Distinguishing Between Servant Leadership and Authentic Leadership

Peltz, David P.

doi:10.1007/978-3-030-46660-2_2

“…An authoritative leadership style is reliably concerned with motivating a group to reach the ultimate set goals of the organisation (Peltz, 2020). This style works well when the members in an organisation are energised toward the goals at the work environment and beyond (Fullan, 2007).…”

Section: Leading a Culture Of Changementioning

confidence: 99%

Educational Leaders’ Views About School Culture, Climate, Leadership, and Success: A Comparative Study of New Zealand, Finland, and Ghana

Baafi¹

2021

Preprint

0

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This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders.

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“…Despite the above advantantages of the authoritative leadership, there are several disadvantages of using this leadership style. Firstly, this leadership style fails to function well and becomes ineffective when the leader is working with a team who are more expert and knowledgeable than he or she (Peltz, 2020). Under this situation, the authority of the leader becomes questionable and out of touch (Northouse, 2004).…”

Section: Leading a Culture Of Changementioning

confidence: 99%

Educational Leaders’ Views About School Culture, Climate, Leadership, And Success: A Comparative Study Of New Zealand, Finland, And Ghana

Baafi¹

1

0

View full text Add to dashboard Cite

This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders.

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Vezetési stílusok hatása a digitális transzformációra

Dióssy,

Losonci,

Városiné Demeter

2023

Veztud

1

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A legújabb ipari forradalom jelentősen átalakítja az üzleti világot és sok vállalatot digitális transzformációra ösztönöz. A digitális transzformáció során a vállalat a szervezeti működés több területén (pl. stratégia, szervezet, technológia) változtat azért, hogy azok a digitális megoldások vállalati intézményesítését támogassák. A szakirodalom alapján kijelenthető, hogy a vezetői stílus kulcsfontosságú tényező a vállalatok transzformációs törekvéseiben. A szerzők kutatásukban azt vizsgálják, hogy a vezetői stílusok milyen hatással vannak a digitális transzformációra. Elemzésükhöz 94 feldolgozóipari vállalat adatait használták fel, amelyek a Versenyképesség Kutató Központ kérdőíves felméréséből származnak. A feladatorientált és kapcsolatorientált vezetői stílusok jellemzői keverten jelennek meg: az egyik feltárt stílus a célokra és megvalósításra fókuszál, a másik a teljesítményre és emberre. A digitális transzformáció szintén két pillérre épül: a digitális transzformációs stratégia mellett a digitális transzformációs tevékenységekre. Fő megállapításuk, hogy a digitális transzformációs stratégiára mindkét vezetői stílus szignifikáns pozitív hatással van. A digitális transzformációs tevékenységekre azonban csak a célokra és megvalósításra fókuszáló stílus hat pozitívan.

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Distinguishing Between Servant Leadership and Authentic Leadership

Cited by 5 publications

References 28 publications

Educational Leaders’ Views About School Culture, Climate, Leadership, and Success: A Comparative Study of New Zealand, Finland, and Ghana

Educational Leaders’ Views About School Culture, Climate, Leadership, and Success: A Comparative Study of New Zealand, Finland, and Ghana

Educational Leaders’ Views About School Culture, Climate, Leadership, And Success: A Comparative Study Of New Zealand, Finland, And Ghana

Vezetési stílusok hatása a digitális transzformációra

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