Leadership Programming: Exploring a Path to Faculty Engagement in Transformational Leadership
Lamm, Kevan W.; Sapp, L. Rochelle; Lamm, Alexa J.
Journal of Agricultural Education, v57 n1 p106-120 2016
Transformational leadership has served as a model for positive, individual-focused leadership, based on its emphasis on motivation and higher levels of organizational performance. Change is a constant for faculty that become leaders within the Land Grant University System. Changes to governance and accountability of institutions and threats to research through commercial or political interests reflect the need for positive and effective leaders. The purpose of this study was to examine if participation in LEAD21, a leadership development program intended for land grant universities' colleges of agricultural, environmental, and human sciences and NIFA, changes participant levels of transformational leadership. Results indicated overall level of transformational leadership rose by an average of 7%. This finding was unexpected based on previous research that found statistically significant changes in transformational leadership dimensions of 1% - 2%. These results are encouraging, considering transformational leaders tend to lead higher performing organizations. Agricultural educators and leadership development professionals can use the results of this study to inform future teaching practices. The empirical evidence that transformational leadership development within a sample of emerging leaders is encouraging. The continuation and expansion of leadership development programs focused on transformational leadership dimensions are encouraged.
Descriptors: Leadership Training, Transformational Leadership, Governance, Accountability, Statistical Analysis, Agricultural Education, Teaching Methods, Land Grant Universities, Educational Change, Higher Education, Faculty Development, Grounded Theory, Pretests Posttests, College Faculty
American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Strengthening the Creative Transformational Leadership of Primary School Teachers
Kallapadee, Yadapak; Tesaputa, Kowat; Somprach, Kanokorn
International Education Studies, v10 n4 p179-186 2017
This research and development aimed to: 1) study the components and indicators of creative transformational leadership of primary school teachers; 2) study the existing situation, and the desirable situation of creative transformational leadership of primary school teachers in the northeastern region of Thailand; 3) develop a program to strengthen creative transformational leadership of primary school teachers; 4) study the results of implementing the strengthening of the creative transformational leadership program of primary school teachers. The research instruments are comprised of: 1) a form for evaluation components and indicators of creative transformational leadership; 2) a questionnaire for the existing situation and the desirable situation; 3) a form for the assessment of the program to strengthen the creative transformational leadership of primary school teachers; 4) a form for evaluating the results of implementing creative transformational leadership; 5) a test of creative transformational leadership. The research found that: The creative transformational leadership of primary school teachers has 5 elements and 16 indicators, including 1) the vision, 2) the intellectual stimulation 3) creativity, 4) inspirational motivation, 5) flexibility. The results of the study of the existing situation and the desirable situation of creative transformational leadership of primary school teachers showed at practice level every dimension and at overall were high. The study result of how to strengthen creative transformational leadership indicates coaching and mentoring levels were at high. Developed programs to strengthen creative transformational leadership of primary school teachers consisted of 5 modules: 1) the vision which covers three indicators, namely, picture mind, challenge and goal, 2) the intellectual stimulation which covers three indicators, namely, promotion of wisdom use, rationality and the ability to solve problems, 3) creativity which covers four indicators, namely, the initiative idea, the flexibility of thinking, fluency of and the quality of thinking, 4) inspirational motivation which covers three indicators, namely, confidence, concentration in action, hope for success, 5) flexibility of thought which covers three indicators, namely, adaptation according to the situation, adaptation to problem solution and action ability in several dimensions. The second program was guideline-applied coaching and mentoring processes. The results of the study found significant difference between before and after use of the strengthening in that the level after use was higher than before using every module (p-value< 0.05).
Descriptors: Transformational Leadership, Elementary School Teachers, Foreign Countries, Creativity, Research and Development, Creative Teaching, Likert Scales, Questionnaires
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Situational Judgment Tests and Transformational Leadership: An Examination of the Decisions, Leadership, and Experience in Undergraduate Leadership Development
Grossman, Greg; Sharf, Ruth
Journal of Leadership Education, v17 n1 p114-131 Jan 2018
We examined a large multi-year undergraduate leadership development program (LDP) across seven universities and used an integrated framework of transformational leadership and situational judgment tests (SJTs) during a critical and formative period of leadership development. This study was the first to show a significant relationship between experience and transformational leadership style in students in an undergraduate LDP using SJTs and the multifactor leadership questionnaire (MLQ). The results showed that greater experience was positively related to increased transformational leadership style and that high overall decision scores were indicated in all groups of students with varying leadership styles and varying experience levels and decision abilities. The study findings and implications are discussed, along with recommendations for leadership educators to develop decision quality in LDPs.
Descriptors: Transformational Leadership, Situational Tests, Leadership Training, Leadership Styles, Questionnaires, Decision Making Skills, Undergraduate Students, Learning Experience, Transformative Learning, Role Models, Academic Achievement, Teaching Methods, Student Surveys, Statistical Analysis
Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
