Perceptions of the First-Line Supervisor's Authority: A Study in Superior-Subordinate Communication

Boyd, Bradford B.; Jensen, J. Michael

doi:10.5465/254857

Cited by 5 publications

(5 citation statements)

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“…The combined information can be channeled to improve leadership or make promotion, development, and retention decisions. Research in the private sector supports the use of subordinate feedback to facilitate communication (Boyd and Jensen, 1972), provide unique perspectives (Church, 1997), and serve as a reliable source of useful information (Smither et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED)

Goldring

Cravens

Porter

et al. 2015

Journal of Educational Administration

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Purpose -The purpose of this paper is to contribute to the ongoing dialog of whether and how instructional leadership is distinguished conceptually from general leadership notions, such as charisma, and to continue the ongoing psychometric research on the The Vanderbilt Assessment of Leadership in Education (VAL-ED) by examining its convergent and divergent validity. The authors hypothesize that the VAL-ED will be highly correlated with another measure of instructional leadership, but will be weakly correlated with more general measures of leadership that are rooted in personality theories. To test the convergent validity the authors implement the Hallinger and Murphy (1985) Instructional Management Behavior of Principals (IMBP) inventory, (Hallinger and Murphy, 1985;Hallinger, 2011). The authors use an instrument for emotional intelligence, Trait Emotional Intelligence Questionnaire (TEIQue) as the divergent measure (Petrides et al., 2007). Results indicate that principals and teachers have different perceptions of leadership concepts.Design/methodology/approach -The sample of schools in this study included 63 schools, 47 elementary, seven middle, and nine high schools from eight districts in six states in the US correlational analyses and regression are implemented. Findings -The three sets of correlations from teacher responses about their principals among the three measures of the VAL-ED, TEIQue, and PIMRS (0.715, 0.686, and 0.642) are similar in size and all quite high. The picture is different for principals' self-ratings, however. The VAL-ED is more strongly correlated (0.492) with PIMRS than with TEIQue (0.119), providing some evidence for convergent validity between learning-centered leadership and instructional management, and divergent validity when compared with emotional intelligence traits. The correlation between teachers and principals on the VAL-ED is only 0.17. Research limitations/implications -An interesting finding of this study is that principals can discriminate between instructional leadership measures and emotional traits when self rating, while teachers rate their principals similarly, and do not seem to discriminate between instructional leadership practices, as measured by the VAL-ED or PRIMS, and general traits associated with leadership effectiveness, as measured by the TEIQue. This paper discusses the theoretical and practical implications of these findings for both understanding the limitations of rating scales measuring instructional leadership, and their uses for evaluation purposes. Furthermore, teachers seem to perceive and understand these leadership traits differently than principals suggesting the need for training in how to use and interpret the results. Originality/value -Educator accountability has placed principal evaluation and assessment at the forefront of reform debates. There is limited research on 360 degree evaluation systems. Rating scales of principals' instructional leadership, are being used for assessing principals' strengths and weaknesses in making decision...

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Section: Discussionmentioning

confidence: 99%

The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED)

Goldring

Cravens

Porter

et al. 2015

Journal of Educational Administration

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“…Of interest are numerous studies which have indicated that superiors and subordinates have differing perceptions of a variety of factors which affect their relationships. [7][8][9][10][11] Furthermore, supervisorsubordinate expectations regarding many aspects of the communication process may also be vastly dissimilar. 12 Similaritiesespecially those related to demographics, attitudes and/or values -have been shown to reduce the potential for distortion.…”

Section: Prescriptive Theory In the Communication Literaturementioning

confidence: 99%

An investigation of relationships between communication style and leader‐member exchange

Yrle

Hartman

Gallé

2002

Journal of Communication Management

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. earned his PhD from the University of Arkansas. His specialties include communication, motivation, leadership, teambuilding and conflict management.Abstract In this research, the authors examine the relationships between findings from several potentially-related literature streams including a prescriptive body of communication theory involving supervisor-subordinate communication, contingency ideas involving use of coaching/directive vs counselling/participative leader communication styles, and leader-member exchange (LMX) theory from the management literature. LMX suggests that supervisors may afford differing treatment, and thus possibly use different communications tactics, with subordinates in higherquality exchange relationships than with those in lower-quality relationships. This literature, however, leaves unresolved whether supervisors should treat employees differently. In contrast, much of the communication literature has emphasised development of 'best' practices which, presumably, should be used with all employees. In this research the authors consider whether there are consistencies between leader communication practices and the perceived quality of the leader-member exchange. They report evidence that employees perceive differences, especially in the level of participation-related communication, depending upon whether they believe they are in a higher-or lower-quality LMX relationship. Moreover, they find weak evidence for congruence between supervisor and subordinate perceptions of the quality of the exchange and no significant evidence that similarity of the dyad influences the quality of the exchange.variations which may exist in the ways managers communicate with different employees and whether there are differences between subordinates' perceptions of higher-or lower-quality exchanges with their supervisors. The paper begins by investigating whether there are relationships between subordinates' reports of the 'quality' of their relationships with their supervisors and their perceptions about the quality of their communication with the supervisor. Next, the issue of perceptual congruence with the supervisor is considered and it is asked whether supervisors' assessment...

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“…A recent study (Mueller & Lee, 2002) finds clear evidence to support a link between employee communication satisfaction and leader-member relations. These researchers conclude that: &dquo;To increase overall level of communication satisfaction [for interpersonal, group and organizational levels] among their subordinates, superiors should offer opportunities to develop and maintain higher-quality [leader-member] exchanges with as many subordinates as possible (p. 235).&dquo; Unfortunately, research has established little perceptual congruence in leaders' and members' evaluations of the quality of their mutual relationship (Boyd & Jensen, 1973;Gerstner & Day, 1997;Schnake, Dumler, Cochran & Barnett, 1990). Given this situation, precisely how can leaders build better quality relations with all of their members?…”

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confidence: 95%

Leader-Member Relations as a Function of Rapport Management

Campbell

White

Johnson

2003

Journal of Business Communication

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Leader-member interaction is important to organizations. Unfortunately, such exchanges can also be a leading cause of employee distress. Recent Research calls for leaders to develop higher quality relations with their members, which in turn will increase communication satisfaction. Scholars have also suggested additional research that focuses on interaction between leaders and members to better understand how leaders can and should manage such relationships. However, there is considerable evidence that leaders and members do not agree about the quality of their relationship. In this article, we address how leaders can build better relations with their members. Specifically, we explain how leaders might improve the quality of their relationship with members by focusing on interpersonal communication strategy. First, we focus on a competing values framework to clearly establish the importance of relationship building in effective management. Second, we define communication strategies for building better leadermember relationships by borrowing concepts from rapport management in sociolinguistics. Finally, we demonstrate how our model of leadership communication (based on a synthesis of competing values and rapport management theory) explains the quality of leader-member exchanges.

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Perceptions of the First-Line Supervisor's Authority: A Study in Superior-Subordinate Communication

Cited by 5 publications

References 0 publications

The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED)

The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED)

An investigation of relationships between communication style and leader‐member exchange

Leader-Member Relations as a Function of Rapport Management

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