teaching practice. This paper aims to report on the outcomes of a distributed leadership project in four Australian universities aimed at enhancing interdisciplinary climate change teaching. Design/methodology/approach – Communities of teaching practice were established at four Australian universities with participants drawn from a wide range of disciplines. The establishment and operation of these communities relied on a distributed leadership methodology which facilitates acts of initiative, innovation, vision and courage through group interaction rather than through designated hierarchical roles. Findings – Each community of practice found the distributed leadership approach overcame barriers to interdisciplinary climate change teaching. Cultivating distributed leadership enabled community members to engage in peer-led professional learning, collaborative curriculum and pedagogical development, and to facilitate wider institutional change. The detailed outcomes achieved by each community were tailored to their specific institutional context. They included the transformation of climate change curriculum, professional development in interdisciplinary pedagogy, innovation in student-led learning activities, and participation in institutional decision-making related to curriculum reform. Originality/value – Collaborative, non-traditional leadership practices have attracted little attention in research about sustainability education in university curricula. This paper demonstrates that the distributed leadership model for sustainability education reported here is effective in building capacity for interdisciplinary climate change teaching within disciplines. The model is flexible enough for a variety of institutional settings.

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Burmansah, Burmansah, Komang Sutawan, Heldy Ramadhan Putra P, and Asep Ramadhan. "A Mindful Leader: Mindfulness Strengthens the Leadership Ability of the Leaders in Higher Education Institute." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (October 24, 2022): 6587–602. http://dx.doi.org/10.35445/alishlah.v14i4.2734.

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The purpose of this study is to describe the practice of leader's mindfulness, which affects leadership ability. This research was conducted at Higher Education School in France. The study used the qualitative research method of a single case study. The data collection techniques used were observation, interviews, and documentation. The procedures in the study had six steps: plan, design, prepare, collection of the data, data analysis, and share. Analysis of the study was done with data validity testing using a data source, method, technique triangulations by pattern matching and used Nvivo 12 Plus. The result of the research shows that the leader develops mindfulness practice in his daily routine through mindfulness values and leadership actions. The training increases leadership's ability to develop concentration and decision-making by practising the formal and informal practice of mindfulness. The Practice brings the leadership ability to create relationships with the community and develop compassion and nonjudgmental attention in leadership activities. The research can benefit the practice of educational leadership to develop their leader's abilities to challenge the status quo in their workplace-based mindfulness. It is how the leader sets mindfulness practice on their leadership practice.

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Mackoff, Barbara L. "AONE Leadership Laboratory Insights: The Practice of Wise Leadership." Nurse Leader 12, no. 5 (October 2014): 17–21. http://dx.doi.org/10.1016/j.mnl.2014.08.002.

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Mackoff, Barbara L. "AONE Leadership Laboratory Insights: The Practice of Change Leadership." Nurse Leader 12, no. 6 (December 2014): 23–26. http://dx.doi.org/10.1016/j.mnl.2014.10.004.

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Burns, Dianne. "Clinical leadership for general practice nurses, 3: Leadership mechanisms." Practice Nursing 20, no. 12 (December 2009): 622–25. http://dx.doi.org/10.12968/pnur.2009.20.12.45587.

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Barry, Debbie, Trish Houghton, and Tyler Warburton. "Supporting students in practice: leadership." Nursing Standard 31, no. 4 (September 21, 2016): 46–53. http://dx.doi.org/10.7748/ns.2016.e9669.

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Gott, Trisha. "Leadership (And Listening)— As‐Practice." Journal of Leadership Studies 15, no. 4 (February 23, 2022): 52–57. http://dx.doi.org/10.1002/jls.21794.

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Miltersteiner, Renata Kessler, Fatima Bayma De oliveira, Anderson De Souza Sant'Anna, and Lygia Gonçalves Hryniewicz. "Female Leadership Development and Practice." Academy of Management Proceedings 2020, no. 1 (August 2020): 16886. http://dx.doi.org/10.5465/ambpp.2020.16886abstract.

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Bridgeforth, Brian W. "Advancing the Practice of Leadership." Journal of Leadership Education 4, no. 1 (July 1, 2005): 4–30. http://dx.doi.org/10.12806/v4/i1/tf1.

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Sheperd, George, and LaChel Carson. "Junior Counselors Practice Leadership Skills." Gifted Child Today Magazine 11, no. 6 (November 1988): 11. http://dx.doi.org/10.1177/107621758801100604.

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Smith, S. "Nursing practice is leadership 101." Insight - the Journal of the American Society of Ophthalmic Registered Nurses 25, no. 4 (October 2000): 111. http://dx.doi.org/10.1067/min.2000.111169.

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Duenkel, Nicky. "Leadership as a Spiritual Practice." Journal for the Study of Spirituality 3, no. 2 (November 2013): 92–106. http://dx.doi.org/10.1179/2044024313z.00000000012.

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Morrison, Marlene, and Linet Arthur. "Leadership for Inter-service Practice." Educational Management Administration & Leadership 41, no. 2 (February 2013): 179–98. http://dx.doi.org/10.1177/1741143212468349.

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Gabel, Stewart. "Transformational Leadership in Medical Practice." Journal of Ambulatory Care Management 35, no. 4 (2012): 304–10. http://dx.doi.org/10.1097/jac.0b013e3182606e66.

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Day, Christopher. "Effective Leadership and Reflective Practice." Reflective Practice 1, no. 1 (February 2000): 113–27. http://dx.doi.org/10.1080/713693134.

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Porter, Su. "Outdoor leadership: theory and practice." Journal of Adventure Education & Outdoor Learning 8, no. 2 (December 17, 2008): 157–58. http://dx.doi.org/10.1080/14729670802214594.

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Hughes, Alison, Paula Elson, and Ian Govier. "Developing practice nurses' leadership skills." Practice Nursing 17, no. 8 (August 2006): 376–78. http://dx.doi.org/10.12968/pnur.2006.17.8.21652.

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Burnage, Steve. "Middle leadership: Vision into practice." SecEd 2019, no. 3 (January 24, 2019): 13. http://dx.doi.org/10.12968/sece.2019.3.13.

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Pearson, Caroline Elizabeth, Allan J. Butler, and Yaqub Paul Murray. "Understanding veterinary leadership in practice." Veterinary Record 182, no. 16 (February 14, 2018): 460. http://dx.doi.org/10.1136/vr.104485.

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Abstract:

The Vet Futures Report has identified ‘exceptional leadership’ as a key ambition for the long-term sustainability of the industry. This research investigates what it is like to be a veterinary surgeon in an in-practice leadership position, applying the qualitative methodology of interpretative phenomenological analysis. Through the researchers’ interpretation of the seven participants’ stories of their leadership experiences, the study advances understanding of the work environment, underlying motivations and the perceived responsibilities of veterinary leaders. Findings suggest, for many, a struggle in transition to leader positions, improving with time. The increase in pace of work is relayed by participants, with an ongoing, and unchallenged, work–life imbalance. The vets involved are highly motivated, driven by enjoyment of their jobs, a desire for self-determination and a need to make a difference. Relationships form the core of the perceived responsibilities, and yet are identified as the greatest day-to-day challenge of leadership. This study offers a valuable insight for veterinary surgeons, suggesting the industry could benefit from pausing and reflecting on behaviours. With a greater understanding of the complexity of leadership and followership, progress can be made to enact positive changes for the future.

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Lowenhaupt, Rebecca, James P. Spillane, and Tim Hallett. "Education Policy in Leadership Practice." Journal of School Leadership 26, no. 5 (September 2016): 783–810. http://dx.doi.org/10.1177/105268461602600503.

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