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The purpose of this paper is to determine to what extent there were gender differences in leadership styles shown by leaders in mental health organizations (MHOs) in North Carolina, as expressed through transformational, transactional and laissez-faire leadership attributes.

The author used a quantitative, causal-comparative analysis to test the hypothesis.

A series of t-tests were conducted to determine if significant differences existed between genders and leadership attributes of MHO leaders. The results revealed no significant gender differences in leadership styles of MHO leaders.

One implication was the convenience nature of this sample affected the internal validity of this study, since these findings may not accurately reflect the leadership styles in the target population. The second implication is the sample size’s effect on the external validity, as the results cannot be extrapolated from a nonrandom sample to the target population. The consequence of using a smaller then necessary convenience sample is decreased analytical power or ability to identify small-size effects of gender that in a larger sample might have been statistically significant.

Due to the scarcity of studies regarding gender differences in leadership styles in MHOs, this study examined this area to fill the gap in the research field.

The purpose of this paper is to explore the possible consequences of the intra-individual level-based perceptions of participative, supportive and instrumental leadership styles and the dissonance factors of leadership styles perceptions on employee engagement using the information-processing and connectionist perspectives of leadership perceptions.

Hypotheses relating to direct and moderated effects of perceptions of leadership styles on employee engagement were tested using a two-stage intra-individual level study (n=172 in each stage). Hierarchical regression analysis was used to test the hypotheses.

The findings revealed that perceptions of preferred and experienced supportive leadership styles are individually important predictors of employee engagement. It was also revealed that differentiated leadership styles have stronger (complementary) effect on employee engagement when the perceptions of experienced participative and supportive leadership styles were aligned with perceptions of respective preferred leadership styles. Furthermore, it was also found that the low level compared to the high level of dissonance factor or the difference between preferred and experienced instrumental leadership style acted as a complementer on employee engagement.

This study has made contributions to facilitate scholars to build better information-processing models and implicit theories for differentiated leadership and employee engagement links. Finally, the study provides new information on the consequence of perceptions of leadership style and the dissonance factor of leadership perceptions on followers’ actions such as employee engagement.

This will be the first empirical study examining the relationships between the dissonance factor of leadership perceptions of participative, supportive and instrumental styles and employee engagement.

The purpose of this article is to explain the effect of leadership styles on a virtual team efficiency, assuming the existence of mediating variables (media richness) influencing this relationship.

The data were collected within the framework of an online survey based on a sample of 300 observations (MENA region) with respondents from the IT sector. These results were generated by SPSS and AMOS 23 software and treated using an exploratory factor analysis and modeling by structural equation.

The results of the research attest that trust and operational cohesion play a mediating role between leadership styles and team performance. They also confirm that leadership styles impact operational cohesion and group trust according to different levels of media richness, thus creating different situations fluctuating according to its level.

From a methodological point of view, the sample choice was not diversified. Only the IT companies are concerned with this study. Therefore, the generalization of obtained results can be questioned. The research results could be refined by trying to highlight trust mediating variable through antecedents evoked by Mayer et al. (1995) or Williams (2001), namely, competence, benevolence or even integrity. Competence and benevolence deserve, on the conceptual plan, to be fully integrated to the definition itself of trust under penalty of see the concept itself of trust impoverish considerably (Mayer et al., 1995).

On a practical level, the optimal efficiency of a virtual team depends on a high level of media richness with a transformational leadership mobilized by the managers that would favor a good operational cohesion of the group. Various techniques could be employed to improve a social dynamic of the group (periodic conference calls, face to face meetings, team building).

This research clarifies how leadership styles influence virtual team efficiency through operational cohesion and trust. Furthermore, this research reaffirms, in addition from previous works, that the communication means to which virtual teams recur influence the degree of operating cohesion and increase that of performance.

The purpose of this paper is to examine the interrelated influences of managers' emotional intelligence, leadership styles and employee outcomes. In particular, this study aims to explore the potential mediating effects of managers' transformational leadership style on the relationships between managers' emotional intelligence and employee outcomes of: employee performance, job satisfaction, organisational commitment and job stress.

The study was conducted in two large organisations in Shanghai, China, on a sample of 323 participants, including both managers and subordinate employees. Emotional intelligence was measured by using the Wong Emotional Intelligence Scale (WEIS), and leadership style, using the Multifactor Leadership Questionnaire (MLQ‐5x Short).

The results showed that managers' transformational leadership style fully mediates the relationship between managers' emotional intelligence and employee job satisfaction. However, no mediating effect of managers' transformational leadership style is found on the relationship between managers' emotional intelligence and employee performance, organizational commitment and job stress.

The results of this study contribute to current insights about the interrelationships on managers' emotional intelligence, leadership style and employee outcomes, showing that the power of managers' emotional intelligence on job satisfaction must be expressed through a third mediating variable, transformational leadership.

The purpose of this paper is twofold: to identify how horizontal leaders (within project teams) execute their leadership task in the context of balanced leadership; and to pinpoint scenarios that can occur when horizontal leaders are identified and empowered by the vertical leader (senior or project managers) and a project task is handed over to them to lead. This research is based on the concept of balanced leadership, which conceptualizes leadership as a dynamic, situation-dependent transition of leadership authority from a vertical leader (like a project manager) to a horizontal leader (a project team member) and back again, in order to contribute positively to a project’s success. Balanced leadership consists of five events (nomination, identification, empowerment, horizontal leadership and its governance, and transition). This paper focuses on the fourth event, and its specific aspect of leadership distribution between horizontal and vertical leader. This event begins when a team member(s) accepts the empowerment to assume the role of horizontal leader. This paper explicitly links the leadership style of the vertical leader based on Frame’s (1987) leadership styles and the nature of decisions taken by both the vertical and horizontal leaders to deliver the project.

The method used for this paper is the qualitative phase of a sequential mixed methods (qualitative-quantitative) study. Data were collected through case studies in four different countries, using a maximum variety sampling approach. Data collection was through interviews of vertical leaders (senior leaders who were often sponsors of projects or members of senior management or project managers) and horizontal leaders (team leaders or members) in a variety of industry sectors. Data analysis was done through initial coding and constant comparison to arrive at themes. Thematic analysis was used to gain knowledge about the split of leadership and decision-making authority between the horizontal and vertical leader(s).

The results show that for Canadian and Australian projects, a combination of autocratic and democratic leadership styles were used by vertical leaders. In the case of Scandinavian projects, a democratic leadership style has been observed. Linked to these leadership styles, the horizontal decision making is predominantly focused on technical decisions and to daily task decisions to deliver the project. Delegation occurs most of the time to one specific team member, but occasionally to several team members simultaneously, for them to work collaboratively on a given issue.

The paper supports a deeper investigation into a leadership theory, by validating one particular event of the balanced leadership theory, which is based on Archer’s (1995) realist social theory. The findings from this paper will guide organizations to facilitate an effective approach to balancing the leadership roles between vertical and horizontal leaders in their projects. The findings can also be used to develop horizontal leaders to take up more responsibilities in projects.

The originality lies in the new leadership theory called balanced leadership, and its empirical validation. It is the first study on the leadership task distribution between vertical and horizontal leadership in projects. Its value is new insights, which allow practitioners to develop practices to find and empower the best possible leader at any given time in the project and academics to develop a more dynamic and, therefore, more realistic theory on leadership as it unfolds in projects.

An emphasis on school performance is not just a national issue, but must be examined within the global context. Successful leadership is ensured by school leaders’ compliance to a set of basic practices within particular school contexts. The impact of leadership styles on performance, the work environment and job satisfaction is emphasized, while the appropriate leadership style could make teachers more effective in terms of job productivity. The adoption of different leadership styles by school leaders shows positive results with regard to school effectiveness. The purpose of this paper is to describe school leadership styles and the influence the styles have on school performance.

A quantitative approach with a post-positive paradigm was followed. A systematic random sample of 72 secondary schools in KwaZulu-Natal, South Africa, was selected. The Cronbach’s α coefficient, statistical significance (p-values) and effect size (d-values) were calculated, and a factor analysis was conducted.

The results show a difference between teachers and principals regarding the transformational leadership style. The principals in the high-performing schools were perceived as less passive-avoidant in practice than those in the low-performing schools. A principal manages and leads a school effectively by applying an appropriate leadership style.

For future research, it will be advisable to make use of a mixed-method design. Although the Multifactor Leadership Questionnaire addressed numerous aspects of leadership and leadership styles, the “voice” of the respondents lacked. Furthermore, more leadership styles could be investigated in different contexts.

A chosen principal leadership style is not necessarily the best style for this purpose. School principals and teachers interpret leadership styles differently. Communication is therefore important.

The principal leadership style is not always necessarily the teachers’ and learners’ choice. It is important that schools keep up with a constantly changing world.

If school principals and teachers agree upon a specific leadership style, there may be better collaboration which enhances better academic performance as well as effectiveness regarding schools.

The purpose of this paper is to explore the influence of the leadership style on the service quality–customer satisfaction link.

A special survey instrument was developed and tested with the use of exploratory factor and regression analyses.

Data from 118 small enterprises were collected through personal interviews, and results supported that the level of leadership style moderates the relationship between service quality and customer satisfaction despite what is commonly believed that leadership actually is a prerequisite of service quality.

Based on the fact that there is no literature connecting quality and satisfaction with leadership style, practitioners may be interested in finding out that executives’ behavior can influence the service provided to customers.

Leadership style is a concept which has been associated with many variables such as service quality, performance and job satisfaction. In the marketing literature, it has been widely accepted that service quality is positively related to customer satisfaction. This work is the first trying to examine the effect of leadership style on service quality–customer satisfaction linkage under conditions of environmental uncertainty and instability.

This paper seeks to examine whether cultural context facilitates the emergence of different leadership styles. The key objective of the paper is to consider whether leadership styles are culturally‐linked and/or culturally‐biased.

A multifactor leadership questionnaire was utilised to measure differences in leadership styles and to offer explanations as to why the “one size fits all” view is not appropriate. Analysis of variance and t‐tests were utilised to compare means for more than two managerial groups.

The analysis found significant differences between leadership styles and cultural groups, hence, supporting the argument that culture and leadership interact in different ways in diverse contexts. Transactional leadership was found to be strongly aligned with the ratings of managers from Malaysia, and transformational leadership scales correlated with the Australian respondents' mean ratings.

Variations in leadership styles are due to cultural influences because people have different beliefs and assumptions about characteristics that are deemed effective for leadership. Therefore, it is fundamental to know what leadership skills and knowledge are valued most by managers on a global level. This information is critical as it offers insight into developing competencies in different workplaces, especially as organisations expand their geographical boundaries into international markets.

The findings of the study provide empirical understanding for culturally‐linked leadership styles. The paper contributes to understanding the importance of workforce diversity and attention to other cultures and, thus, enhances our appreciation of today's “global village”.

The purpose of this paper is to examine how internationally recognized styles of transactional, instructional, transformational and distributed leadership have emerged in the Japanese education system.

National legislation and policy documents in Japan since 1945 were collected by searching for the word “principal” or “head of school.” Then, four types are excluded: those that are unique only to one school type, do not explicitly deal with the role of the principal, are in subordinate laws prescribing contents that essentially overlap with those in superordinate statutes and define procedural roles of the principal. As a result, 17 legal provisions and 35 policy documents remained, each of which was analyzed by using four leadership styles.

Despite an increasing focus on instructional, transformational and distributed styles, Japan has not comprehensively articulated attributes and abilities expected of the principal. Additionally, a movement away from instructional leadership in the 2000s contrasts with the recent emphasis on “educational leadership.” Moreover, transformational leadership has centered on the school–family–community collaboration and the expansion of principal autonomy, and distributed leadership has taken the forms of new positions that support the principal, both of which were influenced by the decentralization movement.

It points to the susceptibility of the role of the principal in Japan and western countries alike to broader structural reforms but with different implications and distinct timing of the advent of leadership styles among them. Additionally, Japan has adopted a modified approach to distributed leadership style, which is somewhat similar to delegation, to make a compromise between the emergent theory and the centrality of the principal in the school hierarchy. Furthermore, instructional leadership seems to be a “late bloomer” in Japan because of its practice-based nature and unsuitability to daily realities of the principal.

As an arguably unprecedented attempt to apply leadership styles to legislation and policy documents, this study builds a foundation for understanding how school leadership is shaped by education policies. Moreover, while making connections to the western view, it creates a paradigm for future studies of school leadership in Japan and in the field of comparative educational administration.

The purpose of this paper is to advance critical theoretical insights into the idea of “relational bureaucratic leadership” and its implications for public administration in developing countries (DCs). In doing so, the paper sets out new agendas for public service governance in DCs that recognizes the changing nature and emerging complexities of both the public service and society.

This is an exploratory study which synthesises literature in management, human resources, leadership studies and public administration, to understand the limitations of mainstream approaches to bureaucratic leadership in DCs, particularly SSA, with a view of identifying alternative practices.

Findings from this paper suggest that public service governance in DCs are embedded in complex dynamics between power relations, complexity and social norms, and bureaucratic leaders should, therefore, focus on building relationships as a means of deepening trust and enhancing cooperation among critical actors. The case for a shift in focus to “relationality” reflects changes in the broader global political economy, including emerging wicked and multi-faceted policy problems that require heterodox and context-sensitive responses from governments and greater collaboration among key stakeholders.

The analysis of the limitations of traditional approaches to public service governance in this essay reveals the importance of a shift from a preoccupation with conventional organizational forms and functions, to place greater emphasis on social networks and relationships, as a way of improving leadership efficiency in the public services of DCs.