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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.
Анотація:
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.
Анотація:
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.
Анотація:
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.
Анотація:
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.
Анотація:
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.
Анотація:
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.
Анотація:
Un sistema sanitario più responsabile, efficace ed efficiente richiede la collaborazione fattiva di tutti i professionisti coinvolti, in una visione e approccio operativo che privilegi la centralità 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 possibilità 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 comunità di riferimento, altre, invece, sono state aggiunte recentemente ma stanno già contribuendo a cambiarne cultura e modalità 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 qualità e il rischio clinico sono tra le pratiche più efficaci che stanno incrementano le modalità 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.
Анотація:
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.
Анотація:
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.
Анотація:
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
11
Nobari, Juila J., John Davison, and Derek Watson. "The “McKie Mastery™ Change Management Model”: a lifeline or a cumbersome weight in aiding UK schools improving standards?" Question(s) de management 44, no. 3 (July 12, 2023): 167–82. http://dx.doi.org/10.3917/qdm.224.0167.
Анотація:
Le système scolaire britannique est sous le monitoring du gouvernement, du Bureau des normes en matière d’éducation, de services et de compétences pour les enfants (OFSTED) et de diverses autres parties prenantes, dont les parents. Afin d’obtenir de meilleurs résultats pour les élèves, les écoles doivent faire la preuve de leur amélioration continue, par le biais d’un modèle de changement dont il existe de nombreux modèles. Cette contribution évalue les effets du modèle McKie Mastery Leadership Change Management dans deux écoles primaires du Royaume-Uni. Les données ont été obtenues grâce à des entretiens semi-directifs et des questionnaires. Les résultats soulignent le rôle de la Direction en tant que catalyseur du changement, en donnant à l’école les moyens de redéfinir son approche pédagogique pour améliorer concrètement l’apprentissage des élèves et leurs performances. Cette validation montre que le modèle de gestion du changement est précieux et efficace pour soutenir la réussite durable des élèves.
12
Kierstead, Matthew, George Georgiou, Cheryl Poth, and Emily Mack. "Effective School Literacy Culture and Learning Outcomes: The Multifaceted Leadership Role of the Principal." Alberta Journal of Educational Research 69, no. 4 (December 12, 2023): 551–67. http://dx.doi.org/10.55016/ojs/ajer.v69i4.77510.
Анотація:
The purpose of this study was to explore the multifaceted leadership role an effective principal assumed in the deployment of evidence-based literacy practices in her school. We conducted a mixed methods case study integrating the lived experiences of 11 school staff (principal, learning support teacher, and classroom teachers) with the reading scores of 122 Grade 1 to 3 students in Alberta (Canada). A merged mixed analysis strategy revealed four interdependent influences pointing to key contributions of the principal in igniting awareness, developing expertise, creating momentum, and leveraging data in relation to literacy school practices. Our findings shed light on the complexity inherent in the roles of principals and their interactions with others in developing evidence-based literacy school cultures that improve students’ performance. Keywords: leadership, mixed methods, principal, reading. L'objectif de cette étude était d'explorer le rôle de leadeurship à multiples facettes qu'une directrice d'école efficace a assumé dans le déploiement de pratiques de littératie fondées sur des données probantes dans son école. Nous avons mené une étude de cas à méthodes mixtes intégrant les expériences vécues de 11 membres du personnel de l'école (directrice, enseignant de soutien à l'apprentissage et enseignants) et les résultats en lecture de 122 élèves de la première à la troisième année de l'Alberta (Canada). Une stratégie d'analyse mixte fusionnée a révélé quatre influences interdépendantes soulignant les contributions clés de la directrice d'école à la sensibilisation, au développement de l'expertise, à la création d'une dynamique et à l'exploitation des données en relation avec les pratiques scolaires en matière d'alphabétisation. Nos résultats mettent en lumière la complexité inhérente aux rôles des directions d'école et à leurs interactions avec d'autres personnes dans le développement de cultures scolaires fondées sur des données probantes qui améliorent le rendement des élèves. Mots clés : leadeurship, méthodes mixtes, direction d'école, lecture.
13
Côté, Sophie, and Marc-André Leclerc. "Évolution des Archives nationales du Québec et de leur rôle dans un contexte technologique et informationnel exigeant : de 1983 à 2021." Dossier spécial – Archives nationales du Québec 50, no. 1 (September 19, 2022): 53–71. http://dx.doi.org/10.7202/1092323ar.
Анотація:
Les auteurs rappellent les grands chantiers qui ont monopolisé les Archives nationales (AN) du Québec depuis 1983. Au cours des 38 dernières années, l’histoire de l’institution est étroitement liée à une transformation majeure du contexte entourant la gestion documentaire. L’application de la Loi sur les archives (RLRQ, chapitre A-21.1), l’utilisation accrue des technologies de l’information pour la production et la diffusion de l’information gouvernementale et la prédominance des documents numériques plutôt que sur support papier ont largement contribué à bouleverser nos liens avec les informations que nous conservons et les rapports entretenus avec nos usagers et les organismes publics. Les auteurs font ensuite état des solutions envisagées par les AN pour assurer une gestion efficace des archives issues des technologies de l’information, notamment en ce qui a trait à leur gouvernance, dans le contexte de la transformation numérique de l’État québécois. En guise de conclusion, les auteurs rappellent que les solutions aux défis qui se présentent existent à condition que les institutions comme les AN et la communauté archivistique fassent preuve de leadership et démontrent qu’elles ont la légitimité et l’expertise nécessaires pour jouer un rôle central au sein de la nouvelle culture numérique.
14
Bergeron, Denise, Judicaël Alladatin, and Jean Bernatchez. "Les compétences génériques recherchées chez les chefs d’établissement d’enseignement à l’ère de la direction au service des apprentissages d’élèves." Journal of Education and Practice 7, no. 2 (April 23, 2023): 31–44. http://dx.doi.org/10.47941/jep.1248.
Анотація:
Résumé
La bonne direction d’un établissement scolaire requiert des compétences spécifiques. L’objet de notre article est d’exposer les différentes compétences dont les chefs d’établissements ont besoin afin de développer un leadership efficace pour l’émergence et le bon fonctionnement des établissements qu’ils ont à charge. La pertinence des compétences génériques des chefs d’établissement dans le cadre d’une formation initiale et continue ainsi que d’un statut légal reconnu dans le but d'exercer pleinement leur leadership pédagogique sera relevée dans cet article. Nous nous appuyons sur une démarche d’analyse de la littérature et mobilisons nos connaissances empiriques en administration scolaire. La démarche méthodologique utilisée est celle d’une revue documentaire permettant de parcourir les approches de gouvernance scolaire, de les discuter et enfin de les mettre en relation avec les compétences génériques des chefs d’établissements. Au total, trois modes de gouvernance scolaire ont été relevés dans la littérature à savoir : l’Ancienne Administration Publique, la Nouvelle Gestion Publique et l’Apprentissage Organisationnel. L’analyse de la littérature a montré qu’il existe un problème de définition des compétences génériques des chefs d’établissement dans un cadre légal, surtout dans les pays en développement. Il est donc important de mieux définir leurs rôles et responsabilités dans les établissements ainsi que des compétences requises en proposant notamment des formations continues en gestion d’établissement.
Abstract
Good school management requires specific skills. The purpose of this article is to outline the various skills that school principals need in order to develop effective leadership for the emergence and proper functioning of the institutions for which they are responsible. The relevance of generic competencies for headteachers in the context of initial and continuing training and a recognized legal status in order to fully exercise their pedagogical leadership will be highlighted in this article. We use an approach based on a literature review and mobilize our empirical knowledge in school administration. The methodological approach used is a literature review that makes it possible to examine the approaches to school governance, to discuss them and finally to relate them to the generic competencies of school principals. In total, three modes of school governance were identified: Old Public Administration, New Public Management and Organizational Learning. The analysis of the reviews showed that there is a problem in defining the generic competencies of head teachers within a legal framework, especially in developing countries. It is therefore to better define their roles and responsibilities in schools and the competencies required, including continuous training in school management.
15
Pettersen, Normand, Josée St-Pierre, and Stéphane Brutus. "Relation entre les compétences du dirigeant de PME et la performance de son entreprise." Revue internationale P.M.E. 24, no. 1 (September 27, 2012): 167–93. http://dx.doi.org/10.7202/1012555ar.
Анотація:
Résumé La pression qu’exerce l’environnement d’affaires sur les dirigeants de PME les oblige à se comporter de façon particulièrement efficace pour assurer la performance de leur entreprise. Mais quels sont ces comportements qui favorisent la performance des PME ? Les résultats des nombreux travaux concernant l’influence du dirigeant sur la performance de son entreprise n’offrent pas de réponse satisfaisante à cette question, notamment en raison de certaines limites méthodologiques. En effet, la mesure des comportements qui repose presque toujours sur une autoévaluation effectuée par le dirigeant lui-même ne constitue qu’un point de vue, de surcroît empreint de subjectivité. Afin de tenter d’obtenir des évaluations plus fiables et plus riches, la présente recherche utilise un instrument multisource qui fait appel à plusieurs évaluateurs dans l’entourage du dirigeant pour mesurer ses nombreux comportements de leadership. Les résultats obtenus auprès de 43 dirigeants de PME et de 215 membres de leur entourage indiquent que les évaluations provenant de l’entourage, comparativement aux autoévaluations réalisées par les dirigeants, sont effectivement davantage reliées à la performance de l’organisation, ce qui appuie la pertinence d’avoir recours à un instrument de mesure multisource. En outre, ces résultats permettent de jeter un regard sur les compétences de ces dirigeants qui sont les plus corrélés à la performance de leur PME mesurée dans la présente étude par la rentabilité, la croissance des ventes et le taux de départ volontaire des employés de production.
16
Isa Medina Machmudi Isa, Nitce, Azlin Norhaini Mansor, Jamalul Lail Abdul Wahab, and Bity Salwana Alias. "Principals’ Instructional Leadership towards Teachers' Self-Efficacy." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 449. http://dx.doi.org/10.14419/ijet.v7i3.30.18349.
Анотація:
Principals’ instructional leadership practices have proved to be an imperative predictor to teachers’ self-efficacy. Yet, educators are concerned about the ability to adapt to new instructional leaderships due to unspoken principal-teacher expectations. This paper discusses the extent of instructional leadership practices by two newly transferred principals at two different schools. The purpose of this quantitative study was to examine how their instructional leadership practices affected the self-efficacy of the teachers. Through the use of a cross-sectional survey, responses made by 64 teachers employed in one public school and one privately-run school, were compared. The Principal Instructional Management Rating Scale (PIMRS) Teacher Short Form and the Teachers’ Sense of Efficacy Scale (TSES) were used for data collection. The findings showed a high level of instructional leadership practices and self-efficacy in both schools. The test results indicated a strong and positive relationship between the principals’ perceived instructional leadership practices and the teachers’ self-efficacy. Some of the details even suggested that newly transferred principals enforce specific school goals as their main agenda. Nevertheless, the areas of significance identified by this study may help district school superintendents develop the right knowledge to support newly transferred principals in their instructional leadership, thus enhancing teachers’ self-efficacy at the school level.
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Silalahi, Edward Efendi. "THE INFLUENCE OF SELF-EFFICACY AND VISIONARY LEADERSHIP ON WORK PRODUCTIVITY." American Journal of Management and Economics Innovations 06, no. 02 (February 14, 2024): 16–22. http://dx.doi.org/10.37547/tajmei/volume06issue02-03.
Анотація:
This research aims to examine the relationship between visionary leadership and self-efficacy and employee work productivity. The research was conducted at the company PT Anugrah Sejahtera in November 2023. The research population was 168 employees and the sample size was 118 employees using proportional random sampling. Data collection for each variable studied used a questionnaire with a Likert scale. The analysis technique uses partial correlation and multiple correlation. The research results show that there is a positive relationship between visionary leadership and employee work productivity (correlation coefficient ry1 = 0.530 and coefficient of determination r2y1= 0.281), there is a positive relationship between self-efficacy and employee work productivity (correlation coefficient ry2 = 0.472 and coefficient of determination r2y2= 0.222) and there is a positive and very significant relationship between visionary leadership and self-efficacy together with employee work productivity (correlation coefficient r2y12 = 0.562 and coefficient of determination r2y12 = 0.316). Thus it can be concluded that work productivity can be increased through visionary leadership and self-efficacy both partially and jointly.
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Karimi, Saeid, Farzaneh Ahmadi Malek, Ahmad Yaghoubi Farani, and Genovaitė Liobikienė. "The Role of Transformational Leadership in Developing Innovative Work Behaviors: The Mediating Role of Employees’ Psychological Capital." Sustainability 15, no. 2 (January 9, 2023): 1267. http://dx.doi.org/10.3390/su15021267.
Анотація:
Despite growing research on the significance of transformational leadership as a key contextual factor that determines innovative behavior, recent studies have not investigated the psychological mechanisms that link transformational leadership to employees’ innovative behavior thoroughly. Thus, the main purpose of this study was to examine the mediating role the four dimensions of psychological capital—self-efficacy, hope, resilience, and optimism—play in the relationship between transformational leadership and employees’ innovative work behavior. Data from 178 Iranian agriculture experts were collected and analyzed using structural equation modeling. The results indicated that transformational leadership was related to employees’ innovative work behavior directly and positively. Furthermore, the results showed that hope and self-efficacy partially mediated the relationship. This study fills a gap in the literature by clarifying the way the dimensions of psychological capital influence transformational leadership’s positive relationship to employees’ innovative work behavior in the public sector of developing countries. The results imply that to be innovatively effective, organizations need to manage both employees’ contextual (transformational leadership) and psychological (psychological capital) resources to enhance their innovative work behavior. The theoretical and practical implications were further discussed.
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İNANDI, Yusuf, Ayşe UZUN, and Hayriye YEŞİL. "Okul müdürlerinin göstermiş oldukları liderlik stilleri ile değişimi yönetme yeterlikleri arasındaki ilişki." Journal of Educational Sciences Research 6, no. 1 (April 15, 2016): 191–209. http://dx.doi.org/10.12973/jesr.2016.61.10.
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Kuonath, Angela, Julia Nossek, Karolina W. Nieberle, Daniela Kreitmeir, and Dieter Frey. "Servant Leadership." Journal of Personnel Psychology 20, no. 4 (October 2021): 187–97. http://dx.doi.org/10.1027/1866-5888/a000282.
Анотація:
Abstract. The present study takes a closer look at servant leadership from a daily diary perspective. We hypothesized daily servant leadership to positively relate to the follower resources: self-efficacy and optimism. We further proposed that this relation should be attenuated if followers do not perceive their leaders to also lead servantly on a general basis. In a diary study, 98 followers completed questionnaires over one week. Hierarchical linear modeling showed daily servant leadership to be associated with followers' daily self-efficacy, but not with followers' daily optimism. Additionally, for the proposed interaction of daily servant leadership with general perceptions of servant leadership, results confirmed the proposed interaction for followers' daily optimism, but not for daily self-efficacy.
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Kim, Younghyun, та Sang Seub Lee. "대학생의 셀프리더십이 자기효능감을 매개로 대학몰입에 미치는 영향". Korea Association of Education Consulting and Coaching 7, № 1 (31 березня 2023): 35–65. http://dx.doi.org/10.31137/ecc.2023.7.1.35.
Анотація:
This study aims to investigate how university students' self-leadership affects institutional commitment by using their self-efficacy as a mediating factor. To gather data, a web-based survey was given to students at four-year public and private universities in Seoul. The final sample size is 347, and the research findings are as follows: First, students' self-leadership positively affects their institutional commitment. Multiple regressions showed that behavior-focused strategies and natural reward strategies have a direct and positive effect on institutional commitment. Second, students' self-leadership positively affects their self-efficacy. Third, students' self-efficacy positively affects their institutional commitment. Last, students' self-efficacy mediates the relationship between self- leadership and institutional commitment. A mediator analysis showed that through self-efficacy as a mediator, all self-leadership strategies affect institutional commitment. This is the first study to examine relationships between self- leadership, self-efficacy, and institutional commitment among undergraduate students. This research has implications for the importance of increasing students' commitment to universities, self-leadership, and self-efficacy. It also gives researchers and practitioners helpful information about setting up self- leadership and self-efficacy programs to help students become more committed to their institutions and become successful and versatile self-leaders.
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Greiman, Bradley C., and Leah S. Addington. "Youth Leadership Development Self-Efficacy." Journal of Leadership Education 7, no. 1 (July 1, 2008): 1–23. http://dx.doi.org/10.12806/v7/i1/rf1.
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Hoyt, Crystal L., Susan E. Murphy, Stefanie K. Halverson, and Carl B. Watson. "Group Leadership: Efficacy and Effectiveness." Group Dynamics: Theory, Research, and Practice 7, no. 4 (December 2003): 259–74. http://dx.doi.org/10.1037/1089-2699.7.4.259.
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Cole, Michael S., Heike Bruch, and Boas Shamir. "Social distance as a moderator of the effects of transformational leadership: Both neutralizer and enhancer." Human Relations 62, no. 11 (September 23, 2009): 1697–733. http://dx.doi.org/10.1177/0018726709346377.
Анотація:
Following recent interest in contextual factors and how they might influence the effects of transformational leadership, we consider the social distance between leaders and followers as a cross-level moderator of the relationships between senior level managers’ transformational leadership and individual-level outcomes. Our sample comprised 268 individuals in 50 leader-follower groups. Results revealed that high social distance reduced or neutralized transformational leadership’s association with followers’ emulation of leader behavior. In contrast, high levels of social distance between leaders and followers enhanced the effects of transformational leadership on individuals’ perceptions of their units’ positive emotional climate and individuals’ sense of collective efficacy. Results not only highlight the importance of social distance as a contextual variable affecting leader-follower relations but also suggest that the same contextual variable may have differential effects, enhancing some relationships and neutralizing others.
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Rumijati, Aniek, and Arif Rahman Hakim. "Innovative work behavior and self-efficacy: Does entrepreneurial leadership impact MSME business performance?" Problems and Perspectives in Management 21, no. 4 (November 3, 2023): 304–15. http://dx.doi.org/10.21511/ppm.21(4).2023.24.
Анотація:
The current business performance of micro, small, and medium enterprises (MSMEs) must be able to innovate in business strategies in a competitive era. MSMEs are at the forefront of contributing to Indonesia’s Gross Domestic Product (GDP) and have a considerable role in the Indonesian economy. The study aimed to assess factors contributing to the business performance of MSMEs in Sidoarjo Regency, Indonesia. The total population was 277 MSME owners; using the purposive sampling technique with the Slovin formula, 144 respondents were obtained with an error rate of 5%. Data analysis used SEM-PLS with SmartPLS-3 software. The findings show that entrepreneurial leadership directly affects business performance and innovative work behavior, and innovative work behavior affects business performance. Then, entrepreneurial leadership influences business performance through innovative work behavior. Interestingly, there is no moderating effect of self-efficacy on the effect of entrepreneurial leadership on business performance. MSMEs need to have innovative work behavior to improve their business performance by applying entrepreneurial leadership to increase innovation in business strategies to compete and survive in a competitive era.
26
김형진 and ShimDukSup. "The effect of locus of control, leadership experience, generalized self-efficacy and supportive leadership on leadership attempt: Mediating effects of leadership self-efficacy." Korean Journal of Human Resource Development Quarterly 20, no. 1 (February 2018): 167–94. http://dx.doi.org/10.18211/kjhrdq.2018.20.1.006.
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Halliwell, Peter, Rebecca Mitchell, and Brendan Boyle. "Interrelations between enhanced emotional intelligence, leadership self-efficacy and task-oriented leadership behaviour–a leadership coaching study." Leadership & Organization Development Journal 43, no. 1 (November 23, 2021): 39–56. http://dx.doi.org/10.1108/lodj-01-2021-0036.
Анотація:
PurposeThe purpose of this paper is to investigate interrelations between enhanced emotional intelligence, leadership self-efficacy and task-oriented leadership behaviour following participation in leadership coaching.Design/methodology/approachOrganisational leaders (coachees) (N = 70) and their subordinates (N = 175) completed online questionnaires pre- and post-coaching. To account for pre-coaching scores, construct latent change scores were assessed using partial least squares structural equation modelling (PLS-SEM).FindingsResults indicate a positive association between enhanced emotional intelligence and leadership self-efficacy, however, little support was found for leadership self-efficacy as a mediator explaining an association between enhanced emotional intelligence and task-oriented leadership behaviour.Practical implicationsOrganisations aiming to improve leader performance through enhancing emotional intelligence and leadership self-efficacy may find value in leadership coaching due to the intervention's positive effect on these constructs, and the positive association observed between developmental changes in these constructs.Originality/valueResearch on the interrelation between emotional intelligence and leadership self-efficacy is scarce. This study extends the literature by investigating the interrelation between developmental changes between these constructs brought about by leadership coaching using latent change scores and PLS-SEM. The study also assesses whether enhanced leadership self-efficacy mediates an association between enhanced emotional intelligence and task-oriented leadership behaviour building on the literature explaining coaching's effect mechanisms.
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Raji, Ahmed, Chibuike Daraojimba, Casandra Okogwu, Mercy Odochi Agho, Blessed Afeyokalo Egbokhaebho, and Kelechi Chidiebere Ihemer eze. "BUSINESS ADMINISTRATION: "A DETAILED EXAMINATION OF LEADERSHIP STYLES AND THEIR INFLUENCE ON THE GROWTH AND SUCCESS OF START-UPS"." Cultural Communication and Socialization Journal 4, no. 2 (June 4, 2023): 78–77. http://dx.doi.org/10.26480/ccsj.02.2023.78.87.
Анотація:
This paper provides a comprehensive review of leadership styles within the context of start-ups, exploring their effects on growth, innovation, and overall success. By carefully observing the delineation of leadership styles, including transformational, transactional, charismatic, situational, and laissez-faire, the review illuminates the unique attributes and implications each style holds for burgeoning businesses. Transformational leadership emerges as a crucial driver for innovation, emphasizing vision and collective drive. In contrast, transactional leadership offers operational efficiency but may risk long-term adaptability. Charismatic leaders, with their compelling personas, drive rapid growth, but centralization can pose challenges. With its inherent adaptability, situational leadership proves invaluable in the volatile start-up landscape, and laissez-faire leadership, promoting autonomy, demands careful balance to prevent directionlessness. The intricate relationship between leadership styles and business growth is explored in depth, underscoring that while leadership is a pivotal determinant, its efficacy intertwines with numerous variables, from market dynamics to team composition. One standout realization is the profound synergy between leadership and innovation, a lifeline for differentiation in the competitive start-up arena. Leadership’s role is thus not confined to mere administration; it shapes organizational culture, guiding innovation and strategic direction. The review emphasizes that effective start-up leadership is multifaceted, requiring foresight, adaptability, and a visionary outlook. As the entrepreneurial world continues to evolve, understanding and harnessing the nuances of leadership styles remains critical for sustained growth and success.
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Dussault, Marc, Daniel Payette, and Mathieu Leroux. "Principals' Transformational Leadership and Teachers' Collective Efficacy." Psychological Reports 102, no. 2 (April 2008): 401–10. http://dx.doi.org/10.2466/pr0.102.2.401-410.
Анотація:
The study was designed to test the relationship of principals' transformational, transactional, and laissez-faire leadership with teachers' collective efficacy. Bandura's theory of efficacy applied to the group and Bass's transformational leadership theory were used as the theoretical framework. Participants included 487 French Canadian teachers from 40 public high schools. As expected, there were positive and significant correlations between principals' transformational and transactional leadership and teachers' collective efficacy. Also, there was a negative and significant correlation between laissez-faire leadership and teachers' collective efficacy. Moreover, regression analysis showed transformational leadership significantly enhanced the predictive capabilities of transactional leadership on teachers' collective efficacy. These results confirm the importance of leadership to predict collective efficacy and, by doing so, strengthen Bass's theory of leadership.
30
Gomez Johnson, Kelly, and Tamara Williams. "Mathematics Instructional Leadership." Journal of School Administration Research and Development 8, no. 1 (April 21, 2023): 1–12. http://dx.doi.org/10.32674/jsard.v8i1.3692.
Анотація:
To optimize teacher support, administrators need subject-specific knowledge, skills, and beliefs to lead, not just manage, instructional change. Professional development (PD) is needed with the many roles administrators are already called to fill. In this study, 38 elementary administrators participated in PD in mathematics instructional leadership. Findings from the Administrator Self-Efficacy Survey for Mathematics, derived from the Principal Self-Efficacy Survey (Smith & Guarino, 2005), show that subject-specific, district-led PD designed around sources of self-efficacy (Bandura, 1977, 1982, 1986) had a significant impact on increasing administrators’ mathematics instructional leadership self-efficacy. Specifically, administrators increased their beliefs to influence effective mathematics practice, apply district PD to instructional leadership practices, and justify change during reform. These results show promise for future mathematics-specific instructional leadership development. Results from this study can inform PD design for districts and leaders aiming to promote and support school administrators as instructional leaders and advocates for evidence-based practice.
31
Cziraki, Karen, Emily Read, Heather K. Spence Laschinger, and Carol Wong. "Nurses’ leadership self-efficacy, motivation, and career aspirations." Leadership in Health Services 31, no. 1 (February 5, 2018): 47–61. http://dx.doi.org/10.1108/lhs-02-2017-0003.
Анотація:
Purpose This paper aims to test a model examining precursors and outcomes of nurses’ leadership self-efficacy, and their aspirations to management positions. Design/methodology/approach A cross-sectional survey of 727 registered nurses across Canada was conducted. Structural equation modelling using Mplus was used to analyse the data. Findings Results supported the hypothesized model: χ2(312) = 949.393; CFI = 0.927; TLI = 0.919; RMSEA = 0.053 (0.049-0.057); SRMR 0.044. Skill development opportunities (ß = 0.20), temporary management roles (ß = 0.12) and informal mentoring (ß = 0.11) were significantly related to nurses’ leadership self-efficacy, which significantly influenced motivation to lead (ß = 0.77) and leadership career aspirations (ß = 0.23). Motivation to lead was significantly related to leadership career aspirations (ß = 0.50). Practical implications Nurses’ leadership self-efficacy is an important determinant of their motivation and intention to pursue a leadership career. Results suggest that nurses’ leadership self-efficacy can be influenced by providing opportunities for leadership mastery experiences and mentorship support. Leadership succession planning should include strategies to enhance nurses’ leadership self-efficacy and increase front-line nurses’ interest in leadership roles. Originality value With an aging nurse leader workforce, it is important to understand factors influencing nurses’ leadership aspirations to develop and sustain nursing leadership capacity. This research study makes an important contribution to the nursing literature by showing that nurses’ leadership self-efficacy appears to be an important determinant of their motivation to lead and desire to pursue a career as a nurse leader.
32
Villanueva, José J., and José C. Sánchez. "Trait Emotional Intelligence and Leadership Self-Efficacy: Their Relationship with Collective Efficacy." Spanish Journal of Psychology 10, no. 2 (November 2007): 349–57. http://dx.doi.org/10.1017/s1138741600006612.
Анотація:
In this article, a leadership model is presented, with which to investigate the relationship of trait emotional intelligence (trait EI), leadership self-efficacy and leader's task self-efficacy with collective task efficacy and group performance. The sample was made up of 217 undergraduate students, randomly assigned to work teams of 1 leader and 2 followers that were requested to perform a production task. An adapted version of the Schutte Self-Report Inventory (SSRI; Schutte et al., 1998) was used to measure trait EI. Structural equation modeling was used to test the hypothesized relationships. Results indicated that task self-efficacy was a mediator between leadership self-efficacy and collective task efficacy; the latter, in turn, was the best predictor of group performance. No significant relationship was found between trait EI and collective task efficacy although, unexpectedly, trait EI was positively associated with leadership self-efficacy. Implications of the results are discussed.
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Mango, Emmanuel, Jeremiah Koshal, and Caren Ouma. "Effect of developmental efficacy on leadership development." International Journal of Research in Business and Social Science (2147- 4478) 8, no. 5 (August 18, 2019): 70–75. http://dx.doi.org/10.20525/ijrbs.v8i5.315.
Анотація:
The study investigates the effect of developmental efficacy (one of the elements of leader developmental readiness) on leadership development. The study was conducted among MBA students within private universities in Kenya. Data was collected through a validated instrument and correlation, one-way ANOVA, and regression analyses were performed. The results revealed that developmental efficacy significantly affects leadership development, F(1,286) = 79.803, p < 001, also developmental potency accounts for 21.8 percent of the variations in leadership development. The study implies that leadership developers ought to help leadership learners to gain higher developmental efficacy before or during the developmental program, for them to benefit fully from the leadership developmental interventions.
34
Polatcan, Mahmut. "The Influence of Leadership Self-efficacy on College Students' Leadership Practice: The Mediating Role of Motivation to Lead." International Journal of Educational Leadership and Management 11, no. 2 (July 16, 2023): 138–66. http://dx.doi.org/10.17583/ijelm.9551.
Анотація:
Although research on the outcomes of leadership practices has increased, the research area on the antecedents of leadership has been underexplored. This study investigated the associations between leadership self-efficacy, motivation to lead and leadership practices that influence the leadership behaviours of higher education students. In the study in which the cross-sectional research design, the sample comprised 545 undergraduates from Turkey. The results showed that increasing student leadership self-efficacy beliefs directly affected leadership practices. Also, in research found the motivation to lead to having an important partially mediated role in the relationship between student self-efficacy beliefs and leadership practices. This study contributes to the existing body of international knowledge on school leadership research by concluding that the effect of leadership self-efficacy and students' motivation to lead on student practices. As a result, in study propose that educational activities aimed at enhancing undergraduate students' leadership self-efficacy and motivation to lead include elements that concentrate on developing students' leadership self-efficacy and motivation to lead. Implications for policy, practice and research are discussed.
35
Armstrong, Josh P., and Kate D. McCain. "Narrative Pedagogy for Leadership Education: Stories of Leadership Efficacy, Self‐Identity, and Leadership Development." Journal of Leadership Studies 14, no. 4 (February 2021): 60–70. http://dx.doi.org/10.1002/jls.21724.
36
Palupi, Qorry Rahma Intan, Netania Emilisa, and Adellia Adellia. "Pengaruh Temporal Leadership dan Transformational Leadership terhadap Self-Efficacy dan Psychological Empowerment pada Karyawan Swasta Generasi Z di DKI Jakarta." Jurnal Syntax Admiration 5, no. 7 (July 3, 2024): 2374–73. http://dx.doi.org/10.46799/jsa.v5i7.1259.
Анотація:
The purpose of this study is to analyze Temporal Leadership, Transformational Leadership, Self-Efficacy, and Psychological Empowerment, as well as to examine the influence of Temporal Leadership and Transformational Leadership on Self-Efficacy, the influence of Self-Efficacy on Psychological Empowerment, and the influence of Temporal Leadership and Transformational Leadership on Psychological Empowerment. The design of this study was carried out by means of hypothesis testing which was used to test the influence of Temporal Leadership and Transformational Leadership on Self-Efficacy and Psychological Empowerment in Generation Z Private Employees in DKI Jakarta. As a result, this study concluded that Generation Z private employees in DKI Jakarta felt the existence of Temporal Leadership and Transformational Leadership in their companies, which affected their Self-Efficacy and Psychological Empowerment. Statistical descriptions show that employees feel comfortable with Temporal Leadership because convenience is the main factor in decision-making, and Transformational Leadership increases confidence, enthusiasm, and creativity at work.
37
Fu, Xiang. "Predictors of Physical Education Teachers’ Instructional Leadership and Efficacy." International Journal of Education and Humanities 11, no. 3 (December 13, 2023): 493–96. http://dx.doi.org/10.54097/ijeh.v11i3.15156.
Анотація:
The objective of this study is to explore the predictive factors influencing the teaching leadership and efficacy of physical education teachers. Through an in-depth analysis of various aspects including educational leadership, teaching efficacy, and educational experience, we aim to provide guidance for enhancing the teaching quality and educational outcomes of physical education teachers. Employing a quantitative research approach, we conducted a questionnaire survey and statistical analysis to study the key factors affecting the teaching leadership and efficacy of physical education teachers. The study found a significant positive correlation between educational leadership and teaching efficacy, and a close association between physical education experience and teaching efficacy. Educational leadership and teaching experience are important predictive factors influencing the educational efficacy of physical education teachers. Additionally, educational leadership has a significant impact on teaching efficacy under the moderation of educational experience, indicating that educational experience can enhance the positive effect of educational leadership on teaching efficacy. These findings underscore the significance of educational leadership and teaching experience in the educational efficacy of physical education teachers, providing valuable insights for the formulation and practice of physical education policies. Future research could further explore other factors affecting educational leadership and efficacy, and consider broader samples and research designs.
38
Ninković, Stefan R., and Olivera Č. Knežević Florić. "Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy." Educational Management Administration & Leadership 46, no. 1 (November 7, 2016): 49–64. http://dx.doi.org/10.1177/1741143216665842.
Анотація:
Although scholars have acknowledged the role of collaborative relationships of teachers in improving the quality of instruction, teacher collective efficacy continues to be a neglected construct in educational research. The purpose of this paper is to explore the relations between transformational school leadership, teacher self-efficacy and perceived collective teacher efficacy, using a sample of 120 permanent secondary-school teachers in Serbia, whose average age was 42.5. The results of the hierarchical regression analysis showed that transformational school leadership and teacher self-efficacy were independent predictors of teacher collective efficacy. The research findings also showed that individually-focused transformational leadership contributed significantly to an explanation of collective efficiency after controlling specific predictor effects of group-focused dimensions of transformational leadership. It is argued that the results have a double meaning. First, this study expanded the understanding of the relationship between different dimensions of transformational school leadership and collective teacher efficacy. Second, a contribution of teacher self-efficacy to collective efficacy beliefs was established, confirming the assumptions of social cognitive theory on reciprocal causality between two types of perceived efficacy: individual and collective.
39
Pearlmutter, Sue. "Self-Efficacy and Organizational Change Leadership." Administration in Social Work 22, no. 3 (June 29, 1998): 23–38. http://dx.doi.org/10.1300/j147v22n03_02.
40
Samuel, Priscilla, Mary T. Quinn Griffin, Maureen White, and Joyce J. Fitzpatrick. "Crisis Leadership Efficacy of Nurse Practitioners." Journal for Nurse Practitioners 11, no. 9 (October 2015): 862–68. http://dx.doi.org/10.1016/j.nurpra.2015.06.010.
41
Hannah, Sean T., Bruce J. Avolio, Fred Luthans, and P. D. Harms. "Leadership efficacy: Review and future directions." Leadership Quarterly 19, no. 6 (December 2008): 669–92. http://dx.doi.org/10.1016/j.leaqua.2008.09.007.
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Bradford, Shalonda K. "Leadership, Collective Efficacy and Team Performance." International Journal of Web-Based Learning and Teaching Technologies 6, no. 3 (July 2011): 35–45. http://dx.doi.org/10.4018/jwltt.2011070103.
Анотація:
In this paper, the author examines the effect of leader attributes on the collective efficacy of a group of members of Generation Next, and the interrelation of leadership and collective efficacy on the team’s performance. A case study approach was implemented by 3 teams of business students participating in a national business competition between the years 2009-2011. Results indicate transformational leadership qualities inspire greater levels of collective efficacy. Moreover, teams demonstrating higher collective efficacy also performed better in the competition, suggesting a positive relationship between collective efficacy and team performance. Implications of these findings are discussed and a scope for future research is offered.
43
McCormick, Michael J., Jesús Tanguma, and Anita Sohn López-Forment. "Extending Self-Efficacy Theory to Leadership." Journal of Leadership Education 1, no. 2 (December 1, 2002): 34–49. http://dx.doi.org/10.12806/v1/i2/tf1.
44
Vils, Leonardo, and Gustavo Viegas Rodrigues. "Leadership B. S. – Jeffrey Pfeffer and leadership industry." Revista Ibero-Americana de Estratégia 15, no. 1 (March 1, 2016): 147–54. http://dx.doi.org/10.5585/ijsm.v15i1.2340.
Анотація:
“Developing leadership” is a constant search for professionals interested on acting in a more assertively in the organizations they perform their roles. Leadership BS is another endeavor by Jeffrey Pfeffer that makes us think over the tenets which the leadership industry, as the author refers to it, imposes to us daily. In a work based on the urgent need to incorporate evidence to a practice that could cause financial damage and other harmful consequences to the society, Pfeffer easily succeed on demonstrating why, for instance, some behaviors which are assumed as role models are nothing but fairy tales that only exist on classrooms and courses which efficacy is doubtful – if efficacy is understood as educating better leaders. The author challenges his readers to rethink the way they act, by understanding how psychological processes such as confirmation bias and self-deceiving reshape the wished format of leadership, which is taught, but nor practiced.
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McCormick, Michael J. "Self-Efficacy and Leadership Effectiveness: Applying Social Cognitive Theory to Leadership." Journal of Leadership Studies 8, no. 1 (May 2001): 22–33. http://dx.doi.org/10.1177/107179190100800102.
46
Anderson, David W., Henryk T. Krajewski, Richard D. Goffin, and Douglas N. Jackson. "A leadership self-efficacy taxonomy and its relation to effective leadership." Leadership Quarterly 19, no. 5 (October 2008): 595–608. http://dx.doi.org/10.1016/j.leaqua.2008.07.003.
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Phillips, Benjamin, Juliann McBrayer, Brandon Hunt, Antonio Gutierrez de Blume, and Katherine Fallon. "Undergraduate Students’ Perception of Leadership Development Programs and Leadership Self-Efficacy." Georgia Journal of College Student Affairs 39, no. 1 (2023): 170–98. http://dx.doi.org/10.20429/gcpa.2023.390108.
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Romero, Marcian Xavier. "Shared Instructional Leadership of School Administrators: Its Relationship to Teachers’ Self-Efficacy." Journal of Management Studies and Development 3, no. 01 (February 19, 2024): 29–41. http://dx.doi.org/10.56741/jmsd.v3i01.521.
Анотація:
The study determined the relationship between shared instructional leadership among school administrators and teachers' self-efficacy. The study employed a concurrent parallel mixed method using a descriptive-evaluative-correlational research design. The descriptive design was used to ascertain the level of shared instructional leadership of school administrators and teachers and the level of self-efficacy of teachers. The evaluative design was employed to underscore the significant differences between shared instructional leadership and self-efficacy among groups of respondents. Meanwhile, the correlational design assessed the critical relationship between shared instructional leadership and teachers' self-efficacy. Data revealed that administrators and teachers have a very high level of shared instructional leadership and self-efficacy, which was derived based on the survey's descriptive results. There was a significant difference among groups of respondents and no statistically significant difference among shared instructional leadership and self-efficacy. The alternative hypothesis that no meaningful relationship exists between shared instructional leadership and teacher self-efficacy was also accepted.
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S. Sowjanya and Nandyal. "Entrepreneurship’s Impact on Personal Development and Self-Efficacy." Journal of Advanced Zoology 44, S6 (November 26, 2023): 377–83. http://dx.doi.org/10.17762/jaz.v44is6.2159.
Анотація:
Leadership is interpersonal influence exercised in a situation and directed through communication process towards the attainment of a specified goal or goals. It is the process of influencing and supporting others to work enthusiastically towards achieving objectives. By exercising his leadership, the leader tries to influence the behavior of individuals or group of individuals around him to achieve common goals. Leadership emphasis on transformation and therefore, transformational leadership emerges. Leadership is an important factor for making any type of organizations successful. Good leadership is essential in all aspects of managerial function whether it to be motivation, communication or direction. Good leadership ensures success in the organization and dissatisfactory human performance in any organization can be primarily attributed to perform leadership. In recent management practices a recent emphasis has been put on leadership development through training and development and by providing conducive work environment. Leadership development involves developing the qualities and attitudes in managers which help them to look into the future and being necessary change on proactive basis rather than or reactive basis. Entrepreneurial activities are associated with various uncertainties, complexities, and challenges. Higher education is need for the building of competencies of the Entrepreneurial knowledge, skills and abilities. Additionally, for successfully deals with the challenge, the student’s engagement is essential to create interpersonal relationship, teamwork, enabling task delegation, and building confidence among the group members. Actually, the entrepreneurial leader takes responsibility for their actions and those actions must be more proactive than reactive.
50
Mouazen, Ali M., Ana Beatriz Hernández-Lara, Farid Abdallah, Muhieddine Ramadan, Jawad Chahine, Hala Baydoun, and Najib Bou Zakhem. "Transformational and Transactional Leaders and Their Role in Implementing the Kotter Change Management Model Ensuring Sustainable Change: An Empirical Study." Sustainability 16, no. 1 (December 19, 2023): 16. http://dx.doi.org/10.3390/su16010016.
Анотація:
A rapid pace of change presents an unforeseen and perpetual competitive challenge for organizations. Despite the existence of numerous change management models, organizational change leaders often encounter obstacles during the implementation phase that limit change effectiveness. This paper seeks to make a difference in managerial actions, specifically when implementing planned change, by directing them to use specific leadership actions during the change stage. While previous research has acknowledged the potential linkage between leadership and change effectiveness, a comprehensive exploration of this relationship within the realm of strategic change management remains lacking. This study aims to address this gap by comparing transactional and transformational leadership styles through the lens of the leadership-as-practice perspective. Specifically, this paper analyzes the alignment of these leadership styles with the Kotter model for implementing organizational change and investigates which leadership components or behaviors positively impact predetermined stages of change. Using the MLQ and a developed Kotter questionnaire, data was collected from 385 Lebanese employees working in SMEs experiencing change across the five provinces of Lebanon. PLS structural equation modeling was utilized to analyze the results, and the GoF value indicated that the study model is valid to be considered as a PLS global model. Our findings shed light on the dynamic interplay between leadership efficacy and distinct change stages. Rooted in the leadership-as-practice perspective, this study contributes a nuanced understanding of effective leadership’s crucial role in navigating the multifaceted challenges of organizational change, offering insights for practitioners and scholars alike.