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1 – 10 of over 10000The purpose of the study was to examine the impact of both work and non-work domain contextual factors (family support, workplace social support, mentoring support, networking and…
Abstract
Purpose
The purpose of the study was to examine the impact of both work and non-work domain contextual factors (family support, workplace social support, mentoring support, networking and visible assignment) on the general self-efficacy (GSE) of women leaders in India. Also, we tried to explore whether GSE is connected to women leaders' career aspirations.
Design/methodology/approach
This is a survey-based study where data was collected and analysed from 145 women leaders working in a large public sector organisation in India.
Findings
Results suggest that except for workplace social support, all other factors have a significant positive impact on the GSE of women leaders. GSE is also significantly associated with women leaders' career aspirations.
Originality/value
Uniqueness of the article is that we have empirically tested the enablers and deterrents of women leadership in the GSE context, taking note of both work and non-work domains of women leaders. The implications of the results for women's leadership development have been detailed.
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Birgit Schyns and Karin Sanders
This study focuses on gender differences in the relationship between transformational leadership and leader's occupational self‐efficacy. The aim is to explain how female and male…
Abstract
Purpose
This study focuses on gender differences in the relationship between transformational leadership and leader's occupational self‐efficacy. The aim is to explain how female and male leaders develop their self‐efficacy. This knowledge is important for leaders as well as organizations (e.g. human resources departments).
Design/methodology/approach
A total of 58 leaders were asked to indicate their transformational leadership as well as their occupational self‐efficacy, and 113 followers to indicate these leaders' transformational leadership. Hypotheses were examined using regression analyses.
Findings
We found no significant relationship between self‐rated transformational leadership and occupational self‐efficacy for women, although we did find a positive relationship for men. No interaction effect with respect to leaders' occupational self‐efficacy could be found between leaders' gender and follower‐rated transformational leadership.
Research limitations/implications
Whereas the relationship between transformational leadership and occupational self‐efficacy was examined for men and women, we could not examine the processes that lead to the differences.
Practical implications
Knowing that female and male leaders differ in the relationship between transformational leadership and occupational self‐efficacy can help organizations to seek ways to build up their occupational self‐efficacy. This is especially important when considering that occupational self‐efficacy is related to performance in organizations.
Originality/value
The paper employs both leader and follower evaluations on leaders' transformational leadership to explore the relationship between transformational leadership and occupational self‐efficacy. The paper sheds light on the different processes involved in establishing occupational self‐efficacy.
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Alaba Apesin and Tao Gong
The purpose of this paper is to examine the impact of college leadership experiences on the leader self-efficacy development of freshmen in two historically black institutions…
Abstract
Purpose
The purpose of this paper is to examine the impact of college leadership experiences on the leader self-efficacy development of freshmen in two historically black institutions (HBIs).
Design/methodology/approach
Data were collected in two phases from 200 freshmen to assess their leader self-efficacies at the beginning and end of a 16-week semester. The authors developed an eight-item questionnaire to measure college leadership experiences and adapted the 22-item leader efficacy questionnaire developed by Hannah and Avolio (2013) to measure self-efficacy.
Findings
The result of the structural equation modeling revealed that college leadership experiences have a significant positive impact on college leader self-efficacy. Moreover, college leadership experiences significantly mediated the effect of high school leadership experiences on college leader self-efficacy. Pre-college leader self-efficacy had a significant positive effect on college leader self-efficacy but an insignificant effect on college leadership experiences. The findings indicated that holding leadership positions and volunteering in the first semester of college were positively and strongly related to college leadership experiences.
Originality/value
First, this study will empirically examine the causal relationships between college leadership experiences and leader self-efficacy by controlling for the effect of the pre-college leader efficacy. Without controlling for the pre-existing differences among participants, the effects of college leadership experiences on leader self-efficacy development may be overestimated. Second, despite self-efficacy being a critical component in leadership models and being important in boosting leaders’ confidence, only limited research uses well-defined conceptual leadership models in studying student leader self-efficacy. This study fills the gap by using a contemporary conceptual model that encompasses the key leadership variables necessary in assessing the student leadership development.
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Alaba Apesin and Tao Gong
Previous studies indicate that a college-student’s leader self–efficacy (LSE) enhances the ability to be an effective leader. However, there is limited empirical evidence on the…
Abstract
Previous studies indicate that a college-student’s leader self–efficacy (LSE) enhances the ability to be an effective leader. However, there is limited empirical evidence on the college experiential factors that develop students’ LSE in Historically Black Institutions (HBIs). The purpose of this study is to adapt Astin’s input-environment- outcome (I-E-O) model to identify the effects of college experiential variables (environment) on student LSE development (output) while controlling for precollege variables (input). Pre- and post-data were collected from 200 freshmen studying at two Historically Black Institutions and analyzed using the hierarchical multiple regression (HMR). The findings suggested that precollege LSE and college co-curricular leadership experiences significantly influence students’ LSE development.
Lütfi Sürücü, Ahmet Maslakçi and Harun Sesen
This article aims to examine the relationship between transformational leadership and job performance on the basis of social exchange theory and perceived organizational support…
Abstract
Purpose
This article aims to examine the relationship between transformational leadership and job performance on the basis of social exchange theory and perceived organizational support theory. The article also attempts to examine the mediating role of self-efficacy and the moderated mediation role of leader support in this relationship.
Design/methodology/approach
In this article, a self-report survey was collected from 524 employees and Process Macro to SPSS-23 was used to test the hypotheses.
Findings
The article found that transformational leadership has a positive effect on job performance and that self-efficacy plays a mediating role in this relationship. The article also determined that leader support has a moderated mediation role on the effect of transformational leadership on job performance through self-efficacy.
Originality/value
The research findings broaden the existing literature on transformational leadership and job performance by proposing an alternative model of how and under what conditions transformational leadership can affect job performance, and enrich the understanding of the conditions in which transformational leadership affects job performance. Although previous research provides a theoretical framework that connects the variables included in the research, there is no study in the literature that empirically confirms the proposed model. Thus, the authors' research is a pioneering attempt to test that relationship.
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Cam Caldwell and Linda A. Hayes
The purpose of this paper is to identify the relationships between self-efficacy and self-awareness and the moral obligations of leaders in understanding and developing these…
Abstract
Purpose
The purpose of this paper is to identify the relationships between self-efficacy and self-awareness and the moral obligations of leaders in understanding and developing these personal qualities. As leaders strive for excellence, self-efficacy and self-awareness can empower them to unlock their own potential and the potential of their organizations and those with whom they work.
Design/methodology/approach
The paper integrates research of self-efficacy and self-awareness as they pertain to ethical leadership and presents six propositions that increase leadership effectiveness, create value for the organization, and develop leaders considered my trusted by others.
Findings
The authors argue that greater understanding of self-efficacy and self-awareness is important for individual growth and can enable ethical leaders to empower themselves, their colleagues, and the organization in which they work.
Research limitations/implications
This research presents six propositions concerning self-efficacy and self-awareness and their influence on effective leadership that can be tested in future research. The ethically based nature of self-efficacy and self-awareness merits additional academic research and practitioner application.
Practical implications
This paper provides valuable insights to scholars and practitioners by proposing six propositions that will allow leaders to increase their effectiveness and add value to the organization.
Social implications
Ethical leaders add value by continuously improving themselves. Ethical leaders owe it to others and themselves to be more effective through a greater understanding of self-efficacy and self-awareness.
Originality/value
Self-efficacy and self-awareness are moral duties associated with the identities of leaders and important for leaders in understanding their own capabilities and identities. Greater knowledge of self-efficacy and self-awareness can enable ethical leaders to be more effective and create value.
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Habtamu Endris Ali, René Schalk and Marloes van Engen
This study aims to examine whether the internal locus of control, self-esteem and leadership self-efficacy can predict differences in self–other rating agreement on leader…
Abstract
Purpose
This study aims to examine whether the internal locus of control, self-esteem and leadership self-efficacy can predict differences in self–other rating agreement on leader effectiveness. First, the authors predicted that the greater the internal locus of a leader the more their self-rating will be in agreement with others' rating of them (1a). Second, the authors proposed that the greater the self-esteem of a leader the more their self-rating will be in discrepancy with others' rating (1b). Third, the authors hypothesized that the greater the self-efficacy of a leader the more their self-rating will be in agreement with others' rating (1c).
Design/methodology/approach
To test the hypotheses, multisource data were collected from 128 banking leaders (who responded about different aspects of leadership self-efficacy, internal locus of control, self-esteem and leadership effectiveness) and 344 subordinates (who rated their leaders' effectiveness in performing leadership tasks).Multivariate regression was performed by jointly regressing both leaders' self-ratings and subordinates' ratings as a dependent variable on internal locus of control, self-esteem and leadership self-efficacy as predictor variables.
Findings
Self-esteem of a leader the more their self-rating will be in discrepancy with others' ratings.
Originality/value
The study tried to investigate the leader-subordinate dis(agreement) on leaders’ effectiveness taking banking leaders in the Ethiopian Context. The finding of the results is crucial and important for leadership development programs.
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David Michael Rosch, Lisa Kuron, Robert Reimer, Ronald Mickler and Daniel Jenkins
This study analyzed three years of data from the Collegiate Leadership Competition to investigate potential differences in longitudinal leader self-efficacy growth between…
Abstract
Purpose
This study analyzed three years of data from the Collegiate Leadership Competition to investigate potential differences in longitudinal leader self-efficacy growth between students who identify as men and those who identify as women.
Design/methodology/approach
Survey design.
Findings
Results indicate that women participants enter their competition experience at higher levels of leader self-efficacy than men and that both groups were able to sustain moderate levels of growth measured several months after the end of the competition.
Originality/value
The gap between men and women in their leader self-efficacy did not change over the several months of measurement. Implications for leadership educators are discussed.
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Christopher J. Rehm, Sasha L. Rehm and Kiah DeVona
Leader self-efficacy (LSE) is associated with leader emergence and effectiveness, and is a strong predictor of both individual and group performance. While some research exists…
Abstract
Leader self-efficacy (LSE) is associated with leader emergence and effectiveness, and is a strong predictor of both individual and group performance. While some research exists related to the connection between LSE and adult leadership, more studies are required to better understand the details surrounding LSE as it relates to adolescents. This mixed methods study examines the effects of a leadership development intervention on LSE in an eighth-grade student population. Results indicate strong support for the effectiveness of the intervention and its potential to increase youth LSE. This finding holds significant implications for educational practice, research, and the future of leadership development.