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Dissertations / Theses on the topic 'Leadership and leadership theories'

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Published: 4 June 2021
Last updated: 17 February 2022

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1

Nichols, Thomas W. Goodwin Vicki Lynne. "Authentic transformational leadership and implicit leadership theories." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9056.

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Nichols, Thomas W. "Authentic Transformational Leadership and Implicit Leadership Theories." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9056/.

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Transformational leadership describes a leader who motivates followers to performance beyond expectations, but it has often been attacked for its potential to be abused. A newer form of leadership has been proposed, that of authentic leadership. Authentic leadership is an over-arching concept that proposes to include transformational leadership and all positive forms of leadership. At the heart of authentic leadership is the concept of ethicality. The concept of authenticity may contribute to the transformational leadership paradigm, producing an ideal form of leadership. Authentic leadership may not be an over-arching form of leadership, but one suited particularly to transformational leadership. I propose that authentic transformational leadership resides in leaders' and followers' implicit leadership theories. This experiment addresses authentic transformational leadership and the role of implicit leadership theories in directing leader behavior. A model is developed that outlines the relationship between authentic transformational leadership and implicit leadership theories, including the separate implicit theories of leader and follower, leader-member exchange (LMX), and leader effectiveness. Hypotheses concerning these relationships are developed. The study is experimental, using WebCT as a delivery tool. Scenario-based surveys were developed to collect data, using both known measures and measures developed specifically for this experiment. Two pilot studies were conducted to test the soundness of the delivery tool and the validity of the constructed scenarios and measures, which largely supported the hypotheses. In the main study, all hypotheses were supported with the exception of one. The results of the unsupported hypothesis, however, suggest authentic transformational leadership may be an ideal form of leadership. There are several contributions to the literature made by this study. The first contribution is the development of authentic transformational leadership as an ideal form of leadership. Second, the development of both follower and leader implicit leadership theories and their relationship to authentic transformational leadership is studied through leader effectiveness, a concept not previously researched. Lastly, the role of a follower's implicit leadership theory and its effects on a leader are examined, a notion that is largely under-researched.
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3

Martin, Warren. "Leadership| Outdated Theories and Emerging Non-traditional Leadership." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10688717.

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The purpose of this qualitative study was to explore a phenomenon concerning why organizational leaders have transitioned from academically recommended leadership theories to their own non-traditional leadership practices. Existing research suggests that current leadership theories are outdated and not keeping pace with continual change, vast technological advancements, and expectations by stakeholders for transparency. The concept for this study was inspired in part by a combination of over 40-years of personal and professional observations and experience in leadership, and a personal theory that leaders do not practice traditional leadership theory as originally intended, but rather select various elements from numerous theories and merge them into a single leadership practice, also known as non-traditional leadership. The findings of this study suggested that all participants practiced non-traditional leadership. Continual change was recognized as an ongoing phenomenon, and leadership theories, or elements of theories, were considered outdated. Acceptance of change and adaptability was identified as necessary attributes for modern day successful leaders, and leaders who continued to practice traditional theory, did so out of fear of change. Additional research should be conducted to evaluate how wide spread the practice of non-traditional leadership practices has spread and why leaders have chosen to ignore the recommended academic teachings of traditional leadership theories. Further research should be conducted concentrating on traditional leaders, in an effort to understand their motivations for following traditional leadership models.

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Norris, Dwayne G. "Incorporating implicit leadership theories into the transformational and transactional leadership framework." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-154851/.

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5

Cullina, Helen T. "Leadership development in Egypt : how indigenous managers construe Western leadership theories." Thesis, Heriot-Watt University, 2016. http://hdl.handle.net/10399/3068.

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This research examines the ways in which Egyptian managers make sense of the leadership theories they are exposed to in their work interactions and their in-house leadership development training. This empirical study utilizes Personal Construct Theory to uncover how the indigenous managers construe Western evolved leadership theories. The research strategy follows a phenomenological paradigm, based on a comparative case study centered on an international design consulting firm headquartered in the Middle East region. The data collection tools, i.e., the Repertory Grid Technique (RGT), Personal Value Statements and Storytelling are consistent with an inductive, constructivist approach. The findings illustrate differences in how leadership theories are construed by indigenous managers compared to their UK counterparts and consequently which theories are more and less favoured. An emergent finding that evolved from this enquiry was the differences between Egyptian managers’ espousals and actual day to day leadership practices. This finding raises greater awareness of the role that cultural values play in the cross-cultural arena of leadership. The ethnographic technique of Storytelling brought to light the influence of national culture when leadership is enacted. The findings and results of this thesis throws some much needed light onto a geographical area that recent political events have brought to prominence as well as making a contribution towards understanding the potential barriers of transferring knowledge between cultures that differ in several important ways. The results are also useful from the perspective of Training and Development. Western trainers working in the Middle East region in addition to indigenous trainers seeking to provide effective leadership development programs will be able to discern which Western leadership theories to focus on, adapt and or disregard.
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LaValley, Judith Babcock. "Leadership schemas: the influence of organizational context on implicit leadership theories." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/16865.

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Master of Science
Department of Psychological Sciences
Clive J. A. Fullagar
This mixed-methods study consisted of two phases. First, interviews were conducted with ROTC instructors responsible for organizational socialization of newcomers to the U.S. Army and U.S. Air Force. This data shaped surveys given to organizational newcomers in phase II, which measured organizational culture and cognitive leadership schemas. It was hypothesized that implicit leadership theories (ILTs) would reflect respective organizational cultures. Although this was supported in the qualitative results from Phase I, it was not supported in the quantitative results from Phase II. However, analyses showed that leadership is still perceived as a masculine role in both the U.S. Army and U.S. Air Force, as was hypothesized. It was also hypothesized that leaders in line occupations would be seen as better leaders than leaders in staff occupations. This was supported for the Air Force sample, but not the Army sample. During the interviews, ROTC instructors asserted that male and female leaders were equally capable, and that line and staff leaders were equally capable. However, questioning revealed that organizational stereotypes still defined the quintessential leader as a male in a line occupation, although females had more opportunities to fill those key occupations in the Air Force than in the Army, at the time of this study. This discrepancy, along with the discrepancies in results between the qualitative and quantitative data, indicate that organizational culture has perhaps changed at the levels of visible artifacts and espoused values with respect to diversity, but has not yet changed at the fundamental level of basic assumptions.
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7

Bashore, Daniel. "Assessing Implicit Leadership and Followership Theories." Wright State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1590156207610277.

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8

Grant, Kevin O'Brien. "Leadership And Employee Engagement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7801.

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Business leaders often encounter difficulties in achieving sustainable employee engagement in the work environment, yet employee engagement is critical to an organization's financial success. The purpose of this qualitative single case study was to explore strategies business leaders use to overcome or mitigate the challenges of employee disengagement. A purposeful sample of 6 leaders employed at an insurance company participated in the study based on their knowledge and experience in implementing successful employee engagement strategies. The conceptual framework for the study was Kahn's personal engagement theory. Data were collected using semistructured interviews, company documents, and archival information. Data were analyzed using thematic analysis. Four themes emerged: leader–employee relationship; effective internal communication and feedback; compensation, awards, benefits, and incentives; and professional training and development to improve employee engagement. The implications for positive social change include the potential to provide leaders with strategies to increase employee engagement, which may create employment opportunities for community members, which could lead to the stability and general well-being of the community.
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Maloney, Kelly. "Analysis of Gender Discourses in Neo-Charismatic Leadership Theories." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin153546415895209.

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10

Topakas, Anna. "Measurement of implicit leadership theories and their effect on leadership processes and outcomes." Thesis, Aston University, 2011. http://publications.aston.ac.uk/18942/.

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The leadership categorisation theory suggests that followers rely on a hierarchical cognitive structure in perceiving leaders and the leadership process, which consists of three levels; superordinate, basic and subordinate. The predominant view is that followers rely on Implicit Leadership Theories (ILTs) at the basic level in making judgments about managers. The thesis examines whether this presumption is true by proposing and testing two competing conceptualisations; namely the congruence between the basic level ILTs (general leader) and actual manager perceptions, and subordinate level ILTs (job-specific leader) and actual manager. The conceptualisation at the job-specific level builds on context-related assertions of the ILT explanatory models: leadership categorisation, information processing and connectionist network theories. Further, the thesis addresses the effects of ILT congruence at the group level. The hypothesised model suggests that Leader-Member Exchange (LMX) will act as a mediator between ILT congruence and outcomes. Three studies examined the proposed model. The first was cross-sectional with 175 students reporting on work experience during a 1-year industrial placement. The second was longitudinal and had a sample of 343 students engaging in a business simulation in groups with formal leadership. The final study was a cross-sectional survey in several organisations with a sample of 178. A novel approach was taken to congruence analysis; the hypothesised models were tested using Latent Congruence Modelling (LCM), which accounts for measurement error and overcomes the majority of limitations of traditional approaches. The first two studies confirm the traditional theorised view that employees rely on basic-level ILTs in making judgments about their managers with important implications, and show that LMX mediates the relationship between ILT congruence and work-related outcomes (performance, job satisfaction, well-being, task satisfaction, intragroup conflict, group satisfaction, team realness, team-member exchange, group performance). The third study confirms this with conflict, well-being, self-rated performance and commitment as outcomes.
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11

Ramirez, Andrea R. "Acculturation, Cultural Intelligence, and Implicit Leadership Theories." Thesis, Regent University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583446.

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The Global Leadership and Organizational Behavior Effectiveness (GLOBE) study contributed a wealth of knowledge regarding the differences across national/societal cultures. However, it did not attempt to measure the potential variations in implicit leadership theories (ILTs; leadership prototypes) that could occur due to individuals being influenced by more than one national culture within countries, such as bicultural individuals. Variations found within a country can be described by their extent of acculturation or adoption of one or more cultural influences. The extent of a person’s acculturation may predict individual ILTs, which are the patterns of attributes that bicultural persons associate with good leaders. In addition, the extent of a person’s cultural intelligence (CQ) may interact with acculturation in impacting ILTs because CQ influences a person’s ability to understand and adjust mental modes to cultural norm. This study explored the relationships among acculturation, CQ, and ILTs in a sample of respondents from Mexican descent living in the United States. The results of the study provide a better understanding of how variations in national culture impact ILTs. In addition, the findings suggest interpretation of cultural dimensions is complex. Significant findings include (a) differences across acculturation levels regarding expectation for a leader to be characterized by the ILT dimensions of sensitivity and tyranny; (b) very Mexican-oriented individuals (acculturation Level 1) showing more expectation for a leader to be characterized as well-dressed, well-groomed, compassionate, understanding, sympathetic, and sensitive and less expectation for a leader to be domineering and demanding than Anglo-oriented individuals (acculturation Level 3), acculturation serving as a predictor of metacognitive CQ; (c) acculturation and metacogntive CQ clearly interacting thus complicating the picture of cultural effects occurring during adjustments to a new cultural setting; and (d) metacognitive CQ serving as a partial mediator between acculturation level and the ILT dimension of sensitivity.

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Lippstreu, Michael. "The role of improvability beliefs in predicting the structure and function of implicit leadership theories." Thesis, Available online, Georgia Institute of Technology, 2004:, 2003. http://etd.gatech.edu/theses/available/etd-04062004-164723/unrestricted/lippstreu%5Fmichael%5F200312%5Fms.pdf.

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13

Al, Harbi Toraiheeb. "Navy definitions of leadership and LMET/NAVLEAD competency clusters compared to selected leadership theories." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA306113.

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14

Schwartzman, Robert D. "Theories of Leadership: A Contemporary Analysis 1975-1989." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539625646.

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15

Bashore, Daniel. "Implicit Leadership and Followership Theories: Does Congruency Matter?" Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright1502270002361127.

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16

Abdul, Wahab Rabiah. "The application of leadership theories on Malaysian companies." Thesis, University of Salford, 2000. http://usir.salford.ac.uk/26491/.

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The objective of this study is to find out whether the leadership theories that are being widely practised by Western countries are being universally accepted in Asian countries, which have different local cultures and values. Both local and multinational companies, situated in Klang Valley, Malaysia, were approached and asked to participate in the quantitative and qualitative surveys. Employers and employees from numerous sectors ranging from banking, plantation, highway and manufacturing sectors participated in this research. Two well established researched sets of developed questionnaires established by renowned management practices, that are the Multifactor Leadership Questionnaire (Bass and Avolio (1990)) and a slight modification of Leadership Behaviour Questionnaire Form XII (Stodgill, 1963) cited in Cook et. al. (1981) were used as a survey instrument. Descriptive and factor analysis, multiple regression and other statistical analysis were used to make the data more viable to the readers. The study will focus on Malaysia to determine what leadership styles are practised by managers and to determine whether there are any constraints that might hinder the Malaysians from accepting existing leadership theories. The survey will also seek to determine what factors or aspects will motivate both employees and employers to work together effectively to attain a company's vision. It is hoped that the answers derived from the analysis will be of importance to the multinational and local managers enabling them to determine appropriate leadership styles. This could help to boost employees productivity and thus contribute significantly to the overall country productivity, as the international and local companies venture into globalisation and into fragmented local markets.
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Shondrick, Sara J. "Rating Leadership Potential From Above: The Effects of Implicit Theories on Supervisors' Ratings of Leadership Potential." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365547287.

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18

Gower, Kim. "MULTISOURCE FEEDBACK LEADERSHIP RATINGS: ANALYZING FOR MEASUREMENT INVARIANCE AND COMPARING RATER GROUP IMPLICIT LEADERSHIP THEORIES." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/342.

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This research outlines a conceptual framework and data analysis process to examine multisource feedback (MSF) rater group differences from a leadership assessment survey, after testing the measures for equivalence. MSF gathers and compares ratings from supervisors, peer, followers and self and is the predominant leadership assessment tool in the United States. The results of MSF determine significant professional outcomes such as leadership development opportunities, promotions and compensation. An underlying belief behind the extensive use of MSF is that each rater group has a different set of implicit leadership theories (ILTs) they use when assessing the leader, and therefore each group is able to contribute unique insight. If this is true, research findings would find rater group consistency in leadership assessment outcomes, but they do not. A review of group comparison research reveals that most empirical MSF studies fail to perform preliminary data exploration, employ consistent models or adequately test for measurement equivalence (ME); yet industry standards strongly suggest exploratory methods whenever data sets undergo changes, and misspecified models cause biased results. Finally, ME testing is critical to ascertain if rater groups have similar conceptualizations of the factors and items in an MSF survey. If conceptual ME is not established, substantive group comparisons cannot be made. This study draws on the extant MSF, ILT and ME literature and analyzes rater group data from a large, application-based MSF leadership database. After exploring the data and running the requisite MI tests, I found that the measures upheld measurement invariance and were suitable for group comparison. Additional MI tests for substantive hypotheses support found that significant mean differences did exist among certain rater groups and dimensions, but only direct report and peer groups were consistently significantly different in all four dimensions (analytical, interpersonal, courageous and leadership effectiveness). Additionally, the interpersonal dimension was the most highly correlated with leadership effectiveness in all five rater groups. The overall findings of this study address the importance of MSF data exploration, offer alternative explanations to the disparate leadership MSF research findings to date and question the application use of MSF tools in their current form.
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Koommoo-Welch, Penny. "Implicit Leadership Theories: Perceptions of Charisma, People, and Performance." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-04262008-200548/.

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This study identified a set of distinct implicit leadership theories (ILTs) within a sample of working adults and examined whether differences in followersâ ILTs versus actual leadership influenced ratings of charisma and performance. Results based on a sample of 718 employees indicated 11 distinct ILT profiles. Results also showed that the closer the perceived congruence between employeesâ ILTs (measuring their ideal leader) and their actual leader, the higher the ratings of charisma for that leader. There was no influence of ILT congruence on leader performance ratings. Some support was found for previous findings that country/location does have an influence on ILT profile, but no support was found for the influence of age, gender, ethnicity, or organizational tenure, suggesting that ILTs may be generalizable across many different populations. Further analysis of a sample for 182 leaders indicated that that leader ILTs do not appear to be exhibited through either personality traits, nor through employee perceptions of ILT-relevant behaviors.
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Pike, Tiffani L. "Leadership and Higher Education Administration." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1536053893669972.

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21

Fox, Lena Franziska. "Biases in leadership perception : the role of implicit leadership theories, attachment style, attentional capacity, and accuracy motivation." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12569/.

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Previous work suggested that followers’ insecure attachment style might bias the accuracy of follower leadership ratings (Davidovitz, Mikulincer, Shaver, Izsak, & Popper, 2007; Hansbrough, 2012), possibly also via followers’ implicit leadership theories (ILTs; Berson, Dan, & Yammarino, 2006; Keller, 2003). We argue that both followers’ attachment anxiety and avoidance—due to non-constructive emotion regulation and hence limited attentional capacity—lead to a biased leadership perception due to a greater usage of ILTs when rating a leader. In three online studies with full-time employed participants from the US and UK, we assessed both followers’ ILTs and leadership ratings together with their attachment style. Using an experimental design, Study 1 (N = 218) had participants rate a fictitious leader presented in a written vignette. In Study 2 (N = 217), participants rated their own supervisor. In Study 3 (N = 260), participants were asked to watch a video of a team meeting before rating the leader. Results indicated that the higher participants’ attachment avoidance, the more they relied on their ILTs when rating a leader. Study 3 found support suggesting that this was due to a decrease of attentional capacity. However, when under high working memory demands, the higher attachment avoidance, the less they relied on their ILTs, probably due to a breakdown of their defense-mechanism of blocking out information related to social perception (Edelstein & Gillath, 2008; Mikulincer, Dolev, & Shaver, 2004). Perceptual biases related to attachment anxiety were inconsistent. Results from Study 3 suggest that this might have been due to the interplay of a lack of attentional capacity and heightened accuracy motivation for participants high in attachment anxiety.
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Lombaard, Winnie. "The influence of emotional intelligence theory on contemporary leadership theories." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53650.

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Mini study project (MBA)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: The modern business environment is volatile, fast moving and complex, bringing new challenges for leadership. Many new theories on leadership were therefore developed, including emotional intelligence theory. The study focused on the question whether emotional intelligence theory has influenced the other contemporary leadership theories or not. Emotional intelligence theory propagates that there is a wide spectrum of intelligences that include emotional intelligence, which is defined as the person's capacity to recognise his own feelings and those of others, for motivating himself and for managing emotions in himself and in his relationships. Emotional intelligence falls within four domains, namely self-awareness, self-management, social awareness and relationship management. Each of these domains can be broken down into specific emotional intelligence competencies needed for superior performance. Most traditional leadership research can be classified into one of four approaches, namely the trait approach, behavioural approach, power-influence approach and situational/contingency approach. Some traditional theories fall outside of this classification, while others cut across two or more approaches. Contemporary leadership theories tend to have a more human approach and a stronger focus on soft skills. A comparison was done to establish whether there were any notions similar to the emotional intelligence competences in the traditional or contemporary leadership theories and whether these notions have become more important in contemporary theories than they were in traditional theories. It was found that the competencies of self-assessment, service orientation and change catalyst are new concepts that were not found in traditional leadership theories, while competencies such as emotional self-awareness, self-control, trustworthiness, adaptability, initiative, empathy, visionary leadership, communication, building bonds and teamwork have gained popularity to some extend in modern leadership theories. The other competencies either carried the same weight in traditional theories than in contemporary ones or no specific conclusion could be reached. Although there are definite differences between the importance of certain competences in traditional and contemporary leadership theory, it is not possible to conclude that these changes are due to the influence of emotional intelligence. It should rather be hypothesised that these modern theories developed side-by-side due to the changes in the modern business environment, which provided new challenges to organisations and leaders, necessitating the development of new theories. The theories might even have cross-pollinated each other, but it is not possible to stipulate a direct influence of one on the other.
AFRIKAANSE OPSOMMING: Die moderne besigheidsomgewing is wispelturig, vinnig-bewegend en kompleks met talle nuwe uitdagings vir leiers. Baie nuwe leierskapsteorieë is dus ontwikkel, onder andere die teorie van emosionele intelligensie. Hierdie studie het gefokus op die vraag of emosionele intelligensie teorie die ander kontemporêre leierskapsteorieë beïnvloed het, al dan nie. Emosionele intelligensie teorie propageer 'n wye spektrum intelligensies wat emosionele intelligensie insluit. Emosionele intelligensie word gedefinieer as die persoon se kapasiteit om sy eie en ander mense se gevoelens to herken, om homself te motiveer en om sy eie emosies en die emosies betrokke in sy verhoudings te bestuur. Emosionele intelligensie kan verdeel word in vier domeine, naamlik self-bewustheid, self-bestuur, sosiale bewustheid en verhoudingsbestuur. Elkeen van hierdie domeine kan verder verdeel word in spesifieke emosionele intelligensie vaardighede wat nodig is vir voortreflike prestasie. Meeste tradisionele leierskapsteorieë kan geklassifiseer word onder een van vier benaderings, naamlik die eienskap benadering, gedrags benadering, mag-invloed benadering en die situasie I gebeurtenis benadering. Sommige tradisionele teorieë val buite hierdie klassifikasie, terwyl ander weer oor twee of meer benaderings strek. 'n Vergelyking is gedoen om vas te stelof daar enige neigings soos die emosionele intelligensie vaardighede in die tradisionele of kontemporêre leierskapsteorieë voorkom en of the neigings meer belangrik geword het in kontemporêre teorieë as wat hulle in tradisionele teorieë was. Dit is bevind dat vaardighede soos self-waardasie, diensorïentasie en veranderingskatalisator nuwe konsepte is wat nie in die tradisionele leierskapsteorieë gevind is nie, terwyl vaardighede soos emosionele self-bewustheid, self-beheersing, betroubaarheid, aanpasbaarheid, inisiatief, empatie, verbeeldingryke leierskap, kommunikasie, die bou van bande en spanwerk 'n mate van populariteit gewen het in moderne leierskapsteorieë. Die ander vaardighede het óf dieselfde gewig gedra in tradisionele teorieë as in kontemporêre teorieë, óf daar kon tot geen spesifieke gevolgtrekking gekom word nie. Alhoewel daar definitiewe verskille is tussen die belangrikheid van sekere vaardighede in tradisionele en kontemporêre leierskapsteorieë, is dit nie moontlik om tot die gevolgtrekking te kom dat die veranderinge as gevolg van die invloed van emosionele intelligensie teorie is nie. Daar kan eerder gepostuleer word dat hierdie moderne teorieë sy-aan-sy ontwikkel het as gevolg van die veranderings in the moderne besigheidsomgewing wat nuwe uitdagings vir organisasies en leiers gestel het en dus die ontwikkeling van nuwe teorieë genoodsaak het. Die teorieë kon mekaar selfs gekruiskontamineer het, maar dit is nie moontlik om In direkte invloed van een op die ander te stipuleer nie.
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Zurcher, Jeffrey R. "Examining implicit leadership theories among NCAA Division I baseball programs." Thesis, Indiana Wesleyan University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615589.

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This purpose of this mixed model study was to ascertain the implicit leadership theory (ILT) content held by National Collegiate Athletic Association (NCAA) Division I baseball teams. Data were collected during the 2012 baseball season from 34 Division I programs, and 1032 coaches and players participated in the research.

As an information-processing approach to understanding leadership, ILT is concerned with the knowledge structures persons maintain and utilize when identifying and interacting with leaders. Ample ILT research has examined such structures within the business context. This study, however, is believed to be the first in-depth exploration of ILT content within the sports domain.

Leadership categorization and connectionist architecture served as the theoretical bases for the study's four research questions, which addressed: the effect that the target cues leader and coach had on ILT (RQ1); the impact that team context (RQ2) and player tenure (RQ3) had on ILT; and whether a sports ILT existed—and if so, how it differed from a business ILT (RQ4). Research was conducted in four sequential steps using qualitative and quantitative methods. Importantly, no external or explicit measures were used to collect data, as such instruments can bias implicit perceptions. The primary tools for processing quantitative data were principal components analysis and confirmatory factor analysis.

A 21-item, 5-factor ILT model for NCAA Division I baseball was derived from factor analysis processes and generalized across two separate data sets. This model demonstrated the existence of a sports ILT, as it differed noticeably from models that explain ILT content within the business domain. Data also indicated that team context had some correlation with ILT differences, whereas player tenure did not. Furthermore, results showed that players do delineate between the targets leader and coach; that is, being perceived as a leader within Division I baseball may not correspond with holding an official organizational/team position.

This study's findings strengthen the idea that leadership is social-cognitive phenomenon that differs according to context. Implications for applying these findings within Division I baseball are discussed. Additionally, this research might be cause for revisiting some of the previous models of leadership within sports studies.

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Allen, Scott J. "An Exploration of Theories of Action in Leadership Development: A Case Study." [Yellow Springs, Ohio] : Antioch University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1141832898.

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Thesis (Ph.D.)--Antioch University, 2006.
Title from PDF t.p. (viewed Mar. 27, 2006). Advisor: Jon Wergin. Keywords: leadership development, evaluation, leadership, user-focused theory of action . Includes bibliographical references (p. 212-226 ).
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Rahn, Douglas L. "The Role of the Follower's Self-Concept and Implicit Leadership Theories in Transformational Leadership and Leader-Member Exchange." NSUWorks, 2010. http://nsuworks.nova.edu/hsbe_etd/96.

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This longitudinal study evaluates the role of a follower's self-concept and implicit leadership theories on the interpretation of transformational leadership behaviors and the development of leader-member exchange. Leadership behaviors were hypothesized as antecedents to leader-member exchange. The hypotheses draw upon the social cognition theory of self-verification. Implicit leadership theories were evaluated as absolute differences between actual and recognized leadership behaviors. Both implicit leadership theories and self-concepts were tested for moderation of the leadership behaviors and leader-member exchange. Additional dependent variables included turnover intentions, organizational identification, and perceived organizational support. A key contribution of this research is the application of these variables to new organizational entrants. Two-hundred and ten new followers at a single organization completed three surveys upon organizational entry, 30 days post hire, and approximately 90 days post hire. Structural equation modeling was utilized to conduct confirmatory factor analyses and the development of the measurement and structural models. Leadership behaviors were significantly related to the development of leader-member exchange. Leader-member exchange also fully mediated the leadership behaviors. The collective and relational self-concept levels were correlated with leader-member exchange but failed to reach significance in the full structural model. Implicit leadership theories and absolute difference scores were significantly related to leader-member exchange development. Neither the self-concept nor implicit leadership theories moderated the relationship between leadership behaviors and leader-member exchange. Leader-member exchange had significant effects on all of the outcome variables.
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Spirakus, Maria. "A Comparative Document Analysis on Early Childhood Teacher State Requirements, NAEYC Standards and Developmental Theories." Thesis, Northern Arizona University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981558.

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The gap between our current understanding of child development and public policies related to the early childhood education workforce continues to grow (Shonkoff, 2002). This gap may lead to the hiring of individuals who are not equipped with a foundation of child development theories which is fundamental to meeting the needs of children in the early childhood range (birth through age eight). The purpose of this study is to examine the recommendations regarding early childhood standards for preparation programs both from the literature and pre-service teacher preparation programs as found in certification/credentialing programs of early childhood pre-service teachers.

Early childhood education teacher preparation is key to building a successful foundation for future academic success for young learners (Mooney, 2013). Gordon & Browne (2017) noted that becoming a professional teacher takes time, knowledge, training, and experience. Teacher preparation standards “are intended to ensure that teachers have the skills necessary to help children master the prescribed content” (Feeney, 2012, p. 40). Many theorists, such as Dewey, Montessori, Erikson, Piaget and Vygotsky provide us with their findings on the importance of early childhood development (Mooney, 2013). Teachers in early childhood education should build upon these theories and apply them in their classrooms. When newly graduated teachers are in classrooms with ten or more students, they need to have the ability to connect with their students and an understanding about how their students learn and grow.

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Naicker, Sandice. "School-parent engagement through relational leadership practices of school principals in a multicultural setting." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80490.

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This study examines how school principals practice relational leadership for effective school-parental engagement in a multicultural setting. In South Africa, the post-apartheid education transformation created a situation in which schools are no longer allowed to discriminate against learners. As a result, a new multicultural setting has emerged in which schools are bound to accommodate learners from various cultural backgrounds. This shines the spotlight on school principals’ leadership and how they develop a school vision based on common values and redesign the school in a way that reflects the post-apartheid setting. The leadership role of principals is crucial for school-parental engagement in multicultural school settings. This is a qualitative study that used a case study design. The purposively selected sample consisted of 18 participants from six public schools in the Tshwane North and South. Data was collected using individual interviews. The theory of relational leadership was applied to examine how school principals can practice this leadership style to enhance parental engagement in multicultural school settings. Using thematic analysis, data was then grouped into themes in line with the research questions. The study found that the relational leadership by principals for school-parent engagement in a multicultural setting is limited and ineffective owing to a lack of multicultural sensitivity among most principals. The findings of the study also revealed that though many principals have tried practising different styles, such as instructional, distributive, collaborative and transformational leadership, to enhance parental engagement, these practices are seen as a limited solution. Therefore, the study suggests the need for principals to adopt a new leadership approach that creates a strong relationship between the principal and parents, taking into account the cultural context in which the school operates. The study recommends principals practice relational leadership for effective parental engagement in multicultural school settings.
Dissertation (MEd)--University of Pretoria 2020.
Education Management and Policy Studies
MEd
Unrestricted
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28

Nader, Martín. "Leadership implicit theories, LMX and employment wellbeing: Generalization of a theoretical model." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/99767.

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The generalizability of a theoretical model is studied in several regions of Argentina. Participants were 1009 people (440 men and 569 women) from four regions. We analyzed the differences in the variable values at work to confirm if the regions were culturally different from each other. Next we designed a theoretical model where the variables were: discrepancy between implicit theories, quality of relationship with the superior and wellbeing in the organization. Results showed that the four regions displayed differences on values orientations. The Northwest and Patagonia regions showed the greatest differences in comparison with the two remaining regions. The model is partially generalizable since there are differences between regions in some of the proposed theoretical relations.
El estudio tuvo como objetivo determinar la generalizabilidad de un modelo teórico en diversas regiones culturales de la República Argentina. Participaron 1009 personas (440hombres y 569 mujeres) residentes en cuatro regiones. Se analizó si existían diferencias en la variable valores en el trabajo para confirmar si las regiones eran culturalmente diferentes entre sí. Luego se diseñó un modelo teórico donde se contemplaron como variables la discrepancia entre teorías implícitas, calidad de la relación con el superior y bienestar en la organización. Los resultados muestran que las cuatro regiones presentan diferencias entre sí en cuanto a orientaciones respecto de los valores en el trabajo. Las regiones Noroeste y Patagonia muestran grandes diferencias entre sí y en referencia a las dos regiones restantes(Pampeana y Noreste). El modelo es parcialmente generalizable dado que se han encontradodiferencias en las regiones en algunas de las relaciones teóricas propuestas. -- The generalizability of a theoretical model is studied in several regions of Argentina. Participantswere 1009 people (440 men and 569 women) from four regions. We analyzed the differences in the variable values at work to confirm if the regions were culturally differentfrom each other. Next we designed a theoretical model where the variables were: discrepancy between implicit theories, quality of relationship with the superior and well-being in theorganization. Results showed that the four regions displayed differences on values orientations. The Northwest and Patagonia regions showed the greatest differences in comparison with the two remaining regions. The model is partially generalizable since there are differencesbetween regions in some of the proposed theoretical relations.
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Epitropaki, Olga. "From ideal leaders to actual managers : a longitudinal study of implicit leadership theories, leader-member exchanges, transformational leadership and employee outcomes." Thesis, Cardiff University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271000.

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30

Dangreau, Francois. ""How a leader turns to dictator" : Analysis of Kaddafi's life through leadership theories." Thesis, Linnéuniversitetet, Ekonomihögskolan, ELNU, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-19623.

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Abstract To the pantheon of grotesque and bloodthirsty dictators is now, on the front row, the Colonel Muammar Kaddafi who, for over 40 years, bought the silence of Western democracies with oil from his country and amuse the gallery with his folk outfit, his tents, his very close female guard, his reasoning and his degenerated offspring for a smoky diversion to hide the crimes of his regime. How the world has tolerated all these years, a fool like him who dictated the law to his enslaved people and executed worldwide opponents? Was it not enough to analyze his rambling speeches to understand that it was a Nero in power? Initially, this fictional character, out of "The Autumn of the Patriarch" by Gabriel Garcia Marquez, was probably not as crazy. Certainly was perceived in the eyes of the shy Lieutenant interviewed on television after the "White Revolution", a certain arrogance, but we were still far from the image of the future dictator. In 1969, the lieutenant was wearing a simple uniform, without medals, he smiled constantly and dodged most questions put to him, he did nothing of the clown lawless that some years later, terrorized his people and the international community. Who is he? Where is he from? How has he grown from a single officer to a despot? The phenomenon of Kaddafi was not new. The character looked like most dictators already known: totalitarian, he allowed no other political party, except his own, and model the constitution at his will to ensure the sustainability of his power; megalomaniac, he had delusions of grandeur and dreams of becoming the unifier of the Arab world; provocative and stubborn, he willingly employed a rhetoric that lacks of logic and insulted the intelligence; exhibitionist, he was always wearing, like Mussolini, accoutrements as surprising as ridiculous; irascible, he gesticulated and uttered during his speeches in the style of Hitler. Convinced that everything is permitted, he launched into projects and allowed excessive worst follies, like Idi Amin Dada, including the bombing of his own people. The paradox was the constant of his regime. Corrupt, he castigated the corruption and pretended to fight it by imprisoning some scapegoats; they became billionaires, he claimed to be "socialist" and was intended as poor as his subjects who stuck in sub-sustainable development. Champion of democracy, the one who was proud to say that   he granted the power to the Libyans by creating his "popular committees" eliminated his opponents, muzzled the media and cancelled the freedom of expression. For most of us, leadership has become synonymous with competence, courage, and good character. How then do we explain these atrocities? This fraud? And other scandals? In spite of the countless glaring examples of bad leadership, why do we cling to an idealized notion of leadership that is more imagined than real? This thesis is about the dark side of human condition. It paints leadership in shades of gray and black. In spite of all the work on leadership that assumes it by definition to be good, I describe how it is possible to exercise power, authority and influence in ways that do harm. This harm can be the result of the madness of one man and has calamitous consequences. The intend is here to draw attention to how and why it happens. I contend that this type of leadership is not an aberration nor a unique case but an ubiquitous and insidious part of everyday life that must be carefully examined and better understood.
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LeBreton, Daniel Lawrence. "Leader Influence Behavior, Follower ILTs, and Follower Commitment: A Multilevel Field Investigation." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27287.

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Surveys and a brief-interval longitudinal design were employed to investigate the relationships between selected proactive leader influence behaviors (PLIBs) and followersâ commitment to their leaders. Selected elements of followersâ implicit leadership theories (ILTs) were expected to moderate the PLIBs â commitment relationships. Hypotheses were generated and tested in order to determine the extent to which (1) PLIBs constituted group-level phenomena and (2) PLIBs and ILTs were related to follower commitment. Empirical evidence did not support treating PLIBs as group-level variables. While PLIBs were related to commitment, hypotheses specifying ILT dimensions as moderators of the PLIB â commitment relationships were not supported.
Ph. D.
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32

Shatzer, Ryan Hamilton. "A Comparison Study Between Instructional and Transformational Leadership Theories: Effects on Student Achievement and Teacher Job Satisfaction." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2432.

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This study examined the impact that school leaders have on teacher job satisfaction and student achievement. The threefold purpose of this study was to (1) compare transformational and instructional leadership theories, (2) examine the unique impact that school leaders have on student achievement and teacher job satisfaction after controlling for school context and principal demographics, and (3) find which specific leadership practices are associated with increased student achievement and teacher job satisfaction. Participants were 558 teachers from 37 elementary schools in the Intermountain West. Teachers completed the Teachers' Job Satisfaction Scale (TJSS), and were randomly assigned to complete the Multifactor Leadership Questionnaire (MLQ) or the Principal Instructional Management Rating Scale (PIMRS). Student achievement was measured by the Iowa Test of Basic Skills (ITBS) and the Criterion Referenced Test (CRT). Multiple regression and hierarchical linear modeling were used to find the relationships between these measurements. Results indicated that instructional leadership explained more of the variance in student achievement and teacher job satisfaction than transformational leadership. Leadership predicted a meaningful but nonsignificant amount of variance in student achievement, and a large significant amount of the variance in teacher job satisfaction. The control variables of school context and principal demographics tended to explain more of the variance in achievement scores, while leadership explained a majority of the variance in teacher job satisfaction. The leadership functions that were associated with increased student achievement were monitor student progress, protect instructional time, provide incentives for teachers, provide incentives for learning, and contingent reward. The leadership functions that were associated with increased teacher job satisfaction were supervise and evaluate instruction, maintain high visibility, provide incentives for teachers, promote professional development, provide incentives for learning, and individualized consideration. The implications of these findings, as well as the limitations of this research, will be discussed.
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Cater, Earl F. "Storytelling leadership| A semiotics theories qualitative inquiry into the components forming an oral story." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10012367.

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Using semiotics theories as a guide, the qualitative examination of storytelling literature and current storytelling practitioners provides research support for a list of storytelling components. Analysis of story building components discovered from literature in comparison to the results from research questionnaire responses by current storytellers confirms the existence of a historic list of regularities in storytelling practice. The analysis of current storytelling literature, narrative research literature, and historic Western European literature enables the development of five descriptive statements guiding the formation of a story. The comparison of the beliefs and practices of current storytellers to the five descriptive statements guiding the formation of a story provide a research method confirming regularities in storytelling practices across historic and ethnic boundaries. The resulting list of story components support the central research question.

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Akata, Gerald Anietie Ignatius. "Leadership in the Niger Delta Region of Nigeria: A Study of the Perceptions of its Impact on the Acquired Leadership Skills of Expatriate Nigerian Postgraduates." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1898.

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The primary trouble befalling Nigeria and its Niger Delta has been described as a failure of leadership. At various periods during the late 20th and early 21st centuries, Nigeria endured a bloody civil war and years of repressive military rule. Violence in the Niger Delta region, widespread brain drain, and frequent strikes that disrupted academic calendars at universities had serious ramifications for the region's educational system. This study explores former students' perceptions of perceived leadership qualities seen in educational leaders at universities in the Niger Delta and how those qualities impact the acquired leadership skills of expatriate Nigerian postgraduates. Participants were Nigerian postgraduates living in Africa, Europe, and North America. Twenty-three men and 4 women took part in the study. Purposeful snowballing sampling procedures was used to select the sample. A mixed method design was used to collect data through structured electronic-mail surveys, and data were analyzed using constant comparative analysis procedures. Fifteen areas of influence emerged from expatriates' perceptions of these educational leaders. Areas of influence were categorized into 4 major constructs: Leading qualities, Perceived produced impacts, Perceived barriers, and Responses. Expatriates perceived few negative leading qualities but perceived too many real negative impacts that posed barriers to their acquired leadership skills. They are aware that these perceived barriers could be social, economic, environmental, and ethnic. These perceived impacts and barriers have generated fear in respondents. Anger appeared to be postgraduates' most common response to negative leadership qualities of educational leaders, while restlessness, associated with desire for effective leadership in the region appeared to be a common attitude among respondents. Because educational leadership has tremendous impact on the lives of the country's postgraduates, and in light of increasing reports of "brain drain" from the region, Nigeria's educational leadership should be researched from every possible angle. A new theoretical model of perceptions of leadership qualities should be the focus of future research as Nigerian expatriates examine their own leadership qualities and, eventually, put them to use.
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Li, Rui Feng. "The comparison and contrast between ancient Chinese and Western leadership theories and practices : the discovery of a modern leadership model of current Chinese business practice that enables the transformation from the traditional autocratic leadership style to a transforming leadership style." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/66700/.

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Clough, Christopher Michael Illingworth. "Implicit anthropology in theories of management and of leadership : a dialogue with Christian theology." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/5787/.

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Increasingly the Christian churches are being encouraged to adopt modem management techniques and leadership styles. The thesis begins from the (tested) assumption that management and leadership theories carry an implicit anthropology and seeks first to identify the range of such anthropologies in the most influential theories and then to construct a critical engagement with Christian theological anthropologies. This thesis tests the apparent supposition that adoption of such theories is neutral and value-free, by focusing on the understanding of the ways in which humanity is understood and valued. An investigation is undertaken to establish the ways in which management theory is being introduced into churches, and the range of theories being advocated. Informed by an empirical study, the main management and leadership theories are grouped into types. These are described, analysed and critiqued to create a comprehensive review of the theories. Using representative Christian books, the study identifies the theories and theorists most influencing their writers and establishes how the secular theories are being deployed. Specifically Christian models, especially of leadership, are critiqued. Using criteria developed through a study of Christian theological anthropology, the secular management and leadership theories are also critically assessed in a treatment that extends in addition to issues of power and idolatry. The study shows that management theories carry underlying anthropologies and exposes other assumptions. All the secular theories are shown to be inadequate from a Christian view of full humanity. At the same time, attempts to articulate theories of management and leadership in specifiably biblical terms are also shown to be unconvincing. Moreover, the study shows selection of management theories for consideration and uptake by churches to be haphazard, idiosyncratic and otherwise arbitrarily selective. Proposals are made concerning more systematic, thoroughgoing and rigorous use of management and leadership theories in ways that are yet theologically cogent, which does not confuse ideas of management and those of leadership.
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Tavares, Gustavo Moreira. "Opening ILT blackbox: Exploring recognition-based leadership perceptions with conjoint analysis." reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/16580.

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Although research on Implicit Leadership Theories (ILT) has put great effort on determining what attributes define a leader prototype, little attention has been given to understanding the relative importance of each of these attributes in the categorization process by followers. Knowing that recognition-based leadership perceptions are the result of the match between followers’ ILTs and the perceived attributes in their actual leaders, understanding how specific prototypical leader attributes impact this impression formation process is particularly relevant. In this study, we draw upon socio-cognitive theories to explore how followers cognitively process the information about a leader’s attributes. By using Conjoint Analysis (CA), a technique that allows us to measure an individual’s trade-offs when making choices about multi-attributed options, we conducted a series of 4 studies with a total of 879 participants. Our results demonstrate that attributes’ importance for individuals’ leadership perceptions formation is rather heterogeneous, and that some attributes can enhance or spoil the importance of other prototypical attributes. Finally, by manipulating the leadership domain, we show that the weighting pattern of attributes is context dependent, as suggested by the connectionist approach to leadership categorization. Our findings also demonstrate that Conjoint Analysis can be a valuable tool for ILT research.
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Alabdulhadi, Ahmad Abdullah. "The role of need for leadership on the relationship between implicit leadership theories and leader-member exchange in the Saudi business context : a follower-perspective." Thesis, Durham University, 2017. http://etheses.dur.ac.uk/12246/.

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This research examines the moderating effect of need for leadership on the relationship between ILT-similarity and multi-dimensional LMX from followers’ perspective. Moreover, it examines the influence of individuals’ cultural orientations on perceived need for leadership and multi-dimensional LMX. The researcher conducted three studies (i.e. two pre-studies and a main study) using samples of Saudi full-time employees drawn from profitable companies operating in the oil and petrochemical sector in Saudi Arabia. The sample sizes were 49, 160, 333 for the first pre-study, the second pre-study, and the main study, respectively. The two pre-studies utilised qualitative and quantitative approaches to explore the Saudi ILTs and develop a more culturally adequate instrument to measure ILTs in the Saudi context. The first pre-study was concerned with generating items describing Saudi leaders, following the procedure of Schyns and Schilling’s (2011) study. The second pre- study was concerned with identifying factors from the items generated in the first pre-study. The first pre-study’s findings show that the Saudi ILTs of leaders in general consist of positive and negative attributes. Interestingly, more negative attributes emerged when describing Saudi leaders than in previous studies. Overall, the attributes reflected all Schyns and Schilling’s 15 categories plus one new category. A two-factor solution emerged in the second pre-study, and a 36-item scale was developed for use in the main study. The main study examined the hypothesised model which investigates the moderating effect of need for leadership on ILT-similarity and LMX relationship, and the influence of cultural orientations on perceived need for leadership and LMX, using the structural equation modelling (SEM) technique. The analysis revealed a significant effect of ILT-similarity on followers’ perception of LMX, however no significant effect was found for the hypothesised moderating role of need for leadership. Further, mixed results were found in terms of the cultural orientations’ influence on perceived need for leadership and LMX multi-dimensions. This study contributes to the existing literature by providing evidence for the effect of followers’ perception of ILT-similarity at the perceptual level on LMX, and the effects of cultural orientations on need for leadership and LMX.
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39

Godfrey, David Wayne. "The Behavioral Changes that can be Realized when Leaders are Exposed to the Theories and Metaphors Found in Quantum Physics." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12129/.

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Many are beginning to see the promise that the quantum world has offered those who manage and lead organizations (Wheatley, 1992; Zohar, 1997). The Newtonian world is one in which all "things" are reduced to their smallest parts, separated, divided, and analyzed with predictability, with complete control being the ultimate goal. The quantum world is one of infinite possibilities, infinite fields of influence, and infinite relationships. The hallmark characteristics found in a manager who has been schooled in the quantum sciences are flexibility, responsiveness, synchronicity, serendipity, creativity, innovation, participation, and motivation. In a quantum organization there is the constant awareness of the whole system, but there is also diversity (wave or particle), which allows for self-organization that is based on the environment and its requirements. In the quantum world many paths lead from A to Z, and depending on the path chosen, numerous realities wait to unfold. It was the goal of this research to explore the changing of leader behaviors through exposure to the models and theories found in quantum physics. From a quantum perspective this behavior change is possible; the only question is the readiness, willingness, and ability of the leaders to allow their behaviors to be surfaced and challenged. These are indeed the greatest challenges for all people as they proceed through life and work - readiness for change, willingness to change, and ability to surface key areas where change is needed.
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Grobler, Johannes Hendrik. "The relationship between leadership style and locus of control / Johannes Hendrik Grobler." Thesis, North-West University, 2004. http://hdl.handle.net/10394/183.

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Due to the fact that the environment in which companies in 'South Africa are operating is constantly changing, these companies are undergoing a process of transformation. Organisations that intend competing successfully within this changing environment will have to have the right kind of leaders in order to stay afloat and even flourish. It is expected from companies' leaders at all levels to successfully navigate these troubled waters. Much of leadership has to do with the way in which leaders motivate their subordinates. Research has shown that there are succinctly different styles of leadership, and that each type of style has a different influence on the motivation of workers. Another factor, equally important, is the concept of locus of control. Research has also shown that people perceive differently, that which controls their destiny. Does the leader feel that he/she is controlled by this constantly changing environment in which he/she has to lead, or is he/she as the leader of an organisation in control of him-herself and his/her actions, and therefore also in control of the company itself? The question that inevitably arises is the following: is there any relationship between the style of leadership and the locus of control of the leader, and if so, what is the nature of this relationship? A quantitative design (two test survey design on a large population) was used to take the measurements on the style of leadership and the locus of control of the leaders. The Locus of Control Inventory (LCI) of Schepers (1998) and the Multifactor Leadership Questionnaire (MLQ), form 5R of Bass and Avolio (1995), were administered. A statistical analysis was then carried out in order to determine the relationship that exists between the two measurements, as well as the nature of the relationship. There were 221 respondents from organisations in South Africa, most of whom were in a middle level of leadership. The results showed that an internal locus of control and a disposition towards autonomy were associated with a laissez-faire leadership style as well as a transformational leadership style. It also showed that an external locus of control was associated with a laissez-faire leadership style. Recommendations for organisations and for future research were made.
Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.
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41

Heapes, Nancy Ann. "Theories of action : linking leaders and school culture as a resource for increased school performance /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1331411951&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 170-178). Also available for download via the World Wide Web; free to University of Oregon users.
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42

Hurt, Janet. "Principals and Teacher Leaders Co-Constructing Theories in Practice: Empowerment and Accountability Exchanged Through School Leadership." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/528.

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The purpose of this study was to examine the extent to which the principal and teacher leaders at four purposefully selected schools collaboratively developed theories in practice related to the exchange between empowerment and accountability envisioned by education reform writers. The researcher posited that the tradeoff between empowerment and responsibility envisioned by policymakers would never occur without the principal and teacher leaders forming a consensus-building group and co-developing theories in practice as the basis for improving schools. Two research questions guided this investigation: (a) To what extent were principal espoused theories in practice and modeled behaviors congruent and (b) To what extent did the principal and teacher leaders co-develop theories in practice related to the trade-off between empowerment and accountability. The researcher used a qualitative, multiple case study design to examine theories in practice at four purposefully selected schools. Data were collected by interview, observation, document mining, and norm checklist. The researcher conducted semistructured interviews with six teacher leaders and the principal at each site. A focus group comprising four teachers assisted the researcher in clarifying the wording on the norm checklist at each school. The researcher coded and categorized until a saturation point was reached. Findings indicated that the principal influenced, to a great extent, the codeveloped theories in practice of teacher leaders and the principals. Many commonalities surfaced in this study among and between principal theories in practice and among and between principal and teacher leader co-developed theories in practice. The four most common themes comprising the collective theories in practice were: (a) building relationships, (b) focusing on students as a priority, (c) making collective decisions, and (d) accepting responsibility for school-wide outcomes.
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Sturgess, Nakeeta. "Identity, uncertainty, and leadership in extreme groups : an analysis through the lens of social identity and uncertainty reduction theories /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19745.pdf.

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44

Thompson, Charles N. "Personal characteristics and the impact of transformational leadership behaviors on follower outcomes." Wright State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=wright1212926187.

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45

Godfrey, David Wayne Allen Jeff M. "The behavioral changes that can be realized when leaders are exposed to the theories and metaphors found in quantum physics." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12129.

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46

Dunnagan, Monica Lynn. "Work Group Composition Effects on Leadership Styles in Aircraft Manufacturing Organizations." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/40.

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47

Horne, Jason, Virginia P. Foley, and Bethany H. Flora. "Race to the Paycheck: Merit Pay and Theories of Teacher Motivation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2997.

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Recent reforms in teacher evaluation tie these evaluations to student performance as measured by test scores and merit pay has been offered as a way to reward high test scores and improve teacher performance. Thus, the federal Race to the Top program has led several states toward teacher evaluation instruments that incorporate outcome data in the form of student achievement. In most states, this is the first step in the plan to institute a pay for performance program for teachers, also known as merit pay. This paper analyzes the concept of merit pay through the lens of equity theory. Equity theory provides a framework to organize a workplace that is equitable, consistent, and free of self-interest. Readers are challenged to consider the implications of merit pay in light of equity theory and resultant issues for educational policy and practice.
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Flora, Bethany, Virginia P. Foley, and Jason Horne. "Race to the Paycheck: Merit Pay and Theories of Teacher Motivation." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3057.

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49

Raei, Mohammed. "Development and Validation of the Adaptive Leadership with Authority Scale." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch153684122004308.

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50

Ju, Ju. "What is the effective leadership style in the Chinese context? : An empirical study from Chinese managers and followers perspective." Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-41274.

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Abstract:
With the trend of globalization, competition on the 21st century’s global economy is complex and filled with challenges. More and more MNCs realize that effective leadership, as a foundation of competitive advantage, plays a crucial role in better performance of the organizations. Both practitioner and theorists thus pay numerous attention to the study of effective leadership in different countries. However, researchers still report noticeable absence of cross-cultural research in the field of the three major Western leaderships study, i.e. charismatic leadership, transformational leadership and transactional leadership. An urgent need raises to further investigate the major Western leadership styles in non-Western contexts. The study aims to explore the most effective leadership style in MNCs Chinese Subsidiaries and to answer the question “why it differs from the Western world?” through applying the Western leadership theories into Chinese business practices. Eventually, the causes behind these differences have been disclosed and discussed. By reviewing 18 peer-reviewed articles, the attributes of the three major Western leadership styles are identified. Subsequently, all dimensions of the three leadership styles are ranked in terms of effectiveness and activity. As a result of combining the rank and all the identified attributes, a theoretical model of the three leadership styles is proposed. Based on a multi-case study approach in the Chinese context, the empirical data is collected through semi-structured interviews with five Chinese managers and five Chinese followers. The result of qualitative data analysis suggests that the most effective Chinese leaders’ behaviors belong to the transactional leadership style. With reference to the proposed theoretical model, this finding differs from the Western leadership theories. The study further reveals the major causes that lead to the differences between the Chinese practices and the Western theories. Seven implications were thus concluded. The study contribute to better understanding the applicability and effectiveness of the Western leadership theory in non-Western contexts, particularly China, and further address the weakness of cross-culture research reported in existing literature. The implications of this study give advice to MNCs that are paying increasing attention to exploring effective leadership style in China.
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