A Study of the Relationship Between Followership Modalities and Leadership Styles Among Educators at Selected High Schools in Jackson, Mississippi

Problem. The purpose of this study was to explore the nature of the relationship between followership modalities and leadership styles. High-school teachers and principals in the Jackson Public School District in Jackson, Mississippi, participated in the study. Method. Methodological triangulation that combined quantitative and qualitative methods served as the study\u27s research design. A 45-item Multifactor Leadership Questionnaire (MLQ Form 5x-Short), developed by Bass and Avolio (1995), and a well-established measure of leadership style, was administered to the principals. A 20-item, self-diagnostic questionnaire, developed by Robert Kelley, designed to measure followership modalities, was administered to the high school teachers who participated in the study. Semi-formal interviews were also conducted with principals and teachers. One-way ANOVA and transcriptions of themes compiled from interviews were used to analyze the data. Findings. The findings of the study revealed there is limited variation in followership modalities in educational institutions. There is extensive variation in follower performance within identified followership modalities. Followership modalities correspond with leadership styles among teachers and principals. There is no difference in followers\u27 active engagement skills based on gender, age, teaching experience and time with the leader. There is no difference in followers\u27 independent critical-thinking skills based on gender, age, teaching experience, and time with the leader. Conclusions. This study\u27s examination of followership modality variation among teachers revealed that followers generally reflect modality that corresponds with the leaders\u27 style and behavior. Competent, visionary, inspiring, and stimulating leaders will predictably have followers who demonstrate similar traits. The majority of followers in this study seemed to emulate their leader\u27s general style, greatly limiting the amount of variation in followership modality. However, the relational aspect of the leader-follower bond allows the leader to determine the extent to which followers demonstrate a certain followership modality

Preparing Millennials for Leadership: Understanding how Leadership Transitions Well Between Generations

There are measurable differences between those in the Generation X and Millenial generational cohorts. This study has been conducted to aid in identifying specific leadership tendencies that may cause challenging leadership transition in a large health cate organization. Research was completed to understand the differences in values and tendencies between members of these two cohorts. Following this research, two separate focus groups were conducted to discuss the differences and identify areas of opportunify in improving the leadership activities of both Generation X and Millennial leader at the organization. Finally, recommendations regarding ways to improve leadership transition were compiled and presented

Industry and knowledge clusters : principles, practices, policy

http://www.ester.ee/record=b1758117*es

Writing HERstory: Examining the Intersectional Identities of Black Women in Educational Leadership

There is growing research pointing to the universal, collective identity of black women in the United States. While this is promising, there remains, historically, an underrepresentation of black women in and en route to the highest levels of organizational leadership. The divide is even more amplified in the field of education, a sphere in which women are largely represented as a whole. This is particularly relevant for black women considering the incongruence that lies between their heightened levels of educational attainment as compared to their generally lower status in the organizational pecking order. In the effort to advance both theory and research development in this domain, critical race feminism and social justice leadership theory serve as the frameworks for this study. Qualitative in nature, this work explored the relived experiences of four black women who serve as executives, directors, and CEOs within the realm of education. This study employed the tenets of hermeneutic phenomenology in the effort to understand and investigate the cultures in which these women lead, and the intersecting factors – including race, gender, and class – that impact these women’s ability and capability to perform within the educational sector. Using in-depth, timed, semi-structured interviews, study members were invited to reflect upon and share their experiences and perceptions as women, as women of color, as educators, and as educational leaders. Participants’ recounted stories of resilience, community, struggle, and perseverance reveal copious insights regarding the extensiveness of each participant’s leadership journey. Results indicate that inequities remain within the educational leadership sphere. The information shared and the resulting data collected revealed the necessity for equitable and inclusive leadership cultures. Indeed, there seems to be the need to educate and raise awareness about the impact of leadership cultures on black women, their experiences, and the personal and professional choices they make. In addition, the field can benefit from the establishment of more research studies related to the development and advancement of black women in the context of educational leadership

Toward a Unified Framework of Perceived Negative Leader Behaviors Insights from French and British Educational Sectors

In this paper, we challenge the commonly held assumption that actors in the education sector are largely ethical, and that there is therefore little need to scrutinize leader behaviors in this sector. We also overcome past scholars’ tendencies to either focus selectively on positive leader behaviors, or to stay content with categorizing leader behaviors into effective and ineffective (if at all they do focus on negative leader behaviors). Using data (Critical Incidents) from three case studies previously conducted in eight British and French academic establishments, we show that not only do negative leader behaviors abound in the education sector, but they can also be differentiated into three types: (1) behaviors emanating from leaders’ lack of functional skills i.e., ineffective behaviors, (2) behaviors emanating from leaders’ insouciance toward harming the organization and its members i.e., dysfunctional behaviors, and (3) behaviors emanating from leaders’ lack of honesty, integrity, ethicality, and transparency i.e., unauthentic behaviors. We enrich current understanding on ineffective, dysfunctional, and unauthentic leader behaviors, and offer a unified (yet differentiated) framework of negative leader behaviors in the academic sector. Since each type of negative behavior emanates from different motivational drivers, different measures are required to curb them. These are also discussed. A comparison of our findings with those from leadership studies in other sectors reveals that negative leader behaviors in the education sector are quite similar to those in other sectors

Challenging the rulers: a leadership model for good governance

Edited by Joseph Kwaka, Okoth Okombo, Barrack Muluka & Betty Sungura-Nyabuto with an introduction by Henry Indangasi.One of the fundamental principles of effective leadership has remained the same for generations simply because leadership touches on human relations. What often changes are the tactics that leaders employ to get things done depending on the needs. Therefore, as we look at leadership that is effective in this century, we are not in any way re-inventing the wheel. Domesticating past leadership styles to suit current realities is the way to begin. Not all styles of leadership are effective in the same sense. It was fine long ago to embrace leaders who used command or who employed what is known as the boss syndrome. This kind of leadership, although used in some quarters, has proved to be less effective in the present world. The “do as I say” leader will face a reasonable amount of resistance. Times have changed and so should the style of leadership. The command leadership style of yesteryear simply cannot bear results in a world that is more liberal. Commanders, even in the military, have learned there are better ways to achieve results with followers in today’s world. Leadership has been studied through three theoretical frameworks at different points in time. First, in the 1930 and early 1940s, most scholars based their research and writings on trait theories. The emphasis of these theories was that individual characteristics of leaders are different from those of the non-leaders. The premise of this school was that leaders were born, not made. Such leaders were the so called “big men” whose names sometimes would not be mentioned in public. Realising that the traits alone cannot capture the qualities and the achievements of some leaders, leadership studies came to include aspects of special behaviours that make leaders stand out. Scholars in the 1940s and the 1950s examined who and what leaders are based, on behavioural theories. The premise of these theories is that behaviours of effective leaders are different from those of ineffective leaders. The leadership styles during this period and which spilled into the 1960s were “people-focused” or “result-focused”. The whole idea was that leaders were judged based on what they were able to achieve and what they did while in office. It did not really matter whether or not they were “born leaders”. A leader could become effective through training and development. 96 Challenging the Rulers: A Leadership Model for Good Governance The 1960s and the early 1970s saw the emergence of a new type of leader whose leadership could not effectively be explained by the earlier theories. Thus, new studies began to view leadership through the lense of situational or contingency theories. The premise of these theories is that unique factors or particular situations determined whether a specific leader was effective or not. In this respect, situational factors interacted with the leader’s traits and behaviour to influence leadership effectiveness, generally producing what is widely known as charismatic leaders. These are leaders who are usually admired by their followers because of the energies and enthusiasm they bring into the scene. Their followers show near total dedication and unquestioning loyalty. More studies later revealed that there are leaders whose leadership practices transcend the theories above. Some scholars in the 1980s and 1990s saw leadership as skills-based. Here the emphasis is on what effective leaders do, based on the skills acquired. This kind of leadership was highlighted by the transformative theories which tend to investigate what transactions of traits, behaviours and situations allow certain people to transform for excellence. In the 21st century, the emphasis shifted to visionary leadership. The idea of visionary leadership is synonymous with marshalling people behind a compelling vision of a better future. In this situation, the interest is in what is required to inspire, unite and mobilise the masses. Finally, there are alternative leadership theories which examine other types of leadership which do not quite fit into the categories above. These include servant leadership, authentic leadership and collective leadership. For this chapter, we shall examine servant leadership. Servant leadership reflects a philosophy that leaders should be servants first. It suggests that leaders must place the needs of their followers ahead of their own interests in order to be effective. Servant leadership begins from the natural feeling that one really wants to serve. That one naturally wants to help others is then followed by a conscious choice to aspire to lead. Servant leadership is characterised by the following attributes: empathy, stewardship, listening, awareness, persuasion and foresight, commitment to the personal, professional and spiritual growth of the followers. Servant leadership is about moving individuals and communities at large to a higher level of progress.One of the fundamental principles of effective leadership has remained the same for generations simply because leadership touches on human relations. What often changes are the tactics that leaders employ to get things done depending on the needs. Therefore, as we look at leadership that is effective in this century, we are not in any way re-inventing the wheel. Domesticating past leadership styles to suit current realities is the way to begin. Not all styles of leadership are effective in the same sense. It was fine long ago to embrace leaders who used command or who employed what is known as the boss syndrome. This kind of leadership, although used in some quarters, has proved to be less effective in the present world. The “do as I say” leader will face a reasonable amount of resistance. Times have changed and so should the style of leadership. The command leadership style of yesteryear simply cannot bear results in a world that is more liberal. Commanders, even in the military, have learned there are better ways to achieve results with followers in today’s world. Leadership has been studied through three theoretical frameworks at different points in time. First, in the 1930 and early 1940s, most scholars based their research and writings on trait theories. The emphasis of these theories was that individual characteristics of leaders are different from those of the non-leaders. The premise of this school was that leaders were born, not made. Such leaders were the so called “big men” whose names sometimes would not be mentioned in public. Realising that the traits alone cannot capture the qualities and the achievements of some leaders, leadership studies came to include aspects of special behaviours that make leaders stand out. Scholars in the 1940s and the 1950s examined who and what leaders are based, on behavioural theories. The premise of these theories is that behaviours of effective leaders are different from those of ineffective leaders. The leadership styles during this period and which spilled into the 1960s were “people-focused” or “result-focused”. The whole idea was that leaders were judged based on what they were able to achieve and what they did while in office. It did not really matter whether or not they were “born leaders”. A leader could become effective through training and development. 96 Challenging the Rulers: A Leadership Model for Good Governance The 1960s and the early 1970s saw the emergence of a new type of leader whose leadership could not effectively be explained by the earlier theories. Thus, new studies began to view leadership through the lense of situational or contingency theories. The premise of these theories is that unique factors or particular situations determined whether a specific leader was effective or not. In this respect, situational factors interacted with the leader’s traits and behaviour to influence leadership effectiveness, generally producing what is widely known as charismatic leaders. These are leaders who are usually admired by their followers because of the energies and enthusiasm they bring into the scene. Their followers show near total dedication and unquestioning loyalty. More studies later revealed that there are leaders whose leadership practices transcend the theories above. Some scholars in the 1980s and 1990s saw leadership as skills-based. Here the emphasis is on what effective leaders do, based on the skills acquired. This kind of leadership was highlighted by the transformative theories which tend to investigate what transactions of traits, behaviours and situations allow certain people to transform for excellence. In the 21st century, the emphasis shifted to visionary leadership. The idea of visionary leadership is synonymous with marshalling people behind a compelling vision of a better future. In this situation, the interest is in what is required to inspire, unite and mobilise the masses. Finally, there are alternative leadership theories which examine other types of leadership which do not quite fit into the categories above. These include servant leadership, authentic leadership and collective leadership. For this chapter, we shall examine servant leadership. Servant leadership reflects a philosophy that leaders should be servants first. It suggests that leaders must place the needs of their followers ahead of their own interests in order to be effective. Servant leadership begins from the natural feeling that one really wants to serve. That one naturally wants to help others is then followed by a conscious choice to aspire to lead. Servant leadership is characterised by the following attributes: empathy, stewardship, listening, awareness, persuasion and foresight, commitment to the personal, professional and spiritual growth of the followers. Servant leadership is about moving individuals and communities at large to a higher level of progress

Leadership for Innovation in the Memories Business: A Mixed Methods Study of a Hospitality and Tourism Marketplace

In the past 35 years, substantial research has been conducted examining innovation in the business environment. Despite the vast quantity of innovation studies, a large percentage of the contributions are focused on product innovation outputs in manufacturing, while innovation theory in the services industry is still struggling to emerge. The hospitality and tourism industry is one of the largest service industries in the world. In this industry context, innovation is less about producing new things and more about delivering unique experiences to create lasting memories. The purpose of this study was to extend the work already done regarding innovation in business by examining innovation in an understudied context; the goal was to offer a back of the house view of the ways senior managers influence innovation in organizations whose main economic offering is an experience. An exploratory sequential mixed-methods study was conducted in three phases. In Phase One, a short survey was used to identify the ways organizations of a local hospitality and tourism marketplace measure innovation. Concurrent to the quantitative survey, interviews were conducted to identify the ways senior managers influence innovation in their organizations. A conceptual model of leadership for innovation in the experience context was developed from the qualitative data. In Phase Two, the conceptual model was translated into a list of leadership practices, and a composite measure of innovation performance was finalized. Qualitative and quantitative results from the first two phases informed the design of a survey for Phase Three of the study. The survey included eighteen leadership practices intended to measure idea generation, shared understanding, and idea implementation in the experience context. Statistical techniques of principal component analysis and multiple regression analysis were used to validate the conceptual model and measure the relationships among the variables of senior manager influence and innovation performance. This back of the house view of innovation in the experience context offers an updated perspective of innovation in business and a context-specific look at strategic leadership at the business unit level. Findings also provide insights for leaders of organizations faced with providing compelling experiences for increasingly demanding and savvy consumers

The Whitworthian 2016-2017

The Whitworthian student newspaper for 2016-2017 academic year.https://digitalcommons.whitworth.edu/whitworthian/1101/thumbnail.jp

A leader developing leadership: a case study

This study examines the development of leadership. The aim is to investigate the concept of a leader (the headteacher) developing leadership in a new and developing school. The study explores the notion of a vision for leadership, the structures which are evident each year and the development of leaders and leadership within the school. This case study research was undertaken in a single school at the end of its first seven years at the point when the first cohort of students went to university and the school converted to a new academy. The presence of two consecutive Ofsted judgements of outstanding leadership suggested leadership had developed well making this an appropriate environment in which to investigate leadership development. This post facto study adopts a qualitative approach gathering data from three sources: an extended series of interviews with the headteacher; semi-structured interviews with a sample of middle leaders who had had different experiences within the school and documentary evidence in the form of staffing structures from each of the previous school years. These three sources provided a means for the triangulation of evidence. A number of points emerge from the study: the variance in perspectives of the headteacher and middle leaders; the changes in structure and the growth of a hierarchy; the development of leadership factors such as communication and external pressures which impact on this. The research identifies a number of key elements: the concept of leadership which appears organic and changing and where different leadership experiences can coexist within a planned leadership model; the relationship between leadership vision, leadership structure and leadership development and the changes to the relationship over time; communicating theleadership vision through change from opening to establishment. The research challenges the belief that leadership is an entity or concept defined by a fixed set of skills and features. The research moves forward from models of distributed and hybrid leadership to demonstrate the complexity, fluidity and flexibility of leadership development. The process of and deployment of leadership affects and is affected by the context and must be able to respond to all contingencies. The quality of information is essential in making decisions regarding leadership. The qualilty of communication of that information enhances knowledge across the organisation and secures commitment and engagement of all middle leaders