A key debate within leadership research is whether leadership can be conceptualized as a specialized role occupied by individuals or as a shared influence process amongst all members of a group (Yukl, 2006). Since the mid-­‐ 1990s some leadership scholars, as a counterpoint to the dominance of the former and using terms such as shared and distributed leadership, have attempted to elaborate new ‘post-­‐heroic’ leadership models (Badaracco, 2001) of the latter, in which leadership is something that involves all group members. These new forms of leadership are often positioned as something that organizations can implement as part of an adaptive response to a rapidly changing world. Despite a 50-­‐year tradition of construing leadership as a group level construct, little attention has been paid in these emerging debates to the systems psychodynamic perspective. From this perspective there are grounds for suspecting that attempts to implement shared leadership may compound rather than ameliorate issues related to adaptive challenges (Huffington, James and Armstrong, 2004). This thesis engages with the shared and distributed leadership literatures and examines how a systems psychodynamic perspective can contribute not only to debates within these literatures but to the wider controversies in the leadership literature. This thesis reports on the findings of a single, 18-­‐month, longitudinal case study of a senior team whose managing director attempted to implement shared leadership. Using a clinical fieldwork methodology (Schein, 1987) in the systems psychodynamic tradition (Miller, 1993b; Miller and Rice, 1967), this study advances a number of contributions to theory. These include: findings that challenge existing approaches to conceptualizing leadership – shared or otherwise; the elucidation of complex unconscious team processes that are mobilized as a senior team undertakes adaptive work; and thirdly, a more sophisticated and theoretically robust conceptualization of leadership as a group level phenomenon.

In this study, the role of the deputy-principal is examined. An attempt is made to gain a better understanding on how distributed leadership manifests in the role of the primary school deputy-principal by focusing on the deputy-principal’s activities and interactions with, among others, the Department of Basic Education (DBE), the principal, educators, the School Governing Body (SGB) and the community. A deputyprincipal is in the unique position of being not only the assistant to the principal and deputising for the principal during his or her absence, but also a teaching staff member. Education leadership literature shows that little attention has been given to the specific duties and responsibilities of South African deputy-principals in comparison to other leadership and management positions in schools. Due to the vaguely defined position of deputy-principals, their role and responsibilities remain largely undetermined. By posing the central research question to the study: “How is distributed leadership manifested in the role of the primary school deputy-principals?” the aim was to determine what primary school deputy-principals do on a daily basis at school, what the different perspectives are on the role and responsibilities of the deputy-principal with regard to school management and leadership, and also who determines what the primary school deputy-principal does and what criteria are used to determine these duties. Purposive sampling was used, selecting five large primary schools in the Tshwane South District of the Gauteng Department of Education (GDE). / Dissertation (MEd)--University of Pretoria, 2019. / Education Management and Policy Studies / MEd / Unrestricted

Classroom teacher leadership is a very broad concept that evolved over years and includes various concepts in the paradigm of education leadership (York-Barr & Duke, 2004: 255). Two concepts in the education leadership paradigm, which are closely related to and interlinked with classroom teacher leadership, are instructional leadership and distributive leadership. A new school of thought emphasises the importance of the classroom teacher as an instructional leader (Horgn & Loeb, 2010: 66). The only way that the classroom teacher can assume this required role as instructional leader is within a distributive leadership environment and therefore, distributive leadership is at the core of instructional leadership (Hoadley, Christie & Ward, 2009: 377). We can therefore conclude that classroom teacher leadership refers to classroom teachers who teach and lead (York-Barr & Duke, 2004: 267). Classroom teacher leadership is the type of quality leadership required to create effective schools. In recent studies done in South African schools it was, however, clear that although research proposes that the classroom teacher should assume leadership roles within a distributive leadership environment, classroom teacher leadership has not yet realised in the schools studied. The gap in the literature is that it shows what should happen, it indicates that it is not happening in some South African schools but it does not indicate how it should happen. This study aimed through a qualitative, case study design to investigate classroom teacher leadership in effective top-performing schools in the Pretoria area in the Gauteng province. Through semi-structured interviews the experiences of classroom teachers and their principals on classroom teacher leadership revealed that classroom teacher leadership is evident in these top-performing, secondary schools. Through their experiences various classroom teacher leadership practices could also be identified shedding light on how classroom teacher leadership can be implemented and promoted in order to create the quality leadership required for an effective school. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

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Educational leadership is challenged with meeting the requirements of No Child Left Behind (NCLB) and the Individuals with Disabilities Education Act (IDEA) legislation which mandates an education for all students. The focus on accessibility and accountability has resulted in more students with disabilities being served in the general education setting. The co-teaching service delivery model is offered in the school environment to provide an education for all students and is intended to include instruction that is specially designed for students with disabilities. Instructional leadership is essential to a successful implementation and maintenance of inclusive practices. This study sought to provide a better understanding of instructional leadership practices of the co-teaching service delivery model. The purpose of the study was to describe and explain how leaders support co-teaching. A distributed perspective based on the combination of activity and distributed cognition theories has been developed to study school leadership. This distributed perspective views leadership practice as an interaction between leaders, followers, and the situation (Spillane, Halverson, and Diamond 2004). This study examined instructional leadership practices of the co-teaching service delivery model at the elementary level. Data were collected through a qualitative design, using interviews, observations, and review of documents. Interviews were conducted with administrators responsible for the direct supervision of the co-teaching model and with co-teachers, both general and special educators. Observations occurred in the school setting and related documents were collected and analyzed. The distributed leadership perspective guided the data collection focusing on leadership tasks and functions, task-enactment, and social and situational distribution of leadership practice. The data revealed leadership tasks that included forming the team, scheduling, assigning instructional roles, allocating resources, and developing the co-teacher relationship. Leadership was shared between the administrators and teachers with both providing leadership. School environment, organizational arrangements with available resources, and participants' profile were identified as factors influencing the leadership practice of co-teaching. It is hoped by understanding the leadership roles and responsibilities of co-teaching, educators may better understand and nurture a co-teaching model that supports students in an inclusive environment. / Ed. D.

The challenges we face in society are becoming increasingly complex. Addressing complex problems (such as climate change, food security, and water conservation, among others) requires working with others in an interdependent and collaborative environment. However, employers have noted that college graduates are insufficiently prepared to work effectively in teams. The central problem this study seeks to solve pertains to the inability of college graduates to engage effectively in teamwork. I have identified transformational leadership and effective followership behaviors as predictors of teamwork quality and team effectiveness in the study. This study applies an explanatory sequential mixed methods design to examine: (a) whether transformational team leadership is positively related to team effectiveness, as mediated by teamwork quality, (b) whether effective team followership is positively related to team effectiveness, as mediated by teamwork quality; (c) team members' perceptions of overall teamwork quality, (d) team members' perceptions of how transformational team leadership influences overall teamwork quality and team effectiveness, (e) team members' perceptions of how effective team followership influences overall teamwork quality and team effectiveness, and (f) the differences and similarities that exist between teams in the perceptions of teamwork quality, transformational team leadership and effective team followership. Quantitative data were collected through surveys that were completed by 98 students (n=98) subdivided into 20 project teams (j=20) in the Virginia Governor School for Agriculture, as well as 84 students (n=84) subdivided into 10 project teams (j=10) in a leadership class at the University of Georgia. Follow-up focus groups were conducted with five teams (j = 5, n = 27). Statistical analyses included: descriptive statistics, correlational tests, exploratory factor analysis (EFA), Cronbach's alpha tests, and a mediation analysis based on ordinary least square regression-based path analysis. Coding and thematic analysis of focus group transcripts were carried out in the qualitative phase. Findings indicate that transformational team leadership was positively related to team effectiveness ( = 0.54, p < .05), such that the relationship was mediated by teamwork quality. However, teamwork quality did not mediate the relationship between effective team followership and team effectiveness. Findings show a distinction in the perception of teamwork quality between teams. Those with low-quality teamwork started out with limited social cohesion, exhibited social loafing, and were polarized along in-group versus out-group lines. In contrast, groups with high-quality teamwork started out with team bonding, resolved minor conflicts quickly, and established team synergy. Similarly, findings show a distinction in the perception of team leadership between teams, where those with low-quality teamwork exhibited centralized leadership, while teams with high-quality teamwork exhibited shared leadership. Lastly, findings show a distinction in the perception of team followership between teams, where those with low-quality teamwork exhibited passive team followership, and those with high-quality teamwork exhibited proactive team followership. The study has important implications for college students, leadership educators, organizations, and researchers. / Doctor of Philosophy / In today's world, employers are interested in the ability of college graduates to work effectively in a team. This is because the problems organizations face today are increasingly complex and require teamwork. Unfortunately, employers have rated many college graduates as inadequately prepared to work effectively in teams. Seeing this problem, I wanted to know what factors influence college graduates' ability to engage effectively in teamwork. While leadership researchers have identified team members' leadership and followership behaviors as factors that influence their ability to work effectively in a team, there is a need to know what that relationship looks like. Therefore, in this study, I have explored how transformational leadership and effective followership behaviors of team members influence teamwork quality and team effectiveness. I surveyed 20 student project teams comprised of 98 students in the Virginia Governor School for Agriculture, as well as 10 student project teams comprised of 84 students in a leadership class at the University of Georgia. As a follow-up, I conducted small-group discussions with five teams to understand what was going on in their teams regarding teamwork quality, leadership, and followership. I found that transformational team leadership influenced team effectiveness by improving the quality of teamwork in a team. However, effective team followership did not improve the quality of teamwork in a team. I also found a distinction in the perception of teamwork quality between teams. Those with low-quality teamwork started out with limited social cohesion, exhibited social loafing, and were polarized along in-group versus out-group lines. On the other hand, teams with high-quality teamwork started out with team bonding, resolved minor conflicts quickly, and established team synergy. Similarly, I found a distinction in the perception of team leadership between teams, where those with low-quality teamwork exhibiting centralized leadership, and those with high-quality teamwork exhibited shared leadership. Lastly, I found a distinction in the perception of team followership between teams, where those with low-quality teamwork exhibited passive team followership, and teams with high-quality teamwork exhibited proactive team followership. The study has important implications for college students, leadership educators, organizations, and researchers.

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The aim of this study is to explore the involvement of stakeholders in the functions of leadership within the context of voluntary organisations in the UK. What is intriguing about the study is that business and management research has focused mainly on ‘vertical leadership’ that stems from an appointed or formal leader as opposed to ‘shared leadership’ that is distributed across the organisation. This study therefore, seeks to advance scholarly knowledge on the phenomenon of ‘shared leadership’ focusing on voluntary organisations taking a stakeholder perspective. A review of the current literature focusing on shared leadership indicates that the definition of shared leadership has converged around numerous underlying dimensions. However, the key distinction between shared leadership and other leadership paradigms is that the influence process emanates from different directions rather than the tradition top to down approach. This study attempts to explore the level of shared leadership at the organisational level in the context of voluntary organisations by employing a pragmatic approach to research. The research involved three phases; Phase 1 is qualitative, Phase 2 is quantitative and Phase 3 is qualitative. The research methods have included semi-structured interviews (Phase 1) with 10 participants, a survey (Phase 2) that had 126 respondents and in-depth interviews (Phase 3) involving 30 stakeholders. The findings suggest that the level of shared leadership in voluntary organisations is relatively high. However, the involvement of the stakeholders has been more on a ‘consultative’ level rather than on a ‘participative’ one. Moreover, the status or position of the stakeholder in the organisation is a significant factor in determining the level of shared leadership. It was revealed that some stakeholders are merely involved in low level activities. The findings of this research have implications on the Human Resource Management in terms of stakeholder engagement in the leadership process.

The purpose of the study was to examine the effects of a shared leadership for the employees perception of job satisfaction and how employees perceive the social support and communication from managers as part of a shared leadership. Shared leadership means that two or more managers share the role which the traditional manager usually holds. Research indicated that shared leadership can generate both positive and negative effects for employees on the experience of good communication and social support. To create job satisfaction, research has shown that communication and social support are two basic and important factors (Heide, Johansson &amp; Simonsson, 2012; Charoensukmongkol, Moqbel &amp; Gutierrez-Wirsching, 2016). The study was conducted in public organization which uses the concept of shared leadership. A qualitative methodology based on semi-structured group interviews have been applied with eight employees. The result of the study indicated that the employees experienced both good and open communication, between them and their managers. It also showed that the employees felt that their managers was available to them. The result indicated that communication in turn affected employees perception of a strong social support. Which led to strengthen the relations between managers and employees, and generated the feeling of job satisfaction. The conclusion of the study indicated that shared leadership contributed to positive effects on employees' sense of job satisfaction. / Syftet med studien var att få kunskap om vilka effekter ett delat ledarskap innebär för medarbetarnas upplevelse av arbetstillfredsställelse. Studiens frågeställningar var hur medarbetarna upplever det sociala stödet och kommunikationen från cheferna som ingår i ett delat ledarskap. Delat ledarskap innebär att två eller flera chefer delar på rollen som en traditionellt ensam chef vanligtvis innehar. Forskning har påvisat att delat ledarskap kan generera både positiva som negativa effekter på medarbetarnas upplevelse av en god kommunikation och ett bra socialt stöd. För att skapa arbetstillfredsställelse har forskningen visat på att kommunikation och socialt stöd är två grundläggande och viktiga faktorer (Heide, Johansson &amp; Simonsson, 2012; Charoensukmongkol, Moqbel &amp; Gutierrez-Wirsching, 2016). Studien har utförts inom offentlig organisation där enhetschefer använder sig av konceptet delat ledarskap. En kvalitativ metod som bygger på semistrukturerade gruppintervjuer med enhetschefernas åtta närmsta medarbetare har tillämpats. Kommunikationen framgår i resultatet som bra och öppen samt att medarbetarna upplever att deras enhetschefer är tillgängliga för dem. Kommunikationen i sin tur påverkar medarbetarnas upplevelse av ett starkt socialt stöd. Det leder vidare till att stärka relationerna mellan parterna samt frambringar känslan av arbetstillfredsställelse. Slutsatsen visar på att det delade ledarskapet som enhetscheferna ingår i, bidrar till positiva effekter på medarbetarnas känsla av arbetstillfredsställelse.

The aim of this study is to broaden existing theories on self-leadership in response to unprecedented challenges and job demands in the emerging economy of the 21st century. The Austrian marketing sector is used as an illustrative example for gaining a more nuanced conception of leaders’ understanding and enactment of self-leadership within a creative environment. The approximation with grounded theory allowed gauging the gap in scientific research with respect to studying self-leadership within organisational settings, as suggested by other scholars. Perceptions on the current work environment and implications for business dealings and leadership at a broader level are disclosed firstly. The study then approximates the concept of self-leadership, underlining some of the dominant notions thereto, as may also be found in prominent research and proposing a conceptualized model for the multiplex relationship of viewing oneself as a starting point in leading others. Possible elements thereto are subsumed into the rubrics of behavioural, emotional and cognitive strategies, continuous learning, authentic role modelling and critical reflection, all of which allow leaders to transcend to an external meaning and ultimately inspire self-leadership among their followers. In the near aftermath, selfleadership shows a positive influence on work performance of both leader and followers, on developing creative potential and deriving meaning for oneself. The findings shall serve as a source of inspiration for leaders within their intuitive learning journey of selfleadership and encouraging the same among their followers. Furthermore, this research constitutes the base for future studies that attempt to shed more light onto the practical applicability of self-leadership within a business context.