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The purpose of this study is to examine the multifaceted implications of AI on leadership dynamics and organizational practices. By synthesizing insights from behavioral theory, AI analytics, and ethical considerations, the study aims to equip leaders with the requisite knowledge, skills, and mindset to foster adaptive leadership, anticipate change, and cultivate innovation amidst AI-driven disruptions.

This article employs a qualitative research approach, integrating literature review and conceptual analysis to explore the intersection of leadership development and Artificial Intelligence (AI). Drawing insights from scholarly articles, theoretical frameworks and practice, the study elucidates the evolving landscape of leadership in the context of AI adoption. Practical action points are derived to guide organizational leaders and educators in navigating AI-induced transformations effectively.

The integration of AI into leadership dynamics necessitates a paradigm shift in leadership paradigms, emphasizing the fusion of technical proficiency with emotional intelligence. Behavioral theory coupled with AI analytics offers valuable insights into effective leadership behaviors, facilitating the design of tailored leadership development programs. Proactive leadership strategies, ethical considerations, and talent management emerge as pivotal factors in navigating AI-induced transformations and fostering organizational resilience.

This article contributes to the literature by synthesizing diverse perspectives on AI leadership and offering practical action points for organizational leaders and educators. By highlighting the integration of behavioral theory, AI analytics, and ethical considerations, the study underscores the importance of interdisciplinary approaches in leadership research and education. The insights derived from this study inform organizational practices, curriculum development in higher education, and future research agendas, fostering ethical AI adoption and cultivating adaptive leadership cultures in the age of Artificial Intelligence.

The focus of this chapter lies with women middle-level leaders. It reports on themes from women in leadership programmes designed and delivered by Barbara Watterston, through the lens of a programme especially developed for the Association of Independent Schools of South Australia (AISSA). This chapter begins by profiling a description of the programme. The main aim was providing women leaders with an opportunity to take stock of their careers, consider ongoing challenges impeding their work as school leaders, and identify options for the future. After the programme finished, volunteers were invited to write a narrative encapsulating their career journey. Three women leaders volunteered, and their insightful reflections regarding their career trajectories constitute a significant portion of this chapter. The final part of this chapter identifies three common themes that emerged from their stories, resonating with ideas which are frequently illuminated in similar programmes and research. These include the importance of ongoing professional learning to be a successful leader, gender-based barriers that caused the women to doubt their abilities and readiness for leadership, and the deep appreciation the women expressed from learning with and from like-minded other women leaders.

This study investigated a teacher leadership program created by a partnership between a large US urban district, their teachers’ union and a university. We were part of an action-research partnership that examined the program’s implementation.

We employed a hermeneutic phenomenology methodology and mixed-method data collection methods and analysis strategies to understand the experiences of program participants. Data included interviews with program participants, union leaders and district administrators along with an analysis of projects that participants created during the program.

Teacher leadership programs were legitimized through diverse stakeholder collaboration, and involvement of a university partner was viewed as a value-add for teachers. Formalized teacher leadership programs professionalize teachers through expanding professional networks, developing leadership skills and lifting teachers’ voices. When teacher leader work is directed towards school improvement, teachers’ unique perspectives yield varied problems of practice and goals in ways that help schools address these problems.

This study has implications for districts seeking to create teacher leadership opportunities and for districts and universities seeking to partner for in-service professional learning opportunities.

This study underscores the role effective district-union-university partnerships can play in fostering pipelines for teacher leader development, which can better position school improvement efforts to be sustained over time.

This study aims to break through the limitations of previous studies that have focused too much on the individual-level effects of humble leadership. Based on the affective events theory (AET), this study provides to construct an individual-team multilevel model of humble leadership focusing on the followers’ affective reaction and attribution of intentionality.

On the basis of subordinates’ attribution of humble leadership, it is believed that there are actually two motivations for humble leadership: true intention (serve the organizational collective interest) and pseudo intention (serve the leader’s self-interest), to which subordinates have different affective reactions, causing different leadership effectiveness. Thus, this study conducted an extensive review based on the qualitative method and proposed an integrated multilevel model of leader humility on individual and team outputs.

Followers’ attribution of intentionality moderates the relationship between humble leadership and followers’ affective reaction, which also determines followers’ performance (task performance, interpersonal deviant behavior and leader–member exchange); the interaction between team leaders’ humble leadership and collective attribution of intentionality influences team outputs (team outputs, organizational deviant behavior and team–member exchange) through team affective reaction; team humble leadership affects individual outputs through affective reaction and team affective climate plays a moderating role between affective reaction and individual outputs.

This study explores the individual-team multilevel outputs of humble leadership based on the AET theory, which is relatively rare in the current field. This study attempts to incorporate leaders’ motivation (such as attributions of intentionality) into the humble leadership research, by confirming that humble leadership affects affective reaction, which further influences individual-team multilevel outputs.

Grounded in the Social Exchange theory, this study focuses on the perception of digital leadership and innovative work behaviors. It also examines the complex effects of leader-member exchange, learning orientation, and innovation capabilities.

We undertake a quantitative approach using a two-wave longitudinal field survey of 440 employees and managers from various backgrounds working in the automobile industry in France.

The findings based on Structural Equation Modeling reveal that the perception of digital leadership leads to innovative work behavior while leader-member exchange moderates between the perception of digital leadership and learning orientation. The findings also support the mediating roles of learning orientation and innovation capabilities.

The study contributes important policy suggestions, raises queries for additional investigation, and suggests theoretical and practical implications for leadership and organizational environmental factors to foster innovative work behaviors in organizations.

Middle leadership is difficult to define and fathom as these roles are fluid, adapting to the context of individual schools. However, little is known about the relationships among middle leadership, teacher commitment and job satisfaction in the field of education. The purpose of this paper is to propose a conceptual framework on the mediating role of teacher job satisfaction in the relationship between middle leadership and teacher commitment in schools based on past research, particularly in the context of schools.

A review of literature was undertaken to develop the conceptual framework.

Findings suggested that middle leadership can positively influence teacher commitment via the mediating effect of teacher job satisfaction.

The value of this paper lies in understanding middle leadership as a salient factor in influencing teacher commitment via teacher job satisfaction. This paper’s framework lays a strong foundation for the expansion of the middle leadership knowledge base on middle leadership as well as for future theory development and debate.

The purpose of this research is to examine the relationship between coaching leadership and employees' taking charge while incorporating the mediating role of work meaningfulness and the moderating role of challenge-hindrance stressor.

A total of 355 pairs of effective samples were collected through a two-stage supervisor-subordinate paired survey. Four hypotheses were tested using hierarchal regression analysis and bootstrapping method.

The findings show that coaching leadership is positively related to taking charge, and work meaningfulness positively mediates the coaching leadership-taking charge relationship; high challenge stressors and high hindrance stressors weaken the positive effect of coaching leadership on work meaningfulness respectively; challenge stressors and hindrance stressors further moderate the indirect relationship of coaching leadership and taking charge through work meaningfulness.

This study provides a new perspective for organizations to activate employees' taking charge, thereby enriching the antecedents of taking charge. By incorporating challenge-hindrance stressor framework, this study also provides answers to when coaching leadership will be less effective.

This paper aims to validate a broader conceptualization of ethical leadership and a matching measurement scale (BELS) using survey data from 909 public servants in leadership positions in the Netherlands.

The confirmatory factor analysis (CFA) (using AMOS) and exploratory factor analysis were carried out with repeated CFA. A social desirability scale was used to check for model fitness.

Our findings support the notion that ethical leadership is broader in conceptualization and hence reject the theories that limit the role of ethical leaders within the confines of organizations. This study confirms that attributes like sustainability, leadership learning, ethical competency, diversity and resilience are part of ethical leadership. Such characteristics could not be measured with previous scales for ethical leadership. Also, ethical leadership is not separate from associated leadership styles.

A self-assessment scale for leaders was used for this study. Although there is no indication of social desirability bias, future research can also focus on follower assessments of their leaders. This study only focuses on the public sector context only.

Our results suggest that ethical leadership contains more subvalues than in the seminal definition. This study has, therefore, corroborated a broader definition of ethical leadership.

This study indicates the need for ethical leadership to be studied and assessed using a broader conceptualization and measurement scale.