Search results

This paper describes the nature of burnout among teachers, examines the differences in burnout between teachers and school‐based administrators, and explores the extent to which specific work factors predict teacher burnout. Teachers were experiencing less Emotional Exhaustion and Depersonalization burnout, but more Personal Accomplishment burnout than other helping service professionals. Their levels of Emotional Exhaustion and Personal Accomplishment burnout were higher than those for administrators. Both job satisfaction and job challenge were significant predictors of each burnout sub‐scale. The findings indicate that burnout is both the result of organizational factors such as work load, as well as the result of failure of the job to satisfy the motivational needs of teachers to be challenged and rewarded by their work. These results dispute some established research findings, and contribute new evidence to the growing data base on educator burnout.

The increasing incidence of educator stress and burnout is cause for concern. Nonetheless, the findings of this Canadian‐based study indicate that school principals are experiencing less than average levels of Emotional Exhaustion and Depersonalization burnout, and an average level of Personal Accomplishment burnout. Work conditions most likely to contribute to burnout were work stress, work overload, a deteriorating sense of status and recognition, and unsatisfactory interpersonal relationships. The implications of the study are discussed in terms of both individual and organizational factors.

This issue is a selected bibliography covering the subject of leadership.

This paper presents an organizational learning framework for reframing management practices within large bureaucratic organizations. Reviewing the relevant literature, the paper argues managers' control orientations and practices effectively stifle learning and personal development by severely limiting the ability of employees to exert control or change the nature of their work activities. To encourage organizational learning, a number of reframing tools are proposed The paper concludes by discussing how reframing tools may be used in conjunction with other psychoanalytic techniques to challenge and change managers' control orientations and practices.

This study of 491 government secondary school teachers in Victoria, Australia, explores the relationship between sources and types of social support and teacher burnout. Examines both a conceptual model of social support and a social support instrument based on House′s typology developed for the purpose of the study. The major finding that principal support is a significant predictor of burnout is consistent with established research. However, the result that certain types of social support contribute to burnout presents a unique dimension on the social support‐burnout relationship. Also examines the support provided to others by teachers themselves and its impact on burnout. Explains the implications of the findings for theory and practice.

This chapter aimed to uncover the gaps in the existing construction supply chain management (CSCM) models. Organisational culture and the fourth industrial revolution (4IR) components are the two gaps that were identified through reviewing existing CSCM models. The 4IR is driven by three components which are smart management, virtualisation and cyber-physical system. It was proposed in this chapter that the practice of CSCM should be in tandem with the components of 4IR. This chapter recommended that for the effective practice of the construction supply chain (CSC) in the 4IR era, construction stakeholders should adopt an innovative and collaborative organisational culture. The organisational culture adopted by a construction firm performs a crucial role in encouraging construction stakeholders in adopting 4IR components for CSCM. Each of the 4IR components is driven by technologies like autonomous robots, building information modelling (BIM), radio frequency identification (RFID), the internet of things (IoT) and others. Among all the technologies, it was discovered that RFID and BIM had gained prominence in most CSC literature. The chapter recommended that blockchain, digital twins and the cyber-physical system are the next trending technology for CSCM.

Current changes in Australian and world economic and social climates have implications for business leadership, particularly at the middle and senior management levels. Surveys business executives attending a well‐known Australian management college during 1991 and 1992 and provides an overview of how leadership responds to and interprets these changes. Identifies five main leadership attributes, namely: vision and creativity; setting and achieving objectives; confident decision making; team building; and charisma. Associates these attributes with 16 organizational outcomes such as: organization innovation, direction setting and motivated workforce, among others. The overall results indicate that further research is needed to examine the extent to which team building and charisma as leadership attributes interact with and predict organization outcomes. Also discusses the practical implications of the findings.

This chapter proposes a conceptualization of joyful leadership as a unique leadership style and identifies a future research agenda to further explore the concept. While the concept of joyful leadership appears repeatedly in the nonacademic literature, including in blogs, vlogs, and podcasts, there is limited reference to joyful leadership in the academic literature highlighting a lack of academic rigor around the concept. Joyful leadership is proposed as a unique leadership style with specific patterns of behavior demonstrated by the leader. This research draws on understandings of emotion, positive affect, and leadership in the academic literature to develop a conceptualization of joyful leadership.

The proposed conceptualization is based on an extensive literature review drawing from both the leadership field and the study of emotions including various theoretical perspectives from these diverse fields.

Based on discrete emotion theory a conceptualization of joyful leadership as a unique leadership style is presented, identifying key patterns of behavior associated with joyful leadership including discrete autonomic patterns, actions, nonverbal signals, and identified feelings.

This research outlines a conceptual model to provide an understanding of the concept of joyful leadership as a unique leadership style. It draws on the current study of emotion, positive affect, and leadership and more specifically examines the concept of joyful leadership aligned to discrete emotion theory. This particular theory of emotion, when examined in relation to leadership, provides a basis for the concept of joyful leadership as a leadership style and the basis for its proposed characteristics and outcomes.

The purpose of this case study was to explore senior librarians’ perceptions of successful leadership skills in the 21st century. The data gathered from 10 senior library leaders consisted of demographic information and responses to six open-ended interview questions. From the NVivo 10 analysis, several significant themes emerged regarding successful library leadership skills in the 21st century at two levels: foundational and interpersonal. At the foundational level, technical and knowledge skills form the building blocks for the next level of interpersonal skills. Persuasion and collaborative skills are interwoven with these interpersonal skills, both of which are at the core of the postindustrial paradigm of leadership. These two levels of skills, with an emphasis on persuasion skills, should form the basis of succession planning programs for next generation librarians. Implementing such programs could lead to increased leadership diversity, greater job satisfaction, improved job performance and effectiveness, all of which help retain librarians and ease staff shortages. Further studies are recommended.

A connection between servant leadership and constructive developmental theory is proposed. A theoretical framework is offered that examines the subject and object relationship for servant leaders at progressive stages of meaning making, showing how the way leaders make meaning of service evolves with their constructive development. The framework also proposes a threshold on the ability to adopt servant leadership. This understanding suggests that leadership educators who wish to promote servant leadership should first focus their energies on helping younger students reach the developmental stage required for servant leadership.