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This research paper aims to discover the elements of good physician leadership as perceived by physicians and to find out how the findings connect to the leadership theory.

The subjects (n = 50) of this qualitative study are physicians from four hierarchical levels (residents/specialising physicians, specialists, heads of departments and chief physicians). Content analysis with a constructivist-interpretative approach by thematisation was the chosen method, and it was also analysed how major leadership theories relate to good physician leadership.

Physician leaders are expected to possess the professional skills of physicians, understand how the work affects physicians’ lives and be competent in applying suitable leadership approaches following different situations and people. Trust, fairness, empathy, social skills, two-way communication skills, regular feedback, collegial respect and emotional intelligence are expected. As medical expertise connects leaders and followers, success in medical leadership comes from credibility in medical expertise, making medical leadership an inseparable part of good physician leadership. Subordinates are physician colleagues, who have their informal leadership roles on their hierarchical levels, making physician leadership a multidimensional leadership setting wherein formal leaders lead informal leaders, which blurs the traditional leader–follower boundary. In summary, good physician leadership is leadership through medical expertise combined with good manners, collegiality and traits from different kinds of leadership theories.

This study discovers elements of good physician leadership in a Finnish health-care context in which no similar prior empirical research has been carried out.

The purpose of this research is to analyse how participants in leadership training programs in higher education value and perceive their training process.

A stylized theoretical model is developed indicating that leadership training may be designed along a collegial‐managerial continuum. To study how participants placed themselves on this continuum, a questionnaire was distributed to participants in three different leadership training programs.

The study shows that leadership training programs are tools to modernize higher education without resulting in a rejection of inherent values and characteristics of the sector.

Leadership training programs need to be supplemented with broader organisational development activities and a more systematic follow‐up process after completion of the program.

The purpose of this study was to explore and interpret how frontline leaders define, experience and rationalise their approaches to the successful implementation of clinical guidelines in mental health care.

Employing an interpretative phenomenological design, the authors conducted and analysed individual interviews of frontline leaders at 14 psychiatric clinics involved in a national study of implementing evidence-based clinical guidelines in mental health.

The authors found a broad spectrum of attitudes and attributes, as well as a wide repertoire of strategies for frontline implementation leadership. Three main approaches were revealed, comprising “Curious and welcoming”, “Integrity and setting standards” and “Caring and collegial”.

The study present what experienced frontline leaders emphasise to enable implementation of guidelines, not empirical pieces of evidences for what they in fact do or if these actions lead to implementation. The generalisability to other settings is unknown. Another sample profile, context or organisational level may have impacted the result. The concreteness of the frontline leaders’ considerations, approaches and actions gives important knowledge about frontline leaders leadership across traditional leadership theories.

Existing leadership theories describe different leadership styles, while this study reveals the need for a wide range of approaches to balance the many needs and demands. The complexity of leadership approaches this study found is in line with implementation theories; thus, the present study incorporates implementation science into the leadership literature.

This paper reports on results of a systematic research synthesis of 25 studies on women in educational leadership and management in Zimbabwe. The aim of this systematic review of research was to report conclusions drawn from a synthesis of findings from studies of gender and educational leadership in Zimbabwe.

The review used systematic methods to identify 25 research studies that examined women leading schools in Zimbabwe. Research synthesis methods used for qualitative research studies were employed in order to identify three broad themes and related subthemes across the studies.

The review identified three themes: (1) barriers to women gaining access to management positions, (2) female ways of leading, (3) context challenges for women leaders. Both barriers to gaining positions and context challenges faced in enactment of the leadership role are described. These consist of an intertwined web of personal, institutional and cultural challenges. Women's ways of leading were characterized as collegial, collaborative and caring.

Three implications are identified. First is a need for better statistical information on gender representation in Zimbabwe and other African countries. Second is a need to design and implement training, mentoring and networking support programs for female leaders in Zimbabwe. Finally, the authors recommend that future research move toward the use of mixed methods research designs capable of achieving complementary research goals of gaining a broad perspective on the effects of female leadership and in-depth understanding of how those are achieved.

Empirical studies of female leadership is especially urgent in Africa where particular features embedded in the cultural context shape female access to leadership role and attitude towards efforts of women to lead.

The purpose of this paper is to provide a research synthesis of findings drawn from studies of teacher leadership published in English-based journals from 2000 to 2018. The goal of the research synthesis was to develop new insights into teacher leadership through a theoretical discussion and to identify emerging themes for future research.

The methodology employed in this study was systematic review. The study first identifies a body of relevant literature and research on teacher leadership from the English-based journals from 2000 to 2018. Information concerning the nature of the studies as well as substantive findings was extracted from each of the articles. Synthesis of findings was accomplished by identifying key themes in the literature.

The synthesis yielded four themes: “the notion of teacher leadership,” “the theoretical perspectives are used for understanding teacher leadership,” “the factors are influencing the development of teacher leadership,” and “the approach to build and develop leadership capacity.”

This paper attempts to offer a critical review on the current literature and research on teacher leadership, reveal if there are any gaps in the ongoing debate, and identify the agenda for future research. This paper not only explores “what there is,” but also examines “what is missing,” and “what could be improved upon” by reviewing research findings that emerged in the teacher leadership literature produced from 2000 to 2018. The paper could shed light on the existing research about teacher leadership.

Leadership educators must consider how to most effectively develop youth knowledge, skills, attitudes, aspirations and leadership abilities when facilitating leadership development. During the first two millennia, leadership was adult-centered, with little focus on development. To develop effective leadership programs, it is essential that leadership educators: consider the implications of societal trends; project the contexts of 21^st century leadership; understand and apply the principles of effective youth leadership development; and, develop meaningful adult and adolescent partnerships to prepare youth for success in the third millennium.

With the spate of growth in public and private institutions, higher education systems are also getting more complex, so the task of managing and monitoring the sector is becoming more specialized and demanding. Public higher education institutions (HEIs) operate through committees, and the effectiveness of the committees will determine whether the institutions will achieve their vision and mission. This study aims to identify the critical factors that contribute to committee effectiveness in HEIs in Ghana as well as the factors that constrain committee effectiveness in HEIs in Ghana. The present study sought to measure the contribution of trust, communication, roles, goals, relationships and mutual respect to committee effectiveness in HEIs.

In total, 805 respondents were sampled from ten public universities in Ghana. All the respondents are part of statutory committees in their institutions. Team effectiveness survey by Azmy with Kwofie et al.’s survey for measuring effectiveness in teams was used for data collection and was analyzed using multiple linear regression analysis.

The study found that mutual trust and effective communication significantly contribute to committee effectiveness in HEIs. It also exposed that committee roles, committee goals, committee relationship and committee leadership constrained committee effectiveness in HEIs.

This research is limited by the fact that only six team effectiveness factors were considered for the study when many others could have been considered. It also does not measure probable moderators or mediators that might have had some effect on the influence of the factors under consideration on committee effectiveness.

This study will help managers of public universities to strengthen the factors considered in the committee to build solid, creative and productive committees and universities through team-building seminars and training workshops. It provides practical knowledge of factors that promote and those that hinder team effectiveness so that appropriate preventive measures can be taken to ensure team effectiveness in all committees.

The study departs from research in the private sector corporate entities into a unique area of HEI governance. It should be of great value to the higher education governance discourse in Ghana and Africa.

The purpose of this study was to examine the effects of organizational culture and human resource management (HRM) effectiveness on financial performance of a sample of Singapore‐based companies involved in mergers and acquisition activities.

The study used the method of content analysis to collect information on cultural values and HRM effectiveness, using Kabanoff's content analysis dictionary. Culture profiles were then assigned to organizations in the sample following the results from cluster analysis. Various financial ratios were used to measure organizational performance. Finally, regression analysis was performed to test various hypotheses.

The key finding of the study is that organizations with either elite or leader value profile, when complemented by human resource effectiveness, had a better financial performance as compared to organizations with meritocratic or collegial value profiles. It thus follows that, to achieve better financial results by undertaking merger and acquisition activities organizations need to have elite or leadership value profile.

This study makes a contribution to the literature by producing new empirical evidence to bear on the effect of organizational culture and human resource effectiveness on financial performance of merging acquiring organizations from a newly industrialized Asian country.

The authors have developed the Leadership‐Employeeship‐Relationship Model and a questionnaire following their conceptualization of the employeeship concept. It is possible to separately study leadership, peer employee, and interactive leader‐follower behaviors. The purpose of this paper is to examine the relationship between the conceptualization and operationalization, as well as between the model and psychological climate.

In total, four organizations operating at an airport participated. The quantitative approach involved data gathered from expected leadership and employee behaviors and psychological climate attitude questionnaires. The leadership and peer employee variables are separately based on the leadership and employeeship questionnaires, whereas the leader‐follower variable is based on the results of both questionnaires. All analyses were made on the variable level.

The results show that expected leadership, peer employee, and congruent leader‐follower behaviors all have a positive correlation with psychological climate. Hierarchical regression analyses indicated that congruent leader‐follower behavior had augmented value to leadership behavior and its relationship to psychological climate.

Congruent leader‐follower behavior plays an important role in the overall improvement of psychological climate. Steps toward congruent behavior are to allow followers to participate in leadership development and that the issue of shared responsibilities and authority is best managed in collaboration between management and staff.

The paper is the first to demonstrate empirically the relation between the interactive leader‐follower employeeship perspective based on the expected behaviors of both leaders and followers and psychological climate.