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The purpose of this paper is to examine intercorrelational relations among the self-report behavioral construct Multifactor Leadership Questionnaire (MLQ) 5X transformational and transactional subscales and the Tacit Knowledge for Military Leaders Inventory (TKML) leader-level specific situational judgment test scenarios.

In total, two leadership measures, the behavioral construct MLQ and the cognitive construct TKML assess different aspects of how a leader functions and were administered to 125 active US Army officers representing three leader levels: platoon, company, and battalion. The authors examine the intercorrelational relationship between these two measures.

Results show a correlational pattern that contours the evolution of a leader’s skills (from novice platoon leader to expert battalion leader), with the strongest correlation at the higher leader levels.

The decision to restrict the number of TKML scenarios provided to respondents and to administer the MLQ and TKML to the same sample is considered a limitation.

Pairing the MLQ and TKML makes use of self-reported leader behaviors with maximal assessment scales that directly assess respondents’ understanding of what the best approaches to good leadership are.

Response patterns from both measures permits direct counseling on the misconceptions about leadership to create better leaders.

No previous research has examined correlative relations among the scales/subscales of the MLQ and TKML.

The purpose of this paper is to investigate the factor structure of the Multifactor Leadership Questionnaire (MLQ) in a UK context. For a number of years studies have failed to reproduce the original MLQ factor structure. A paper published in Leadership & Organization Development Journal by Alban‐Metcalfe and Alimo‐Metcalfe in 2000 suggested that, in the UK context, contextually different views on leadership could be prevalent. This paper therefore reports a UK‐specific factor structure.

The paper used a dataset from a recent piece of research on leadership by the first and third authors. The sample consisted of 367 managers from 38 UK‐based manufacturing organisations. The research used multiple ratings that consisted of 366 self‐ratings, 315 superior‐ratings, 238 peer‐ratings and 325 subordinate‐ratings and these ratings covered all levels across participating organisations – CEO, MD, directors, senior, middle and lower level management.

The findings uncovered a variant of the MLQ model that comprises active constructive leadership, active management‐by‐exception, and passive avoidant leadership. The findings also lend support to those who suggest that passive management‐by‐exception and laissez‐faire leadership are the same, or a similar, concept and support contingent reward as highly positively correlated with transformational leadership. Particularly interesting is the stand‐alone nature of active management‐by‐exception and which supports claims that there is a different view of leadership in the UK from that held in the USA.

The originality of the paper is based around the understanding of the MLQ in the UK and has produced a model of the full range leadership model that relates to the UK manufacturing context.

The purpose of this paper is to investigate the factor structure and the measurement invariance of the Multifactor Leadership Questionnaire (MLQ) across gender of K-12 school principals (n=6,317) in the USA.

Nine first-order factor models and four second-order factor models were tested using confirmatory factor analysis.

The results suggested that the nine-factor model provided the best fit for the data. Further examination revealed that most constructs lacked convergent validity and discriminant validity. Second-order factor models were tested and the hierarchical model with two higher order factors (i.e. transformational and transactional leadership) was deemed the best fit and it was then tested for measurement invariance between females and males. The measurement model was found to be invariant across gender. Findings suggested that female school principals demonstrated significantly greater transformational leadership behaviour, while male school principals demonstrated significantly greater transactional leadership behaviour.

This study addressed construct and factor issues previously associated with the MLQ in the measurement of transformational and transactional leadership among a variety of organizations. By using a sample of K-12 school principals across gender, this study has provided support that may ameliorate contextual doubts of transformational leadership behaviour when examining the relational aspects needed to improve schools.

One of the primary dimensions of the multifactor leadership questionnaire (MLQ) developed by Bass and associates is idealized influence, or charisma. However, there has been very little empirical support for this dimension in a number of previous studies. We argue that this lack of support is due to the attributional nature of charisma and the situational impact on the existence of, or the need for, charismatic leadership. The current study supported this contention and provided a more parsimonious operationalization of the MLQ, which did not include the idealized influence dimension.

Given the importance of teacher leadership in influencing, motivating and inspiring student learning engagement and associated learning outcomes, a robust instrument to assess this construct is critical. Although there are some teacher leadership instruments available in existing literature, efforts to adapt robust psychometric instruments to measure teachers' leadership practices in Ethiopian higher education institutions have been limited. Therefore, this study attempted to address this gap by adapting the Teacher Leadership Scale (TLS) based on the Multifactor Leadership Questionnaire (MLQ-5X) and validating its psychometric properties for use in higher education settings.

Using a cross-sectional design, the study involved 409 undergraduate university students who were randomly selected from public universities. Factor analytic methodologies, including exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), were used to analyze the data collected.

The result confirmed a set of 36 items arranged in nine factors, which have a theoretically supported factor structure, excellent model fit and robust evidence for validity, and reliability and measurement invariance. These results demonstrate that the scale is a strong psychometric tool for measuring the leadership profile and practice of higher education teachers.

It can be concluded that the TLS can assist stakeholders in several ways. Researchers can benefit from the scale to measure teachers' leadership practices and predict their influence on student learning outcomes. In addition, the scale can help practitioners and policymakers collect relevant data to rethink teacher professional development initiatives, leadership training programs and other practices aimed at improving teacher leadership effectiveness.

This paper seeks to investigate the significance of emotions in transformational leadership (TL), particularly the explicit and implicit coverage of emotional dimensions and emotional intelligence (EI) competencies within the specific components of TL. The goal is to contribute an extension to the concept of TL.

Systematically, the paper reveals the coverage and emotional ties of TL as operationalised through the Multifactor Leadership Questionnaire (MLQ). For analysing the emotional quality of the MLQ an interpretative method is used. This hermeneutic and qualitative investigation shows which emotions, respectively dimensions, functions and effects of emotions are entailed in the specific components. Then, based on a comparison of a refined EI framework, EI competencies are related to specific dimensions of TL.

The interpretative analysis shows that the TL and the MLQ have not integrated emotions and emotional competencies systematically. Facing conceptual deficits and various omissions, the paper proposes that emotions and emotional competencies should be reconsidered more comprehensively in the debate surrounding TL and its corresponding instruments.

The paper is limited in using only the MLQ as a reference point for TL and Goleman's EI framework. Other instruments for measuring TL and EI might reveal different results. Research implications with regard to methodology and contents for future research are outlined.

Practical implications for reducing the identified weaknesses in integrating emotions into TL are offered.

The paper offers important clarifications and reasons for a necessary extension of TL. It shows systematically the deficits concerning the neglected emotional dimensions in TL and opens up perspectives for integrating them. With this it is contributing to the advancement of the conventional leadership discourse and research on TL in particular.

The purpose of this paper is to examine organizational leadership in a traditional, non-western country where citizens’ happiness drives the practices of the public administration managers.

This study uses the Multifactor Leadership Questionnaire (MLQ) to examine leadership in a traditional, non-western country where organizational change dominates the public sector. Triangulation of quantitative and qualitative research methods is used.

Triangulation of quantitative and qualitative research methods reveals that the way managers respond to organizational change leads to utilizing an adaptive leadership style; a mixture of dynamic and rigid practices. Organizational change creates peculiar circumstances that make it thus imperative for managers to mix transformational and transactional practices in order to not only survive, but also excel. While some of the findings conform to those of previous studies, they indicate that the MLQ does not seem to adequately reflect the impact of organizational change on leadership. The study also provides evidence that adaptive leadership is driven by cultural and organizational necessities.

The limitations of the study can be avoided in future research. In particular, the number of interviews has limited the ability to better reflect all dimensions of the adaptive leadership style. Due to time and resource availability, the inability to focus more on the individual level of the cultural factor and its impact on leadership style may have limited the scope of the analysis. Finally, the present study did not examine the cultural variations within the United Arab Emirates universal culture especially in relationship with region, age group, and gender of the managers.

The paper examines leadership in the Middle East context where rare studies in leadership have been conducted. The study also examines the usability of MLQ in Arab context where organizational change persists.

Examines the manner in which followers’ cultural background affects their perception of leadership. Being common in many comparative cultural studies, the full range model was chosen as the theoretical framework for investigating the research questions. The model includes nine leadership dimensions measured by the multifactor leadership questionnaire (MLQ). The main hypothesis was that managers’ behaviors measured by the MLQ will be assessed differently by followers who represent different cultures. Compares workers from two different cultural backgrounds who referred to the same leader. The results of the research supported the hypothesis. The research supports the possibility that leadership is, a to great extent, in the eyes of the beholders. Discusses theoretical explanations deriving from social cognition models.

The purpose of this paper is to investigate the link between transformational/transactional/passive-avoidant leadership behaviors, teachers’ perceptions of leader effectiveness and teachers’ job satisfaction. In this context, the paper also examines the conceptual model underlying the scales of the most widely used instrument in research on transformational leadership, the Multifactor Leadership Questionnaire (MLQ). The theoretical framework for this investigation is that of the full range model of leadership.

An adapted version of the MLQ was administered to a sample of 438 secondary school teachers in the Republic of Cyprus. Confirmatory factor analysis and structural equation modeling were used in the analysis of the data.

The results provide support for a three-factor structure model consisting of transformational, transactional and passive-avoidant forms of leadership, representing three distinct components of leadership behavior. Teachers’ perceptions of leader effectiveness and teachers’ overall job satisfaction were found to be significantly linked to the leadership behaviors included in the full range model of leadership.

The findings are cross-sectional and based on the subjective perceptions of teachers. The analysis of the data suggests that transformational leadership may not be a sufficient condition for (perceived) headteacher effectiveness.

The link between transformational leadership, perceived leader effectiveness and teachers’ overall job satisfaction has not been investigated in many studies. The present study attempts to address this gap.

The purpose of this paper is to present findings from a mixed methods study investigating leadership development of allied health practitioners within a large public healthcare organization in Australia.

The South Eastern Sydney Local Health District Allied Health Leadership Development Program was undertaken with an allied health cohort (n=16) between May 2014 and March 2015 and comprised all-day workshops, action learning sets and individual coaching. Using experiential learning, the program tested whether practice development methods and action learning approaches developed the leadership skills of participants compared with a control group (n=17). Descriptive statistics were collected to evaluate participant and program outcomes. Leadership, workplace culture and engagement measures were analyzed as part of the study.

The Allied Health Leadership Development Program received high ratings by participants. They reported enhanced skills in leading self and others through mechanisms such as critical reflection and facilitation, and greater confidence managing change and with engaging staff, colleagues and patients in decision making, affecting the quality and safety of healthcare. Statistically significant differences were found with transformational leadership elements, leadership outcomes, and measures of workplace culture and engagement after program completion for intervention group participants, compared with the control group.

Results provide new empirical evidence about the effectiveness of using practice development for allied health leadership development.

This low-cost leadership program can be replicated by other organizations.

Outcomes from an Allied Health Leadership Development Program have not been previously reported in the literature.