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Dynamics of social and symbolic capital within diverse school settings affect how stakeholders (i.e., administrators, teachers, parents, students) influence, interpret, and/or implement the complex demands of education leadership. Educational leadership, as simultaneously possessing both constant and fluid tendencies, is fundamental to establishing benchmarks to successfully impact the educational experience. Having the requisite social and symbolic capital serves as a conduit for accessing quality networks as well as the signification of having gained reputable, legitimate schooling experiences. Notwithstanding, the transferability of those forms of capital provides the venue for K-12 administration to ‘teach effectively’ and ‘lead responsibly’ within leadership contexts, particularly given this era of accountability. The intersection of the theoretical (teaching) and applied (leading) functions of educational leadership lends a democratic model for managing the resulting politics and generating leadership strategies as representative of social and symbolic capital.

Based on a four-factor leadership typology, this theoretical chapter proposes four alternative models to investigate how collaborative capital moderates the relationships between leadership and innovation. Beyerlein, Beyerlein, and Kennedy (2004) define collaborative capital as “how well people work together toward shared goals and outcomes.” In this chapter, we focus on empowerment as an important manifestation of collaborative capital. That is, first, empowerment enhances collaboration across vertical hierarchical lines through sharing of decision-making authority. Also, since empowerment is typically implemented as a team form of organizational structure, empowered teams enhance collaboration through the process of decentralized team decision-making. Thus, the accumulation of successful empowerment and the qualities of empowered team member represent the collaborative capital. Specifically, the models suggest that empowerment may function as a partial mediator, or as a moderator, or as both, in the basic relationship between transformational leadership and innovation. In addition, although transformational leadership and empowering leadership elicit different attitudes and behaviors of team members that may facilitate innovation, the interactions between these outcomes will maximize the effects of leadership on innovation. The implications of these observations and the possible directions for future research are discussed.

Due to geographic dispersion and reliance on technology-mediated communication, developing collaborative capital can be a challenge in a virtual team. Knowledge sharing is one form of collaborative capital that has been identified as critical to virtual team success. This chapter develops a theoretical model that proposes that shared leadership in virtual teams is positively related to knowledge sharing between team members, and that this relationship will be partially mediated by trust. The model also shows that a team's degree of reliance on technology-mediated communication will moderate the relationships in the model.

Leadership is a social phenomenon. Therefore, it has to be examined according to its social context. The point to be underlined by the social context is the social network in which the leader emerges. Considering the studies, the social network side of leadership is relatively ignored comparing with sociometric studies. In that sense, the aim of this study is to reveal whether there is a relationship between the positions of the military personnel, who are defined as one of the gray-collar working groups in the literature, within the social network mechanisms of which they are members, and their self-leadership perceptions. To answer the question, a self-leadership scale was applied to 69 gray-collar employees working in a military unit and network analyses were performed. According to results, there is a strong, positive and significant relationship between the network mechanism centrality criteria indegree, reach centrality and closeness and the self-leadership perceptions of individuals. In addition, there was no significant relationship between eigenvector centrality and honest brokerage, which are among the network mechanism criteria, and the actors’ self-leadership perceptions. The study has aimed at accenting and adding different perspectives to the leadership studies and gray-collar literature.

This chapter offers a comprehensive review the literature on authentic leadership (AL). The authors employ a bibliometric approach to identify, classify, visualise and synthesise relevant scholarly publications and the work of a core group of interdisciplinary scholars who are key contributors to the research on AL. They review 264 journal articles, adopting a clustering technique to assess the central themes of AL scholarship. They identify five distinct thematic clusters: authenticity in the context of leadership; structure of AL; social perspectives on AL; dynamism of AL; and value perceptions of AL. Velt and Sinkovics assert that these clusters will help scholars of AL to understand the dominant streams in the literature and provide a foundation for future research.

Rural schools have typically been strong on community but weak on professional learning. Their small size and geographical isolation have meant that much of the recent reform movement focused on professional learning communities has passed them by. But there is no reason why rural educators cannot participate in professional learning networks (PLNs) and benefit from heightened levels of collegiality that can be experienced across schools. However, intentional design for deeper collaborative work and face-to-face connection is necessary for PLN members to reap the benefits from increased professional capital and teacher leadership opportunities. This chapter describes the work of the Northwest Rural Innovation and Student Engagement (NW RISE) network in the United States. NW RISE brings together rural educators in gatherings that take place every six months, helps them to form “job-alike” groups focused on academic subject matter or cross-contextual themes, and provides support for shared curriculum design. This chapter describes how rural educators have seized upon the resources in NW RISE to promote student engagement and to develop their professional capacity across the network’s schools.

Successful National Security Special Events (NSSE) have several critical components that will ensure success; one key component is collaboration among various and distinctive organizations. During the 2002 Winter Olympics in Salt Lake City, Utah, 11,000 public safety officers came together from federal, state, and local agencies and successfully protected the games. In subsequent years following the 9/11 terror attacks and the Olympic Games, however, law enforcement and public safety agencies at every level have, at times, struggled to successfully implement collaborations on a continuing and consistent basis.

Creating collaborations that endure throughout a national security event is an important issue for public safety organizations. What are the key factors that foster an environment in which collaborations can be sustained? Based on research and numerous interviews with law enforcement and public safety leaders involved in the 2002 Winter Olympics, several factors were identified that impact the effectiveness and endurance of collaborations. The enablers for effective collaborations before, during, and after the 2002 Winter Olympics included leadership, trust, social capital, and felt need.