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

This article examines the effects of transformational school leadership on the commitment of teachers to school reform, and the effort they are willing to devote to such reform. It does so by building on the knowledge from both educational and non‐educational research into such effects. A model of such effects is tested using two approximately comparable sets of data collected from samples of Canadian and Dutch teachers. Structural equation modeling is applied to test the model within each data set. Results of the Canadian and Dutch studies are then compared. The findings show transformational leadership dimensions to affect both teachers’ commitment and extra effort. The effects of the dimension's vision building and intellectual stimulation appear to be significant in particular. Overall, the findings clearly indicate the importance of analyzing dimensions of transformational leadership for their separate effects on teacher commitment and extra effort within the context of educational reform.

The purpose of this paper is to examine the effects of transformational school leadership on teachers’ commitment to change and the effects of organizational and teachers’ factors on teachers’ perception of transformational school leadership in the Chinese urban upper secondary school context.

The paper mainly uses quantitative methods to explore the relationships between different constructs. The author asks: to what extent can transformational school leadership practices in the urban upper secondary schools of a particular Chinese city explain the variation in teachers’ commitment to change during curriculum reform? What are the effects of organizational and teachers’ factors on teachers’ perceptions of transformational school leadership?

The results of multiple regression analysis showed that the effect of transformational school leadership was moderate when transformational school leadership and teachers’ commitment to change were treated as single variables. Four dimensions of transformational leadership practice together explained the moderate effects on four dimensions of teachers’ commitment to change, among which the effect of managing the instructional program was the most prominent. The results of multiple regression analysis also revealed that variables like culture, strategy, environment, and teachers’ age had significant relationships with teachers’ perceptions of transformational school leadership. Culture, environment, strategy, structure, and teachers’ factors such as age and grade taught had moderate effects on different dimensions of teachers’ perceptions of transformational school leadership.

This study is one of the first to explore the effects of transformational school leadership on teachers’ commitment to change in the Chinese urban upper secondary school context. The findings contribute to educational management in China and similar contexts, and this study advances knowledge and furthers the understandings of the transferability of theories to different contexts.

Although important for organizational performance, much is still unknown about the relationship between employee well-being and transformational leadership. The authors answer calls to consider the relationship (1) in an extreme context (i.e. coronavirus pandemic), (2) at the dimension level and (3) differences that exist depending on the employee's gender.

The authors employed a two-wave study with data collected from 212 working individuals. Respondents reported their level of COVID-19 anxiety and leadership experiences at time 1 starting at the height of the pandemic and three weeks later reported well-being.

The authors found COVID-19 anxiety weakened the influence of transformational leadership style on well-being, and this was only the case for females. Further, the authors found that while the moderator of COVID-19 anxiety weakened the influence of core transformational leadership behaviors and intellectual stimulation on well-being, the more individualized and short-term focused transformational behaviors of individualized consideration and performance expectations proved to have resilient effects on well-being with no moderating effects. Looking at gender differences, the authors found that this was only the case for females.

The findings extend research by capturing an external shock concerning the coronavirus pandemic to better understand how transformational leadership style, its dimensions and employee gender, influence well-being. While the authors expected COVID-19 anxiety to weaken the positive effects of transformational leadership style on well-being, paradoxically the authors also expected differential effects when examining individual dimensions.

The purpose of this paper is to provide an examination of the mediating effects of empowerment and trust in the leader on the relationship between transformational leadership and two outcomes (i.e. the in‐role performance of followers as rated by the leader and satisfaction with the leader).

In total, 150 customer service operators in an Australian call‐centre were invited to participate in a leadership questionnaire and informed that their performance would be rated by their immediate supervisors (i.e. their line manager) as part of the study. A sample of 109 responses were used in the analysis.

Partial least squares analysis revealed that the effects of transformational leadership on the in‐role performance of followers were mediated by empowerment and trust in the leader, whereas the effects of transformational leadership on satisfaction were partially mediated by trust in the leader.

The implications of the findings for leadership theorists is that a more fine‐grained approach is required to understand the leadership “black box” in that different mediators have been shown to affect different outcomes.

In a call‐center context, which has high levels of control, standardization and formalization, transformational leadership can improve the performance of followers by empowering them and by developing trust in the leader.

This paper contributes to the literature by providing a concurrent analysis of the mediating effects of empowerment and trust in the leader on the relationship between transformational leadership and in‐role performance and job satisfaction.

The purpose of this study is to examine the effects of shared transformational leadership and its components on team viability and team satisfaction through the mediating processes of workplace spirituality and team trust, the emergent states of team processes.

This study is based on software project teams working in India’s information technology sector. The study adopts a cross-sectional research design to investigate the relationships between the study’s constructs.

This study shows varying effects of the components of shared transformational leadership on team viability and team satisfaction. The study has shown empirical evidence for the mediating role of workplace spirituality in the relationship between shared transformational leadership components and team effectiveness components. This study reveals the intervening roles of workplace spirituality and team trust in the relationship between shared transformational leadership as a unidimensional construct and team viability and effectiveness.

Team rewards and team autonomy can cultivate a sense of community and trust among team members. Team trust facilitates autonomy, and workplace spirituality helps develop connectedness among team members.

This study has contributed to the research discourse on team effectiveness by demonstrating that workplace spirituality and team trust act as mediators in the relationship between shared transformational leadership and team effectiveness. This study has shown the relative strength of the effects of the components of shared transformational leadership on workplace spirituality, team viability and team satisfaction.

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 investigate whether the generally positive impact of transformational leadership on organizational commitment in large organizations can be extended to small- and medium-sized businesses (SMEs) in the manufacturing and service industry. The authors investigate the possible moderator effects of a participative and directive leadership style.

The collected data from 588 employees who rated 93 supervisors within 35 Dutch SMEs in both manufacturing and service industry. The authors analyse the nested data by means of multilevel modelling.

Transformational leadership, defined as visionary leadership and development stimulation, was positively related to organizational commitment for service SMEs, but not for manufacturing SMEs. While a participative leadership style did not moderate the relationship between transformational leadership and organizational commitment in either industry, a directive leadership style strengthened the relationship between transformational leadership and organizational commitment in manufacturing SMEs.

Leaders in the service industry SMEs should engage in transformational leadership, whereas leaders in manufacturing industry SMEs should engage in other types of leadership. Future research should examine effective leadership in manufacturing.

As the results of this study suggest, a distinction should be made between manufacturing and service industry. The advice therefore needs to be twofold. Supervisors in manufacturing SMEs can best improve employees’ organizational commitment by intensifying transformational leader behaviour combined with a directive decision style. Supervisors in service SMEs do not have to combine transformational leader behaviour with a particular leader decision style, if they wish to be more effective.

Demonstrating transformational leader behaviour can be successful in both manufacturing and service SMEs. However, in manufacturing companies this will only be effective when combined with a directive leader decision style.

Although SMEs most of the time are considered as one similar group in comparison to large organizations, the authors follow Hughes and Wood (1999; see also Stonehouse and Pemberton, 2002) who argue that because of their different products, customers, and labour it is important to disaggregate research on SMEs and differentiate between manufacturing and service SMEs.

This study seeks to examine the manifestation and effects of transformational, contingent reward, and active management‐by‐exception leadership across ranks in the Canadian military. It also aims to investigate whether or not the relationships between perceived leadership behaviors and effective leadership outcomes are moderated by hierarchical level and followers' expectations.

A total of 704 military officers and enlisted members rated their leaders' behaviors and the behaviors they expect of their leaders.

Frequency of transformational leadership behaviors increased with rank, but frequencies of perceived and expected contingent reward and active management‐by‐exception leadership behaviors did not. Transformational and contingent reward leadership effects were not moderated by rank or by followers' expectations. The effects of perceived active management‐by‐exception leadership were moderated by followers' expectations.

When followers do not expect active management‐by‐exception from their supervisors, based on their own implicit beliefs about the types of behaviors their leaders should be exhibiting, but they are subjected to it, their job satisfaction and their attitudes toward their supervisors may be negatively affected.

Transformational leadership is prevalent, expected, and effective at all hierarchical levels. Because of their positive impact on followers' job satisfaction and their attitudes toward their supervisors, the Canadian military should continue to encourage transformational leadership and contingent reward leadership behaviors at all hierarchical levels.

The study highlights the potential importance of congruence between the expectations followers have of their leaders and followers' perceptions of their leaders' actual behaviors.

Most school restucturing initiatives assume significant capacity development on the part of individuals, as well as whole organizations; they also depend on high levels of motivation and commitment to solving the substantial problems associated with the implementation of restructuring initiatives. Transformational approaches to leadership have long been advocated as productive under these conditions, and evidence suggests that transformational practices do contribute to the development of capacity and commitment. Much less evidence is available, however, about whether these socio‐psychological effects actually result in organizational change and enhanced organizational outcomes. Survey data from an achieved sample of 1,762 teachers and 9,941 students in one large school district were used to explore the relative effects of transformational leadership practices on selected organizational conditions and student engagement with school. Results demonstrated strong significant effects of such leadership on organizational conditions, and moderate but still significant total effects on student engagement.