Gender differences in participatory leadership: An examination of principals’ time spent working with others

Sebastian, James; Moon, Jeong-Mi

doi:10.22230/ijepl.2017v12n8a792

Cited by 12 publications

(8 citation statements)

References 43 publications

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“…This way of thinking confirms the definition of leadership that emphasizes the power of influence, especially individually, not structural influences [19]. Responsibility is a hallmark of performance-oriented leaders [20], in addition, sensitivity to humanitarian issues such as gender [21] and harmony [22].…”

Section: Human Resource Leadershipsupporting

confidence: 71%

Kiai's Leadership in Managing Human Resources

Syahrul¹,

Mukhtar²,

Akbar³

2019

Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019)

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The focus of this article review is Kiai's leadership in managing human resources at a modern boy boarding school in Southeast Sulawesi. The purpose of the study is to explore Kiai's leadership practices in aspects: 1) human resource planning; 2) organization of human resources; 3) leadership of human resources; and 4) supervision of human resources. Through a qualitative-descriptive approach, this study obtained findings including: 1) Kiai's leadership in human resource planning is carried out in the segments of students, teachers, and caregivers; 2) organizing human resources applied in the form of class division, dormitory, empowerment of talent-talent institutions, teacher empowerment in various activities; 3) leadership of human resources is indicated by the involvement of Kiai in various activities of students and teachers; 4) supervision of human resources is carried out by empowering clerical organizations and active involvement of students in enforcing discipline.

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Section: Human Resource Leadershipsupporting

confidence: 71%

Kiai's Leadership in Managing Human Resources

Syahrul¹,

Mukhtar²,

Akbar³

2019

Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019)

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“…Since individuals commonly refer to visible attributes such as gender, to form the basis of their evaluations of and beliefs about the characteristics of others, dyadic gender composition plays a key role in determining the beliefs and expectations of principal–middle leaders’ interpersonal interactions (Phillips et al ., 2009) and therefore may influence PST attribute. The female leadership style has been characterized as collaborative and supportive, with interpersonal relationships that are collegial and caring, promoting cooperation over competition, and tending to solve problems through negotiation and compromise (Sebastian and Moon, 2017). PST involves activities that are characterized by a more participatory (e.g.…”

Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

Principals' systems thinking attribute: exploring a principal–middle leader relational demography perspective

Benoliel

Shaked²,

Nadav

et al. 2020

JEA

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PurposeRelying on information processing and attribution theories, which relate to the formation of leadership perceptions and attributes, the current study seeks to examine the relationship between demographic variables and principals' systems thinking (PST) in an integrated model. The present study purpose was threefold: first, the study seeks to examine whether attributions middle leaders make about PST may show substantial and systematic variance in a management team. Second, the study seeks to investigate the influence of principal–middle leaders’ relational demography variables (gender, education and tenure) (dis)similarity on middle leaders’ PST attribute. Finally, the study seeks to explore the moderating role of duration of principal- principal–middle leader acquaintance in the relationship of demographic (dis)similarity to PST.Design/methodology/approachData were collected from 305 dyads (middle leaders and their principals) from 101 schools. MANOVA analysis and hierarchical regression analyses were used to test the hypothesis.FindingsFindings showed that it is both appropriate and important to examine group-level effects when studying PST effects. Also, PST levels were higher in gender-similar relationships than in gender-dissimilar ones. Finally, duration of acquaintance was found to moderate the relationship between principal–middle leaders’ gender (dis)similarity and PST appraisal.Originality/valueFocusing on principal–middle leader relationships, which are explicitly relational, with a consideration for level relationships may potentially highlight the need to consider multiple levels of analysis in order to understand how PST attribution occurs. This focus can help us to capture the core of PST social dynamics among the dyad, as well as highlighting the distinction, if any, between in-groups and out-groups. Acknowledging that school faculty are motivated by their interpersonal relationships with their principals and how such relationships are contingent upon demography (dis)similarity and the duration of acquaintance between dyads may help to broaden the understanding regarding potential antecedents of middle leaders' PST attribution and its implication for school organizations.

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“…The strong similarities between the sexes on the three factors indicated in the results in this work do not match findings from previous research in the field. For example, studies by Coronel, Moreno and Carrasco [92], Sebastian and Moon [93] and Lorentzen [94] demonstrated that female principals tend to have better attitudes and stronger beliefs regarding inclusive educational issues and cooperative methodologies than their male counterparts. Authors such as Vestal and Torres [95], Randall and West [96], and Hauseman [97] pointed out that, in this sense, the special sensitivity of women principals towards the well-being and integration of students in the educational institution could be a factor that explains these differences between male and female principals.…”

Section: Discussionmentioning

confidence: 99%