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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.

The major purpose of this paper is to examine the mediating role of job competency in the effect of transformational leadership to performance of university lecturers. This article also attempts to examine the direct effect of transformational leadership on job competency and lecturer performance.

For the purpose of the study, quantitative research was applied by conducting an empirical survey with the active participation of 223 lecturers. The survey was conducted in ten high-ranked private universities in Jakarta, Indonesia. Structural equation modeling (SEM) was employed for the measurement and structural model analyses.

The results reveal that the effect of transformational leadership on lecturer performance is expressed only by indirect effect (through lecturer competency). Even though transformational leadership has a positive direct effect on lecturer performance, it is not statistically significant. This paper highlights the crucial role of lecturer competency in the performance of academic scholars. The findings suggest transformational leadership is fundamental in fostering competencies, which, in turn, improve the work performance of university lecturers.

This study makes significant contributions to the understanding of the interaction between transformational leadership and performance in higher education, and the statistical significance of lecturer work competency in mediating this relationship. The results of this study provide a snapshot of the contextual mechanism linking transformational leadership and lecturer performance.

This study aims to examine the association between shared transformational leadership and workplace spirituality in teams. While articulating its theoretical propositions, this research draws on the theory of motivational effects of charismatic leadership based on the self-concept.

The paper has adopted the quantitative method and cross-sectional research design while examining the study’s variables’ multi-level relationship. The authors researched 141 project teams in India’s information technology setting.

This study shows that shared transformational leadership is associated with workplace spirituality. This research has also found significant within-team variance in team members’ workplace spirituality experiences.

The study’s results show that the information technology companies’ employees aspire to cultivate individual-specific meaning at work. Therefore, team leaders should strive to display transformational leadership behaviours to build individual-specific meaning and a sense of community among team members.

The study’s findings imply that shared transformational leadership can reduce individualistic utilitarianism and the resulting baneful impact of hedonism. Society can also benefit from shared leadership’s impact on individuals’ self-work integration as it will probably strengthen the “other-benefitting” behaviour instead of mere hedonistic orientation.

This paper has addressed the theoretical tensions regarding the role of shared transformational leadership in inducing employees’ inner life, meaning at work and sense of community. This paper helps us understand shared transformational leadership’s effects on individual workplace spirituality experiences.

Empirical attempts to recommend enabling mechanisms for organizational unlearning are sparse and have almost neglected the vital role of leadership in transforming organizations through unlearning. Based on the tenets of persistence theories like path-dependence and imprinting theory, this study examines the relationship between transformational leadership and unlearning with the mediating role of knowledge sharing, transparent internal communication and intrapreneurship.

To analyze the hypothesized relationship between these constructs, data were collected from 452 faculty members working in Centrally Funded Technical Institutions (CFTIs) in India. The data were analyzed using Process macro (Hayes, 2022).

The results show a significant effect of transformational leadership on organizational unlearning. This effect is mediated by transparent internal communication and intrapreneurship. However, knowledge sharing did not mediate the relationship between transformational leadership and organizational unlearning.

The Fourth Industrial Revolution, Covid-19, the rise of generative artificial intelligence tools like ChatGPT and policy reforms have pushed higher educational institutions to transform by unlearning old practices and experimenting with new ones. This paper informs how educational institutions can initiate and sustain the unlearning process.

Persistence theories like path-dependence and imprinting theory suggest that organizations often stick with proven success formulas and find it challenging to adopt new practices. Moreover, path dependence theorists advocate the role of an external intervening mechanism to break away from rigid and inefficient routines (or paths). This paper argues that in addition to external events (e.g. crisis, etc.), transformational leaders combined with organizational processes also help in unlearning obsolete knowledge and routines.

This study aims to investigate the degree to which trust influences job satisfaction and job performance by building on research in the organizational sciences about the relationships between interpersonal trust relationships, cognitive empowerment, job performance and job satisfaction. This study's primary research question is: What factors contribute to job satisfaction and job performance?

Data are collected through a field survey. The data set has 738 responses from employees who work in the financial sector in Turkey. Structural equation modelling was used to validate the hypotheses.

This study's main findings are that when considering job satisfaction and job performance, cognition-based trust (CBT) has a strong influence on both constructs, whereas affect-based faith has a medium effect on job satisfaction and no significant effect on job performance.

In an organization where trust is established, knowledge exchange will be facilitated and knowledge management will be done correctly. Therefore, trust is a critical factor for knowledge management. On the other hand, knowledge is an important key factor for job performance. Trust has two parts: affect-based trust and CBT. Psychological empowerment has four variables: impact, competence, meaningfulness and self-determination. This study aims to investigate the relationships between psychological empowerment, trust, job satisfaction and job performance.

The purpose of this study is to identify the impact that transformational leadership has on challenging influence strategies in business leaders of the micro, small and medium-sized enterprises (MSMEs) of the state of Guanajuato, Mexico.

The methodological design was quantitative, explanatory, observational and cross-sectional, where a sample of 343 leaders from the business sector of the MSMEs of the state of Guanajuato, Mexico was obtained. To check the hypotheses, a structural equation model (SEM) was developed using the AMOS v.21 statistical software. For the analysis of the data, SPSS v.21 was used. Regarding the goodness and fit indexes of the SEM (χ² = 595,133 df = 244; CFI = 0.914 and TLI = 0.903; RMSEA = 0.06), which were acceptable (Jöreskog and Sörbom, 1981; López-Lemus and Zavala, 2019; Rigdon, 1996; Tucker and Lewis, 1973).

The results obtained through the present study, it is shown that leadership and transformational influences positively and significantly on challenging influence strategies: rational (β₁ = 0.53, p < 0.01), inspiring (β₂ = 0.65, p < 0.01) as well as the strategy of participatory influence (β₃ = 0.62, p < 0.01) of the business leaders of the MSMEs of the state of Guanajuato, Mexico.

The findings are relevant and of great value because there is currently not enough research that focuses on the variables analysed on the leadership and influence strategies of business leaders of the MSMEs in the context of the state of Guanajuato, Mexico.

The present study aimed to investigate whether the sub-dimensions of transformational leadership are differently influenced by middle-leaders’ personality traits from the Big Five typology, namely, extraversion, conscientiousness, openness to experience, agreeableness, and neuroticism, and whether the sub-dimensions of transformational leadership influence teachers' professional and organizational commitment differentially.

Data were collected from two sources: 114 middle-leaders and 282 teachers randomly chosen from elementary schools in Israel. Hierarchical regression analyses and structural equation modelling were used to test the research hypotheses.

First, the findings indicated that the teachers perceived their middle-leaders as transformational leaders without distinguishing between the sub-dimensions. Second, transformational leadership was positively correlated to teachers' professional and organizational commitment. Finally, positive relationships were found between the middle-leaders personality traits of agreeableness and openness to experience and teachers’ commitment. The study findings point to two paths to facilitate teachers' professional and organizational commitment, either through the middle-leaders transformational leadership or their personality.

Although recent research has shown that leaders' personal traits are critical components in leading a team effectively and promoting employee behaviors, few studies in the educational context have focused on the differential impact of the Big Five typology on middle-leaders’ tendency toward the sub-dimensions of transformational leadership (TL) and its implications for teachers' commitment. By integrating research from both educational and non-educational literature, the goal of the present study, then, is to address these important yet relatively unstudied issues.

This study was conducted to identify and explore the leadership styles and the leadership outcomes of the middle management nurses in a large tertiary hospital in Ibadan, the capital of Oyo state of Nigeria. This study aims to explore and describe the perception of staff nurses (SNs) about their nurse managers’ (NMs) leadership styles, to investigate the leadership outcomes of NMs as perceived by their SNs and to investigate what are the best predictors of the leadership outcomes among the perceived leadership styles.

Thirty-six variables of the MLQ-5X were compressed into the nine psychological constructs, as proposed by Avolio and Bass (2004). Four items of each of the nine sub-scales were combined together, to form the independent variables. The nine items of the leadership outcomes were compressed into three composite variables as: the Leader’s perceived influence as being effective in leading the group variable, it has four items; the Leader’s perceived influence as being satisfactory to the group being led variable, it has two items; and lastly, the Leader’s perceived influence to encourage the staff.

When all the three leadership sub-scales were combined as one total leadership outcome, the regression analysis showed that four leadership constructs were the predictors of the leadership outcome, that is, idealized attribute (ß = 0.173, p = 0.011), intellectual stimulation (ß = 0.171, p = 0.016), individualized consideration (ß = 0.240, p = 0.001) and contingent reward (ß = 0.194, p = 0.006). The coefficients and the p-values of the remaining five leadership constructs are as shown in Table 1.

This study has many limitations. One, the respondents were not randomly sampled, so the results cannot be generalized outside of UCH, Nigeria. It is also a one-time survey.

Managers who regularly practice transformational leadership (TFL) would be able to encourage their SNs to put in their best for the greater good of the organization. In this study, three sub-scales of the TFL, that is, idealized attribute, intellectual stimulation and individualized consideration were found to be strong predictors of leadership outcomes. Leaders who are able to treat their staff with care and concern for the individual, able to mentor, advise, coach and develop their staff are likely to also see improved staff satisfaction and extra effort in staff performance. This is especially necessary in sub-Saharan African countries, including Nigeria.

It is therefore strongly recommended that middle management nurses in UCH should continue to strive and improve on their TFL skills as well as their contingent reward styles of leadership. Vesterinen et al. (2012) said that NMs who can observe their own behaviour and its effects on employees can adjust to a better leadership style. In particular, individualized consideration skills such as coaching, mentoring, advising, developing and showing concern for the individual needs of their staff would encourage SNs to put in extra effort and be more satisfied with their leaders.

To the best of the author’s knowledge, this is his original research work and it has never been published elsewhere. The whole work was however submitted for a PhD thesis to the University of Salford.

Virtual teams are characterized by short social exchanges and a lack of para-verbal and non-verbal communication. This poses several challenges to virtual leaders. This study aims to decode the role of leadership and understand its impact on engaging geographically dispersed teams. This research offers a comprehensive view of idealized influence and inspirational motivation – the two sub-factors of transformational leadership which defines the charisma of a leader in leveraging engagement of virtual employees. It also studies the impact of effective leadership communication and trust between team members in engaging employees working in virtual teams.

This research is a mixed method study. Phase I of qualitative study (10 FGD) facilitated phase II of quantitative study. A questionnaire was developed to reflect themes that emerged from qualitative phase. The focus of the qualitative study was to understand the role of leaders viewed by virtual employees in the context of engagement. A cross-sectional data of 300 respondents from eight different industries was gathered using a survey questionnaire. Purposive non-probability sampling technique was used. Data were analyzed using partial least squares structural equation modelling, SmartPLS 3 software.

Results showed that leaders play a significant role in engaging virtual employees. The transformational leadership behaviour with a purview of idealized influence and inspirational motivation positively engages employees in virtual teams. The findings emphasize that trust between team members impacts engagement, and trust mediates the relationship between leadership communication effectiveness and engagement of virtual employees.

Positive leadership behaviour such as transformational leadership helps create an environment of trust and engagement that is experienced by a team working distantly. Leader plays a critical role to foster an engaging environment that boosts the potential of every employee. Organizations invest a lot of money, time and resources in leadership and communication training. This study could help organizations in training their managers/leaders for adapting their leadership style that suits the virtual work environment. Organizations can also pay attention to the required skill sets of people while hiring and/or promoting leaders who have to lead virtual employees.

The exponential increase in virtual working has necessitated decoding essential leadership skills to engage the virtual workforce. Working virtually is psychologically a different experience and hence requires a separate study. The lack of proximity and face-to-face conversations in virtual teams increases the complexity of leading and thus alters the engagement equation. This paper explores the impact of leaders in enhancing employee engagement and that is presented in a condensed manner.

The study aims to reveal the strategic renewal (SR) of non-family employees in family small and medium enterprises (SMEs) with the effects of transformational board member leadership and psychological ownership (PO) dimensions.

Non-family employees at 82 export and import family firms (FFs) in Vietnam were selected for the study, which used a partial least square structural equation modelling (PLS-SEM) approach.

Family board members with transformational leadership (TL) qualities and PO play an essential role in developing non-family employee SR.

The authors grant advanced family roles and relationships knowledge to the renewal and transformation of FFs' strategies and organisational structures.