Future Forward Dialogues

SITUATIONAL AND INTERACTIONIST LEADERSHIP THEORIES

In this chapter, we explore some dimensions of ‘good’ adaptive and innovative global political leadership. Leadership studies – whether in the context of small groups, nations, or the international and global system as a whole – are either descriptive-explanatory, normative-prescriptive, or both. These studies use a variety of theoretical and methodological approaches. Some studies are primarily descriptive-explanatory studies, for example, and analyse performance and leadership (Bass 1985), women and leadership (Rosner 1990) and regimes, crises and leadership (Hermann and Kegley 1995; Keller 2005). Other studies are primarily normative-prescriptive, on the other hand, and examine theories such as Burns’s theory of transformational leadership (1978; 2003), and Sheffer’s theory of innovative leadership in international politics (1993). In fact, in most of the cases, investigators engage in both descriptive-explanatory and normative-prescriptive analysis, though there is a clear emphasis in one direction or the other (gergen 2000; Kellerman and Rhode 2007; Nye 2008). despite bureaucrats, technocrats, theocrats, and economic and other structuralist determinists – all of whom reject the centrality of human social leadership – leadership is a significant research programme in international relations, global politics, business, the military, religious and educational institutions, and in society in general. Leadership studies are valuable because leadership is a universal phenomenon (trans-historical and trans-cultural – Rejai and Phillips 2002): all humans are engaged at different times and in diverse manners in a variety of roles characteristic of either leadership orfollowership, whether in politics or in other social spheres at the local and/or global level (Bass 1990).

How did the 1990s and early 21st century impact the evolution of the college presidency? The legitimacy and performance of higher education were called into question during this period, and respect for some of its leaders declined. An economic downturn and the concomitant change of student enrollment patterns have required presidents to lead in compromised conditions. The new emphasis on financial management and fund raising has opened the job of academic president to those with nontraditional backgrounds. These new presidents must gain legitimacy differently from those of more traditional backgrounds, who are struggling with their own legitimacy challenges. In order to understand legitimacy, Bornstein has spplied theory from the social sciences and higher education literature, proposing five factors that influence presidential legitimacy: Individual, Institutional, Environmental, Technical and Moral. She also proposes six threats to legitimacy: Lack of Cultural Fit, Management Incompetence, Misconduct, Erosion of Social Capital, Inattentiveness, and Gradiosity. In light of these threats, she suggests strategies for gaining and maintaining legitimacy. This book focuses on the impetus for leading change. Bornstein draws on numberouns sources for a theoretical perspective on the factors associated witht he president's role in creating legitimate change. She proposes a construct of four factors to implement legitimate change: Presidential Leadership, Governance, Social Capital, and Fund Raising. The concepts of transformational and transactional leadership are examined for their ability to facilitatle change. Bornstein finds their effectiveness limited and proposes "transformative leadership", a contextual approach that fits between transformational and transactional leadership in the conceptual continuum. Since presidents are often recruited on the basis of their academic experience, their legitimacy depends on securing resources to strengthen or transform their institution; fund raising is essential. Fina

Featuring more than twenty-five case studies of leaders throughout history, A Casebook of Transformational and Transactional Leadership supplements existing texts on transformational leadership and the full range model to promote higher levels of understanding of transformational and transactional leadership behaviors. Beginning with an overview of transformational and transactional behavior components, Arenas describes the original tenets of leadership researchers, demonstrating how practicing the principles of full range leadership can aid those who guide or manage others. The subsequent chapters examine influential figures from various organizational environments to provide readers with examples that connect with core full range leadership concepts. Finally, each chapter ends with a discussion question, helping to engage students with the material and encouraging further reflection and study. A Casebook of Transformational and Transactional Leadership is essential reading for both graduate and undergraduate students of leadership development, as well as military and non-military professionals in leadership, leadership development, business and management, and education.

Transformational Leadership: Hard Working, Smart Working, Qualified Working, Sincere Working and Completed Work is a literature review article within the scope of leadership science. The purpose of this article is to build a role hypothesis between variables that will be used in further research on the concept of leadership. Research objects in online libraries, Google Scholar, Mendeley and other academic online media. The Article writing method is library research, from e-books and open access e-journals. The results: 1) Hard working plays a role in transformational leadership; 2) Smart working plays a role in transformational leadership; 3) Qualified working plays a role in transformational leadership; 4) Sincere working plays a role in transformational leadership; 5) Completed work plays a role in transformational leadership. Other factors that affect Transformational Leadership including: work culture, motivation and work environment.

The article aims to find the concept of transformational leadership in the teachings of Islam. This study uses a library research approach by using books as the data source and with a qualitative research approach. The data collected and studied is data taken from data sources in the form of books, journals and articles or writings relating to transformational leadership. This study resulted in the following findings: 1) the concept of transformational leadership from an Islamic perspective as a leadership model that was born out of dissatisfaction/crisis of belief in the existing leadership model due to the death of the Prophet Muhammad. 2) based on the elements of the characteristics of leadership behavior possessed by transformational leadership, it is substantially the same as prophetic leadership.

The Application of Transformational Leadership in Nursing: Developing Transformational Leadership in Prelicensure Nursing Students

A call for further study and use of transformational leadership in pharmacy education and practice: Hope and reinvigoration

The concept of leadership is still developing from time to time. Leadership theory also continues to evolve to find the most effective form of leadership in organizational management. In the 1980s, transformative leadership was born and is often referred to as an effective leadership model. In its preparation, this leadership concept uses a leader-follower perspective. Transformative leadership is claimed to be the most effective leadership pattern, which can achieve the main goals. Using a descriptive qualitative approach with library research methods, and analyzed using the theory of "paradigm" by Thomas Kuhn. This research is basically to reveal: 1. What is the transformative leadership paradigm? 2. How is the application of transformative leadership in Madrasah Ibtidaiyah? This study aimed to analyze the transformative leadership paradigm using the theory of Thomas Kuhn and initiating the application of transformative leadership in Madrasah Ibtidaiyah and resulting in the following conclusions: 1. Transformative leadership paradigm in terms of exemplar aspects, subject matter, theory, and method. 2. Madrasah Ibtidaiyah, which uses a transformative leadership management paradigm, always develops idealized influence, inspirational motivation, intellectual stimulation, and individual consideration. Transformative leadership is very relevant to be applied in Madrasah Ibtidaiyah to create Effective and Excellent Madrasahs.

Leadership research tends to focus on the importance of transformational leadership in normal times; there have been few studies to date on transformational leadership in a crisis. Leadership effectiveness was identified as the most important mechanism, particularly in times of crisis. This paper aims to reflect on the President of Indonesia's crisis leadership model in order to generate transformative leadership characteristics to deal with the situation. This study showed that Indonesian presidents generally exhibit strong idealized influence and inspirational motivation, but they were often weak in intellectual stimulation and individualized consideration. What is currently needed by Indonesia in facing a crisis is a transformative leader who always strives to advance the nation and avoiding to prioritize their group for the sake of national unity and sovereignty, understands the problems faced by their subordinates, motivates them to seek new approaches in performing their duties, organizational tasks, listens attentively to input from subordinates, and especially willing to pay attention to the needs of subordinates. During a crisis, transformational leadership is necessarily required to manage the economy, politics, and society in Indonesia. This study compared transformative leadership from previous presidents towards the present president, Joko Widodo, through literature studies and examined the presence of leadership style for each president. Five indicators of successful transformative leadership must be accomplished, including strives to advance the nation and avoiding to prioritize their group for the sake of national unity and sovereignty, understands the problems faced by their subordinates, motivates them to seek new approaches in performing their duties, organizational tasks, listens attentively to input from subordinates, and especially willing to pay attention to the needs of subordinates.

The focus of this study was the leadership styles of extension specialists. Many studies have been conducted on leadership characteristics of extension agents and administrators, however the current knowledge base concerning leadership behaviors of extension specialists is lacking. Traditionally, specialists were strictly used as a resource for subject matter information, however, changes to cooperative extension have seen specialists move into a position that involves leading agent groups and conducting programing that directly serves the clientele. Many specialists find themselves with newly acquired expectations, yet lack training or educational background to ensure these skills. Using a mixed methodological approach, this sequential explanatory study was conducted using transformational leadership theory, with the purpose of examining current leadership characteristics among extension specialists. The specialists were sent a survey which contained questions relating to educational background, make-up and tenure of their position, and included the Multifactor Leadership Questionnaire (MLQ) to analyze self-perceived transformational leadership characteristics. This survey was followed by a voluntary individual interview. The purpose of the interview was to gain a broader understanding of the group’s leadership perspectives. Although no significant connections could be made concerning demographic information and MLQ leadership scores, the group as a whole registered below average for displaying transformational leadership characteristics, ranking in the 40th percentile for composite MLQ scores compared to the general population. The interview data showed that the specialists agreed with the concepts of transformational leadership, however MLQ scores and anecdotal evidence show that practical application of transformational leadership was lacking. Most participants indicated they did not initially feel prepared for their job, and many indicated that interpersonal relationship skills were used more often than their degree specialization. The findings from this study may help to encourage leadership training focused towards extension specialists, and to emphasize the need for leadership skills within this position.

Linking Transformational Leadership to Work Engagement and the Mediator Effect of Job Autonomy: A Study in a Turkish Private Non-Profit University

This research focused on the training of school leaders in transformational leadership - which is recommended for educational leaders all over the world (Alkhasawneh, 2018) - and to determine if it impacts their leadership skills or not. Based on relevant literature and training need analysis, training was planned and given to 120 in-service school heads for one month. The research was quasi-experimental that used a one-group pre-test post-test design because no similar group was available. The experimental group was divided into two groups; public and private, for a comparison. Also, a follow-up study was conducted to keep it nearer to the experimental approach. The training delivered to the school principals comprised of selected content about the concept of leadership and transformational leadership. This content was reinforced by real-world examples and relevant leadership activities. Participants were assessed under pre-defined grading criteria that were their attendance, participation, and performance in quizzes and assignments during the training. After completion, they were observed and evaluated for their leadership skills at their workplaces and awarded with the points. This quantitative data were analyzed by using mean, standard deviation, and paired sample t-test for knowing and comparing the results. It was found that the transformational leadership style training had improved the effectiveness and leadership skills of school leaders. Similar training courses have been endorsed by training participants for enhancing the leadership styles of school leaders.
 Keywords: School Leadership, Transformational Leadership Development, School Leadership Development, Transformational Leadership in Schools

This research was for consolidating theories about leadership style, and empowerment, and for examining the relationship about correlation of empowerment and leadership style that has the reformative and exchangeable leadership of Grand Master as the central factor, and for verifying the cause and effect of Grand master`s transformation and transactional leadership that is the new concept of leadership. Questionnaire was conducted twice to achieve these objectives, and statistic was processed by data, which were taken as the responses from 750 people, who had the experiences as a master or had job as a master in 2003, and they were selected for pilot study and real study two times. For processing of data about questionnaire result was managed by using SPSS 11.5 for windows program that process the statistic of skill, analysing of reliability, exploratory factor analysis, regression analysis. The summary that came from these actual research was like as follows. First, There was the relationship between transactional leadership level and private Empowerment level, and there was also relationship between transactional leadership level and mutual empowerment. And There was the relationship between transaction empowerment and private empowerment and there was also the relationship between transaction empowerment and mutual empowerment. In addition, transformational leadership had more useful relationship than transactional leadership. Second, the relationship between revolutional leadership of grand master and empowerment was represented that had the significant cause and effect in between charisma factor and empowerment, and in between private care and empowerment, and in between intellectual stimulus and empowerment. Above all the charisma factor of revolutional leadership was represented the most significant value, this means that charisma factor among revolutional leadership had the most important effective in the empowerment level of Taekwondo master. Third, the outcome standard compensation among transactional leaderships of grand master was represented as the most effective factor to empowerment of master in examining the relationship between transactional leadership and empowerment of grand master. And exceptional management of grand master was also factor that had some effect to empowerment of master.

This study aimed at examining the influence of transformational and transactional leadership on organisational performance by using Ruaha Catholic University of Tanzania as a case study. Quantitative data was collected from 130 employees of the university by using a standard questionnaire. Data analysis was done by using descriptive and inferential statistics, specifically linear regression. Descriptive results were presented using frequencies, means and standard deviations while results from inferential statistics were presented in the form of correlations and regressions. Transformational and transactional leadership were found to have mean values that are above average score and the difference between the two leadership styles were not significantly big. However, the findings show that leaders practised more of transactional leadership than transformational leadership since transactional leadership had higher mean score value. Moreover, the study found that both transformational and transactional leadership have significant positive linear relationships with organisational performance. The findings give an implication that both transformational and transactional leadership can be used concurrently to bring about positive results in an organisation.