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The purpose of this paper is to make the case, firstly, that democratic leadership, referred to as “leaderful practice,” should be the fundamental form of leadership that characterizes participatory organizational change. The parties affected by change are those engaged who seek to reflect upon their own tacit collective practices. Their mode of communication is a dialogue or deliberation that involves the responsible parties to decision making without privileging particular stakeholders because of their status or authority. Thus, it is purported, secondly, that the three practice elements of democratic leadership, dialogue, and deliberation should be included among the bedrock principles of participatory organizational change.

A critical conceptual examination is undertaken of the contribution of three alternative literature streams – leaderful practice, dialogue, deliberation – to participatory organizational change.

Dialogue, an authentic exchange between people, and its decision‐making cousin, deliberation, can become the communication modes associated with participatory organizational change. They are each characterized by equality of participation; thus they are inherently democratic processes that should substitute for top‐down or monologic discourses, which are inimical to participatory practice.

If organization development and comparable participatory change processes claim at their core to be democratic processes, their exponents would endorse a leadership and communication that would preferably match their value system. There would be a shared communication by all those who are involved in the change activity, wherever they may sit within the organizational bureaucracy. The communication would become a multiple‐party reflective conversation that is captured in the mode called dialogue.

By focusing on critical reflection, the dialogic perspective with its emancipatory interest challenges common sense assumptions that are likely to be historical and cultural as psychological. Ultimately, dialogue supports democratic leadership at a core interpersonal level in which participants learn to engage through a reflective practice that allows them to observe and experiment with their own collective tacit processes in action.

This article aims to analyze possible interpretations of democratic leadership by revealing the implicit leadership theory (ILT) of a moral, a material and a political ideal of democracy, namely deliberative–participatory democracy (DPD), aggregative–pluralist democracy (APD) and leader democracy (LD). As special “filters,” ILT helps the author to organize and compare conflicting premises and assumptions democratic theories hold about exemplary leadership and followership.

In order to reconstruct the possible meanings of ideal leadership (challenges and political knowledge) and the ideal followership (power relations, interactions and roles) portrayed by theories, the article sets a specific template for conceptual analysis.

The author argues that there is a contest over the meaning of democratic leadership. Political leaders use leadership fictions as political weapons to mobilize possible followers, legitimize their actions and discredit opponents. The article creates a heuristic typology providing a “plural” or nonessentialist reading of actual political situations and democratic practices.

The literature usually aims to find an absolute moral understanding of leadership fitted in democracy or to reconcile the idea of leadership with democracy. Extending J. Thomas Wren's approach, this article examines competing fictions of democratic leadership by blending leadership and democracy theories.

Organizational democracy is the new model of organizational design for a Democratic Age, and out of this new model grows a freedom-centered and healthy climate. Democratic management is a key to greater organization success and a necessity to gain higher levels of performance and innovation. The purpose of this paper is to explore the antecedents and consequences of organizational democracy in an Iranian context.

Statistical population includes the employees of the Gas Company of Isfahan Province. For data analysis, 263 accurate completed questionnaires are used. Structural equation modeling is applied to investigate the relationship between the research variables.

The findings showed that some types of organizational culture (i.e. self-criticism, team, and participatory culture) (β=0.33); and some dimensions of organizational structure (i.e. decentralization, flat hierarchy, and less formalization) (β=0.55) as antecedent variables have a significant direct effect on organizational democracy. Also, organizational democracy has a significant direct effect on human resources outcomes consist of organizational commitment, self-efficacy, and improving work relationships (β=0.64); and organizational outcomes consist of organizational learning and organizational agility (β=0.96).

Despite years of encouragement from consultants and theorists, managers have generally shown little interest toward democratic process as a system of decision making and management in organizations. This study proposes a comprehensive model for identifying the antecedents and consequences of organizational democracy. Most studies in this field are theoretical rather than empirical. But, in this research, the proposed relationships are examined empirically.

This paper aims to assess the effect of different leadership types, the client's identity and auditors' self-confidence on auditors' impartiality.

This paper is a descriptive-survey type, and the collected data are based on a predesigned questionnaire distributed in January 2020. The PLS software is used for data analysis, and the statistical population of this paper includes employed auditors in enlisted audit firms on the Official Association of Auditors. When the parameters were insignificant, the obtained probability from the model fitting was used for hypothesis testing, and the appropriateness of the model was assessed via the structural equations.

The results show a significant relationship between charismatic, transformational, participatory, delegating and bureaucratic leadership and auditors' impartiality. There is also an association between the client's identity and the auditor's impartiality. The client's identity mediates the relationship between transformational leadership and the auditor's impartiality. Moreover, there is a significant relationship between self-confidence and auditor's impartiality.

This paper enjoys an innovative method in the field of behavioural auditing. The effect of transformational leadership on auditor's impartiality with the mediatory role of the client's identity shows the in-depth client–auditor relationship has been taken for granted and not examined previously, so the results of this paper can lend a helping hand to audit firms to enhance the organisational performance.

Spirituality and leadership, both have an intrinsic goal where they incorporate clarity of understanding, vision and collective action and both have the potential to empower an individual or a team, with commitment and productivity. It is one of the rapidly growing areas of leadership. It takes responsible policymakers and leaders to build a nation that benefits multiple stakeholders and all citizens. The aim of the chapter is to explore the concept of spirituality and show how applied spirituality can provide moral and practical guidance for leaders of public policy to take bold and enlightened steps towards achieving sustainable development (SD) goals. We define spirituality as a way of understanding, inner awareness, personal integration, and a source of values that give ultimate meaning or purpose beyond the egoic self. As such the chapter will go beyond existing discussions of ethical, moral, or values-based leadership and raise issues of how a deeper spiritual understanding of human nature can guide leaders. Some helpful practices like mindfulness are also covered in this chapter. There are various relevant leadership styles including transformational leadership, servant leadership, moral leadership and participatory leadership. Although each of these has some positive characteristics, this chapter with the help of those characteristics would try to get a deeper insight and understanding of how spirituality can stimulate and add more value, and bring integrity, motivation and strong leadership qualities. This chapter covers the existing gap in the literature on applied spirituality and leadership and concludes that leadership when incorporated with spirituality plays a vital role in honing the skills of the leaders and changing their perspective towards the team. The chapter will conclude with ideas for discussion among faculty and students and suggestions for further research into the use of applied spirituality for leadership in sustainable development policy.

Although McGregor’s Theory X and Y holds significant attention in literature, research on the managerial assumptions and leadership is very scarce. The purpose of this paper is to examine the influence of a leader’s Theory X and Y managerial assumptions on follower perceptions of transformational leadership behaviors and the moderating role of the leader’s gender in this relationship.

A total of 108 leaders provided ratings of their Theory X and Y managerial assumptions; 398 followers then rated their leaders’ transformational leadership behavior. To test the hypotheses, moderated hierarchical regression analysis was conducted.

The results indicated that a leader’s Theory Y managerial assumptions are positively related to the followers’ ratings of transformational leadership behavior while a leader’s Theory X managerial assumptions are negatively related to the ratings of transformational leadership behavior. Furthermore, the relationship between Theory Y managerial assumptions and ratings of transformational leadership behavior are stronger for female leaders than male leaders.

This study provides important insights for leadership literature by depicting how cognitive mental schemas (i.e. Theory X and Y assumptions) and gender influence their transformational leadership behaviors.

This study examined how cultural factors positively or negatively influenced women's access to the principal role and influenced their leadership experiences. The researchers used Hofstede (2011) six dimensions of national culture as a conceptual framework. The Hofstede (2011) model of national culture consists of six dimensions (6D) that the investigators utilized to interpret and code the data. This framework allowed the researchers to comprehend the impact of cultural norms and values on women leaders and how women leaders work within those behavioral patterns. Utilizing this framework to map women educational leaders' experiences provided nuances in the dimensions within this region.

Using a qualitative research paradigm and a phenomenological approach, this study explored the experiences of 12 women principals in the Komenda Edina Eguafo Abrem District (KEEA) of the Central Region of Ghana. The phenomenological approach is represented in cultural and social experiences. It enables researchers to describe the meaning of individuals' experiences (Creswell, 2007). This approach helped the researchers describe the participants' perceptions and experiences as Ghanaian women school leaders. This study sought to answer the following research questions: What are the experiences of women principals in Ghanaian K-12 public schools? What challenges do these women encounter in their work as principals? What support exists for these women to effectively execute their leadership roles? A criterion sampling was used to select principals. Data collection included one-on-one in-depth interviews and field notes.

Findings revealed that these women navigated cultural norms and beliefs in order to exercise their own leadership style and pursue their careers in education. These women leaders were also able to gradually change the teachers' and community members' mindsets on women and leadership.

This study took place with 12 women within one district in one region of Ghana. While this is a limited sample, this study is significant because it increased one's understanding of how women leaders in patriarchal societies navigate cultural beliefs and norms in order to execute their responsibilities. This study informs educational reforms on gender equity and leadership preparation programmes and sheds light on culturally informed leadership practices unique to women.

Based on the study's findings, the researchers offer some recommendations for practitioners, policy makers and scholars.

Given the global call to promote equity in all aspects of social, economic and public life, the question is not whether we should support women educational leaders but rather how we can better support these professionals navigate cultural norms embedded in patriarchal and traditional societies.

Currently, majority of scholarly articles written on the experiences of women educational leaders come from South Africa (Diko, 2014; Mestry and Schmidt, 2012; Moorosi, 2010). In Ghana, quantitative studies have focused on factors accounting for gender disparity in education leadership in specific districts (Segkulu and Gyimah, 2016) and stereotypical perceptions of women principals (Pwadura, 2016). However, there are a limited number of qualitative studies that explore the experiences of women principals. This study is designed to fill this knowledge gap by employing a qualitative design to explore the experiences of 12 women school principals located in the KEEA municipality in the Central Region of Ghana. Thus, the gap in knowledge that this study seeks to bridge is both methodological – in terms of the use of a qualitative approach – and topical – in terms of exploring the experiences of female principals.

The purpose of this paper is to explore the leadership styles of principals of State Islamic Senior High Schools (MAN), specifically how well the principals motivate, mobilize, direct, and evaluate teachers’ performance to achieve students’ academic attainment.

A qualitative study with a multi-site case study was conducted at three MAN in Tulungagung, East Java, Indonesia. Principals of MAN were interviewed, as were administrators and teachers to confirm the principals’ performances and the results of their leadership on professional management, school policies, procedures, and on the implementation of the schools’ dynamic and students’ academic attainments.

This study revealed that MAN principals are the central figures in the Islamic schools. In particular, implementation of leadership styles is specified as: motivating: intensive communications, incentives, and transparent administrative management; mobilizing: giving opportunities to study for higher degrees, workshops, internet facilities, and rewards; directing: additional teaching hours, scholarships, briefings, and cooperation with other agencies; and evaluating: class visits, personal meetings, encouraging participation, communicating with madrasah committees, collaborating with foreign universities, and conducting research to improve learning. Effective leadership styles evidently increase students’ academic attainments.

Limitations are shown in the sites that are in an area of restricted technologies in a developing country.

This study develops its setting and orientation by integrating Islamic and global values in education management. It shows the prominent role of MAN principals, as the specific cases exemplify leadership and management at secondary schools.