Successful clusters through successful communication: why clusters should be managed by Place Leaders

Ganske, Patricia; Carbon, Claus-Christian

doi:10.3389/fcomm.2023.1194103

Cited by 3 publications

(1 citation statement)

References 70 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The achievement of organizational success through the unification of individuals with diverse qualities is contingent upon the leader's effective coordination and motivation of the team members. Ganske and Carbon (2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Construction and Validation of the Teachers' Motivation Questionnaire (TMQ): A Detailed Exploration

Ramzan,

Khurram

2023

REAL

View full text Add to dashboard Cite

The teachers' motivation is crucial to the institutional value and accomplishment of goals; it greatly influences the success of institutions, particularly in educational institutions. This study aimed to develop and validate a questionnaire to assess teachers' motivation and named it as Teachers' Motivation Questionnaire (TMQ). The questionnaire contained two motivation dimensions provided by Herzberg's Two-Factor Theory of Motivation (i.e., Intrinsic and Extrinsic Motivation). The preliminary draft of the questionnaire was created after a focus group discussion on the forty-four (44) item, five (5) point Likert Scale. After ensuring content and face validity by having the items reviewed by experts and removing any items with CVR scores of less than 0.42, the questionnaire's items were whittled down to just thirty (30). Two hundred twenty-six teachers working for the school education department participated in a pilot study of the revised questionnaire. The data were processed using PLS Smart version 4, which determined the questionnaire's validity, reliability, and model fit. After removing the unsuitable items, the questionnaire was reduced to eighteen (18) items. The AVE values for extrinsic motivation items were 0.575 > 0.5, while for intrinsic motivation items were 0.633> 0.5. The Fornell-Lacker criterion value (0.828) was greater than the correlations with other latent components, 0.778 and 0.828, respectively. The Heterotrait-Monotrait ratio (HTMT) was 0.895 0.9, which is considered good. Cronbach alpha values for extrinsic motivation were 0.917 > 0.7, while for intrinsic motivation were 0.916 > 0.7. Similarly, the composite reliability (CR) values for extrinsic motivation were 0.931 > 0.7 and 0.932 > 0.7, respectively. So, the Teachers' Motivation Questionnaire (TMQ) was internally consistent, valid, and reliable. The overall study's findings approved using TMQ to investigate teachers' motivation.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Construction and Validation of the Teachers' Motivation Questionnaire (TMQ): A Detailed Exploration

Ramzan,

Khurram

2023

REAL

View full text Add to dashboard Cite

show abstract

Leadership Qualities of Successful Millennial Leaders in Developmental Agenda in Africa

Gwala

2023

Advances in Logistics, Operations, and Management Science

View full text Add to dashboard Cite

Leadership is the glue that bridges good ideas to action. Leadership is the ability to influence people to follow, and then bring about fundamental changes in society. Scholars have widely postulated different kinds of leadership styles. With the changing technological environment and millennials, these studies are further extrapolated to what skills should millennial leaders possess in this digital age. The study adopted exploratory direction using a desktop review of literature. The study revealed five themes that millennial leaders must exhibit. The study identified visionary, crisis, innovation, and adaptability leadership; inclusive, empathetic, integrity and accountability leadership; resilience, perseverance, cultural appreciation, and contextual understanding; it also viewed youth, women empowerment, environmental stewardship, and long-term thinking as another group of though leadership that millennial leaders ought to advance. Lastly, the ability of millennial leaders to communicate, educate and share knowledge is critical in ringing and growing new leaders through education.

show abstract

Project-based learning as a means of forming leadership qualities in senior preschool children

Vatamaniuk,

Dutkevych

2024

Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”

View full text Add to dashboard Cite

The relevance of this research is determined by the modern demands of Ukrainian society for the formation of motivated, responsible citizens who can successfully fulfil leadership roles. The aim of the study was to find an answer to the question of how project-based learning contributes to the development of leadership qualities in older preschool children. The research employed structural-functional, terminological, humanistic, genetic, activity-functional, and competency-based approaches, as well as general scientific logical methods (analysis, the unity of induction and deduction, modelling, and systematisation). Leadership qualities (independence, initiative, creativity, responsibility, communicativeness, organisational skills, partnership, empathy) were defined as components of leadership as a child’s social competence. It is shown that project-based learning involves the organisation of children’s activities to create a project, which is based on the need to solve a life problem, achieve a certain goal, to obtain a specific result through the sequential solution of current tasks. Project-based learning aligns with the demands of the modern age, expanding the space for children’s creativity, stimulating thinking, boosting motivation, and enabling educators and children to be partners, avoiding displays of dominance. Project-based learning successfully fosters leadership qualities such as communicativeness, organisational skills, partnership, and empathy in senior preschool children, as it is built on group interaction with its inherent phenomena of role distribution, communication, and mutual understanding. By modelling the process of solving real-life problems during the project, children develop leadership qualities such as independence, initiative, creativity, and responsibility. The specific capabilities of project-based learning in developing leadership qualities lie in providing opportunities for children to exhibit leadership qualities in interactions with both peers and adults; fostering various types of leadership (communicative and business, formal and informal, etc.) and the acquisition of different leadership roles (organiser, expert, idea generator, communicator); and preventing “negative” leader traits such as arrogance, dominance, and egocentrisms

show abstract

Successful clusters through successful communication: why clusters should be managed by Place Leaders

Cited by 3 publications

References 70 publications

Construction and Validation of the Teachers' Motivation Questionnaire (TMQ): A Detailed Exploration

Construction and Validation of the Teachers' Motivation Questionnaire (TMQ): A Detailed Exploration

Leadership Qualities of Successful Millennial Leaders in Developmental Agenda in Africa

Project-based learning as a means of forming leadership qualities in senior preschool children

Contact Info

Product

Resources

About