Search results

The purpose of this paper was to determine what experienced school leaders learned through participating in a three-year leadership initiative, called the Leadership Learning Community (LLC), that helped them coach less experienced leaders to lead school improvement efforts.

Data were collected and analyzed using a qualitative design throughout the three-year initiative.

The findings indicate the LLC leadership coaches learned to accept and navigate the leaders' developmental and contextual needs, practiced and honed their coaching skills and recognized their own developmental needs.

These findings address the paucity of research on leadership coach learning and development.

Practical wisdom (PW; phronesis), as one of the human virtues, is experiencing a renewal in the contemporary management literature. The aim of this conceptual paper is first, to explore the core practices of managers and leaders in the literature and second, to demonstrate how PW can manifest itself in these practices.

The research follows the interpretivist research philosophy, inductive approach, qualitative method and the theory-building research strategy. The data collection method is a literature review. The practice ecosystem framework is applied to demonstrate the presence of PW in the core practices of managers and leaders.

The paper proposes a practice-based paradigm of management and leadership. From the literature study, envisioning, enabling, energizing, engaging and executing as five fundamental practices are identified.

The most significant literature was selected based on decisions of the author. Therefore, it might be that important sources were overlooked. The paper proposes future research questions, and it calls for an empirical validation of the proposed conceptual model in management and leadership practices context.

The practical implications for managers and leaders are in applying the framework developed in this paper as a tool or guidelines to cultivate PW in their practices. The paper offers implications for management education, traditional educational institutions and educational practitioners because they are the key influencers of wise thinking and actions of future managers and leaders.

The novelty of this paper is in making explicit how the eight features of PW can manifest themselves in the everyday actions of managers and leaders. Applying the practice ecosystem framework for this purpose is an original contribution.

The purpose of the present study is twofold. First, the authors examine the potential mediating role of promotion focus in terms of the relationship between transformational leadership and work engagement. Second, the authors set out to examine whether the indirect effect of transformational leadership and follower work engagement through promotion focus is stronger when followers' public service motivations are higher versus lower.

The present study examines the association between transformational leadership behavior and employees' work engagement. Data included measures of transformational leadership behavior and promotion focus as well as public service motivation and work engagement. Utilizing a field sample of 316 employees, the study tested the proposed relationships with robust data analytic techniques. Results were consistent with the hypothesized theoretical framework, in that promotion focus mediated the relationship between transformational leadership behavior and work engagement stronger when public service motivation was high and weaker when public service motivation was low. Based on the findings, the study concludes that the connection between transformational leadership behavior and work engagements partially mediated by promotion focus and this mediated connection is stronger when employees' public service motivation is high and weak when employees' public service motivation is low—thereby yielding a pattern of moderated mediation.

The study findings suggest five main conclusions. First, consistent with previous studies (Aryee et al., 2012; Bui et al., 2017; Hetland et al., 2018; Li et al., 2021; Ng, 2017; Tims et al., 2011; Zhu et al., 2009), the study found a positive relationship between transformational leadership and employees' work engagement. Second, along the same lines of previous research (Brockner and Higgins, 2001; Hetland et al., 2018; Johnson et al., 2017; Kark et al., 2018; Tung, 2016), this study found a positive association between transformational leadership and employees' promotion focus. Third, as hypnotized, the study found a positive association between employees' promotion focus and their work engagement. Fourth, as hypothesized using regulatory focus theory, promotion focus positively mediates the relationship between transformational leadership and employees' work engagement. This result elucidates the underlying mechanism that enables leadership to influence employees' work engagement, particularly, through the self-regulatory promotion focus. The result demonstrates that leadership relates to and affects basic motivations of the promotion systems, which have been known as a basic human need for development and growth. The study demonstrates that leaders may be able to promote followers' motivations by provoking a promotion focus frame and this motivational frame further shapes followers' outcomes in terms of employees' work engagement. Hence, this finding support previous research claiming that promotion focus acts as a mediating mechanism in the relationship between transformational leadership and various outcomes(e.g. Johnson et al., 2017; Kark et al., 2018). However, this study adds significantly to existing research by being the first study to empirically test and pay attention to the promotion focus frame as the underlying psychological mechanism through which transformational leaders motivate followers to higher levels of work engagement. Finally, consistent with the study hypothesis, public service motivation has a moderating effect on the promotion focus-work engagement association. In addition, as the study hypothesized, public service motivation has a moderating effect on the mediating relationships between transformational leadership and employees' work engagement through promotion focus in public sector organizations. It appears that the relationship between transformational leadership and followers' work engagement through promotion focus is enhanced by the role of employees' PSM. In other words, the employees' public service motivation increases employee engagement further for employees with high situational promotion focus than for employees with a low situational promotion focus, which could be explained by the fact that more public service motivation is more meaningful to followers with promotion focus motivational framework to be more engaged. That is, public servants who are predisposed to respond to motives grounded primarily or exclusively in public institutions and organizations are more engaged at work due to their self-regulatory promotion focus spirit. This result is in congruence with findings that indicate that PSM is an important driver of organizational performance and has a positive impact on organizational behavior (Ritz et al., 2016). This finding does provide support to Bakker's (2015) proposition that PSM may strengthen the positive relationship between personal resources (e.g. optimism and self-efficacy) and work engagement because public servants with high levels of enduring PSM find their work important and meaningful. Therefore, they are likely to invest their resources in public service work, be engaged in their work and perform well.

First, it examines the extent to which transformational leadership contributes to employee work engagement. That is, the current study adds to the literature by using promotion focus attributes to probe the underlying mechanism through which transformational leaders enhance employee engagement in the workplace (Kark and van Dijk, 2019). Second, by combining insights obtained from the literature on the self-regulatory theory (Higgins, 1997) and the PSM theory (Perry and Wise, 1990), this study adds to work engagement literature by showing the importance of PSM as an institutional factor in work engagement. Lastly, the study expands the transformational leadership literature by using a moderated mediating model that recognizes PSM as a situational variable in the mediating relationship between transformational leadership and employee engagement.

The results have several implications for practice. Findings reveal that transformational leaders can enhance follower work engagement by inducing their promotion focus orientation. Managers can, therefore, display more transformational behaviors, such as providing a compelling vision, communicating high expectations, promoting new ideas and giving personal attention to each employee in the workplace. In addition, managers may develop a promotion-focus orientation among their followers by appealing more to their ideals and aspirations than to their duties and responsibilities (Brockner and Higgins, 2001). Organizations, on the other hand, could offer leadership training and development programs designed to enhance transformational leadership Behaviors. As for employees' PSM, public organizations have to be more creative in attracting, selecting and retaining employees with high levels of public service motives (Kim, 2021). Public organizations can also train their employees on public service values and enhance their incentives structures to align their motivational predispositions with the organization mission and values.

The present study adds to the existing theory in two ways. First, despite significant progress in exploring the process and boundary conditions for transformational leadership with beneficial work behaviors, the study findings paid attention to the underlying psychological mechanism, precisely the self-regulatory promotion focus frame through which transformational leaders motivate followers to higher levels of work engagement. A second theoretical contribution of the present study is that it adds to the long line of research supporting a more concerted effort to understand both the moderating and mediating mechanisms that link transformational leadership to follower outcomes. By using the moderated mediating model, this study shows that transformational leaders can induce a promotion focus within followers who have developed a public service motivation profile to be more willing to engage in their organizations. The current study also has several practical implications that can be drawn from the study findings. First, organizations should become more sensitive to their employees' (promotional and preventive) self-regulatory foci. Managers should be trained to be strategically oriented toward people's growth and development. Second, by serving as role models, managers can shape their subordinates' regulatory foci. The more managers' actions suggest that they are focused on promotion, the more likely it is that their subordinates will follow suit. Third, managers may emphasize the use of positive feedback, such as praise, by giving it when employees succeed and withholding it when they fail. This feedback style is more likely to elicit a promotion focus, especially if the praise for success focuses on what the employee was able to accomplish (e.g. “You aided in the advancement of an important task!”) rather than negative occurrences that the employee was able to avoid (e.g. “You were extremely cautious and as a result, you avoided making the wrong judgment.”) (Brockner and Higgins, 2001). Moreover, the moderating role of public service motivation in the effects of transformational leadership on work engagement through a promotion focus mechanism suggests that managers should not assume all employees would engage in their work similarly to their transformational leadership behaviors. Managers may find that followers who have values that are consistent with public service are more inclined to their promotion focus frame and thus are likely to internalize both motivations, which ultimately leads to more work engagement. As a result, managers should help employees, for example, feel a sense of accomplishment and recognize that they are contributing to society as an intrinsic reward. Finally, human resource managers must be mindful of their selection and placement decisions. Ensure that members are highly motivated to serve in the public sector and have the desired regulatory focus.

The overall purpose of the European Union‐funded Leadership Improvement for Student Achievement (LISA) project was to explore how leadership styles, as conceptualized in the developed dynamic holistic leadership framework, directly or indirectly affect student achievement at the lower secondary level of education in seven European countries. This paper seeks to address this issue.

In its methodological design the study is a mixture of research methods and collaborative action research shared by acting school leaders and researchers. A series of statistical analyses was carried out in order to gather evidence whether the data from the LISA project supported the initially developed holistic leadership theoretical framework. Consequently, first some descriptive statistics are introduced in order to acquaint the reader with the kind of data the survey used from the schoolteacher questionnaires. Further, some explanations are laid out with regard to the methodologies employed in order to analyze the data, such as the treatment of missing data and exploratory and confirmatory factor analysis structural equation models (SEM); then, a description of the main findings is offered through the analyses, which were conducted in order to predict school performance level from the relevant leadership style, followed by between‐countries comparisons and analyses. Finally, an in‐depth discussion and interpretations of the main findings – both integrative and concludive in nature – are offered.

The quantitative analyses stemming from confirmatory factor analysis and SEM identified five robust underlying dimensions of practised leadership styles across the seven participating European countries. Furthermore, the findings stemming from the logistic regression analyses pointed out clearly the complementary inter‐relationships of the main research questions of the study and analytical strands, especially with regard to the impact of certain intermediate variables on student achievement.

The expected results of this approach are predominantly assumed/seen as an enrichment in the grounding of hypothetical and theoretical ideas as well as professional development for both school principals and researchers. Such an equal contribution of school leaders and school leaders' organizations and researchers could probably provide a model for future professional development programs for both groups of professionals.

Despite the rapid growth of executive coaching in the business world and nascent interest in education, there is no solid research base around how coaching impacts leadership. Following the development of analytical case studies of coach and school leader dyads, we use causal process analysis to trace the complex pathways in which coaches impact leader development. In this process, we attempt to move beyond lists of traits and activities of effective coaching practice to develop a theoretical framework layered with thick description of leadership coaching situated within the context of a high poverty mid-sized urban school district. Findings include insights into the structures and practices that promote strong trusting relationships between the coach and coachee, how this relationship is central to deepening the impact of the coach’s work, and how co-leading provides the means of both modeling and guiding leaders toward personal and school improvement.

This paper aims to explore coaching as an approach to developing school leaders in the Singapore education system. It takes a close look at the nature of coaching experiences of beginning principals and principal-trainers, as well as the related benefits and challenges.

A qualitative inquiry approach was adopted, and four beginning principals and three principal-trainers were interviewed. An emergent coding method was deployed in data analysis.

Beginning principals described a positive, helpful and empowering coaching experience when coached by principal-trainers. The latter skillfully asked questions in a safe, non-threatening space for deeper self-reflection. In the process, beginning principals gained greater self-awareness and self-empowerment, and appreciated the shared context of school leadership. While coaching is a useful leadership development approach, inherent implementation challenges were identified.

Coaching as a system-wide strategy to support school leaders in Singapore has only recently been implemented. Further research using a larger sample is recommended as coaching becomes more pervasive.

The findings revealed a compelling case for a more pervasive adoption of coaching as an approach to support leadership development. Coaching facilitates effective school leadership, and there is scope for self-coaching, peer coaching and coach supervision of principals, middle leaders and classroom teachers.

This paper highlights the nature and positive impact of principalship coaching within a specific policy and cultural context of the Singapore education system. It adds to the body of literature on principal preparation, development and support.

Drawing upon the conservation of resource (COR) theory, the purpose of this paper is to explore the mediating role of knowledge hiding in the relationship between job insecurity and two dimensions of thriving at work, i.e. learning and vitality. The study further aims to investigate the moderating role of benevolent leadership in the aforementioned mediating relationship by applying the moderated mediation framework.

The sample for the study consisted of employees working in service sector in India. The hypotheses were tested with two wave survey data collected from 365 employees during the COVID-19 pandemic when the Indian Government was lifting phase wise restrictions. Data was analyzed using mediation and moderated mediation analyses on PROCESS v 3.0 macro.

Results showed that knowledge hiding mediated the relationship between job insecurity and both dimensions of thriving at work. Further, benevolent leadership was seen to moderate the mediated relationship providing support for the moderated mediation framework.

The results highlight the significance of providing benevolent leadership training to the managers to help them cope with the anxiety arising out of job insecurity. Further, employees need to be cautioned regarding the deleterious effects of knowledge hiding, which can impede their own learning and vitality.

To the best of the authors’ knowledge, this is the first study to investigate the mediating role of knowledge hiding in the relationship between job insecurity and thriving. Further, the role played by benevolent leadership in mitigating the harmful effects of job insecurity especially during COVID-19 pandemic is a unique contribution of the study.

The purpose of this paper is to explore the effect of affiliative-based humorous leadership on hotel employee outcomes (i.e. resistance to change and upward voice), underpinned by affective events theory. Further, this paper investigates psychological capital as a mediation effect and emotional intelligence as a moderation effect.

Using a structured questionnaire, 554 supervisors of 20 four- and five-star hotels in Sharm El-Sheikh responded based on a time-lagged approach. A Smart-partial least squares (Smart-PLS) v. 3.3.9 was used to analyze the data set.

The findings revealed that affiliative-based humorous leadership has a positive effect on psychological capital, and psychological capital has a positive association with employee upward voice. Psychological capital partially mediated the linkage of humorous leadership with employees' upward voices and resistance to change. According to the results, emotional intelligence strengthened the linkage of psychological capital with employee resistance to change and upward voice.

The findings contribute to the body of knowledge on humor and the development of new ideas in the hospitality literature. This paper adds to the hospitality literature on humorous leadership in developing countries, specifically in Egypt. This paper also provides practitioners with new perspectives as they develop strategies and use humor-related wise leadership styles in the workplace.

To the best of the authors’ knowledge, this paper is one of the first studies to assess affiliative-based humor in leadership in the hospitality industry. This paper contributes to future studies on the crucial effect of workplace engagement and its association with employees’ novel and intriguing actions and offers a good guideline for organizations and enterprises wishing to better leverage leader humor.

The purpose of this paper is to find out if the characteristics, traits and leadership style of an effective university leader in Lebanon match those of a transformational one. Moreover, it is intended to shed light on the possible transferability of the transformational leadership’s success to the Middle-Eastern society where norms and values differ significantly from the North-American context where research extensively supported its positive effect.

Qualitative data were collected from semi-structured interviews conducted with eight faculty and two staff members chosen based on the purposiveness sampling technique. The researcher tape-recorded the interviews, then transcribed and coded the data before analyzing it.

Results revealed that the director demonstrated to a great extent all the characteristics that define a transformational leader, except when it comes to nepotism and to the lower level employees who are not usually invited to share in the decision-making process. He was able to successfully challenge the process, inspire and motivate all the campus’s employees. However, in order to generalize and conclude that the whole Lebanese higher educational setting encompasses and cherishes the transformational leadership style, additional research is to be undertaken.

Although Lebanon has long been a pioneer in the education field in the Middle-East, however, not enough studies are found on the various leadership styles exhibited by Lebanese university leaders, and here lies this research’s value.