Although the topic is trending globally, clear steps forward for female leadership are yet to be made. This is impacted even more by the fact that little empirical research has been conducted to examine the attitudes towards females in managerial positions from different countries' point of view. Therefore, the aim of this research is to get an understanding of the current state of affairs of female leadership in a more global context, with input from both developed and developing countries. Specifically, it explores the similarities and differences of female leadership challenges in Afghanistan and The Netherlands. To explore challenges experienced by, as well as strategies of, Afghan and Dutch female leaders, a qualitative study was conducted. Ten semi-structured interviews were done in-person and through video calls, consisting of 5 interviews for each country. Ten participants, meeting the criteria of holding a leadership/management position, were chosen through convenience sampling. The results showed significant similarities and differences in female leadership challenges, as well as strategies.  The unfortunate entanglement of culture in Afghanistan, under Taliban rule, has resulted in the oppression of female leaders. In the Netherlands, female leadership progress appears idealized. Nevertheless, female leaders in both countries share similar strength and strategies to cope with challenges themselves because society seemingly fails to bring change. As the results also show leadership skills specific to female leaders, societies and organizations worldwide should spread awareness and take action in gender equality, unlocking the full potential of female leadership.

Syfte: Denna studies syfte är att öka förståelsen för hur olika ledarskapsstilar påverkar konflikthantering bland chefer inom bank. Metod: I denna studie har en kvalitativ metod använts för att samla in data. För att samla in det empiriska materialet har vi använt oss utav semistrukturerade intervjuer med sex respondenter. Till grund för vår studie har vi använt oss utav tre olika ledarskapsstilar och fem olika konflikthanteringsstilar. Materialet har analyserats mot de valda stilarna. Resultat och slutsats: Vår studie har visat att den transformativa ledarskapsstilen samt att den tillmötesgående konflikthanteringsstilen är dem mest använda i vår studie. Studiens resultat har också visat att Examensarbetets bidrag: Vår studie har bidragit med en ökad förståelse för ämnet genom en kvalitativ metod. Studie har även bidragit till ett ytterligare perspektiv i form utav en bransch som vi inte sett tidigare. Genom detta bidrag ser vi att banker inom Sverige kan använda sig utav vår studie samt fortsatt forskning inom ämnet. Förslag till fortsatt forskning: Våra förslag för framtida forskning är att studera ämnet inom samma bransch fast inom ett och samma företag. Detta för att på så sätt se om det finns skillnader inom ledarskapet och konflikthantering på samma arbetsplats. Förslag på vidare forskning skulle också kunna vara att använda sig utav både enkät och intervju för en bredare syn på ämnet samt en större målgrupp. / Aim: The aim of this study is to increase the understanding of how different leadership styles affect conflict management among managers in banking. Method: In this study, a qualitative method has been used to collect data. To collect the empirical material, we have used semi-structured interviews with six respondents. As a basis for our study, we have used three different leadership styles and five different conflict management styles. The material has been analyzed against the chosen styles. Results and conclusions: Our study has shown that the transformative leadership style is the most common and that the accommodating conflict management style is the most common. The results of the study have also shown that a high degree of transformative leadership is linked to the collaborative and accommodating conflict management style. A high degree of transactional leadership is linked to the compromising and accommodating conflict management style. The study also shows that it is common for a leader to use parts from different leadership styles and that it is common for leaders to use different conflict management styles depending on the conflict situation. Contribution of the thesis: Our study has contributed to an increased understanding of the subject through a qualitative method. The study has also contributed to an additional perspective in the form of an industry that we have not seen before. Through this grant, we see that banks in Sweden can make use of our study and continued research in the subject. Suggestions for future research: Our proposals for future research are to study the subject within the same industry but within one and the same company. This is to see if there are differences in leadership and conflict management in the same workplace. Suggestions for further research could also be to use both a questionnaire and an interview for a broader view of the subject and a larger target group.

The present experimental study aimed to investigate the effect of a controlling leadership style, in contrast to an autonomy supportive leadership style on performance and state anxiety in student football players. The sample consisted of 35 participants, 25 men and 10 women, between 16 to 20 years. The experiment had an interventional effect with pre and post measurements. There were two intervention groups and one control group. The intervention groups consisted of a controlling leadership group and an autonomy supportive leadership group. Pre- and post-test performance was measured by means of four different football skill exercises with binary outcomes. There were four exercises and three measured trials which gave a maximum points total of 12 points in the exercises. State anxiety was measured by means of the Competitive State Anxiety Inventory-2 Revised. CSAI-2R is a self-report scale which aims to explore three dimensions of anxiety: Cognitive anxiety (CA), somatic anxiety (SA), self- confidence (SC). Each participant filled in this scale after they completed the four football exercises. No statistically significant pre- to post-test changes in CA, SA, SC or football performance, as an effect of leadership style, was found. However, players in the controlling leadership condition showed significantly higher levels of SA and lower levels of SC in comparison to the control group at post-test

A total of 278 teachers participated in this study. This study was designed to examine how teachers from “distinguished” (high performing) and “needs improvement” (low performing) middle schools perceived the roles of their principals as instructional leaders who could provide schools with the necessary leadership characteristics for school improvement. This study also examined if differences existed among teachers’ perceptions of their principals’ roles based on school type and demographics (gender, age, years of work experience, and educational attainment). The principal leadership questionnaire (PLQ) was used to collect data based on the five factors: identify and articulate vision and provide inspiration, foster acceptance of group goals, provide appropriate model, provide intellectual stimulation, and provide individualized support. Cronbach alpha was used to establish the internal consistency of the instrument. Data were analyzed using mean scores, percentages, t-tests and ANOVA. The findings indicated that the participants had positive perceptions with strongly agreed to agreed responses on most of the questionnaire items indicating that teachers perceived their principals should possess the characteristics associated with instructional leadership. Female participants consistently agreed with higher mean scores on all five PLQ factors than did male participants. The researcher recommended that further research and a longitudinal study be conducted on this topic to examine and compare leadership preparation programs in Georgia and other states across the nation and to determine the long-term effects of instructional leadership roles on student achievement.

The Covid-19 pandemic accelerated the adoption of remote work out of necessity, leading many organizations to reevaluate their traditional office-centric work models. As a result, businesses and employees alike became more comfortable with remote work arrangements, paving the way for the widespread acceptance of the hybrid work model even after the pandemic subsides. While the hybrid model offers numerous advantages by blending both office and remote work, its drawbacks and challenges remain largelyunexplored.Especially managers are facing challenges as their traditional approaches to lead and influence their employees may prove less effective in this new dynamic environment. Consequently, there is a pressing new for managers to comprehend these challenges, equipping themselves with new skills sets to thrive. Additionally, they must innovate new methods to inspire and motivate employees within their team, ensuring the organizations attains its objectives in this evolving environment. The purpose of this thesis is to gain insights on how leader behavior affects employees in the hybrid work environment as well as contributing to the limited existing research in this field. To fulfil the purpose, the following research question has been developed: What impact do different leadership styles have on the motivation of employees in a hybrid work environment? By investigating this research question, we will delve into the impacts of autocratic, democratic and laissez faire leadership on employee motivation in the hybrid model. To explore the relationships between leadership styles and employee motivation in this work environment a survey has been conducted that aims to provide data required to answer the stated research question. Through the analysis of collected data, we have been able to conclude that leadership styles indeed do have an impact on employee motivation in a hybrid work environment. Furthermore, the empirical findings indicate that some leadership styles correlate with positive motivational outcomes while others exhibit negative motivational outcomes. These findings offer valuable practical implications for managers operating within hybrid work environments as well as for the broader organizational context.

Syftet med studien är att belysa variationen i hur förskollärare uppfattar sitt ledarskap i planerade undervisningssituationer respektive spontana undervisningssituationer. Syftet konkretiseras med hjälp av tre frågeställningar: På vilka sätt resonerar förskollärare kring sitt agerande i planerade undervisningssituationer? På vilka sätt resonerar förskollärare kring sitt agerande i spontana undervisningssituationer? Vilka ledarskapsstilar framkommer i förskollärares beskrivningar av deras ledarskap i planerade respektive spontana undervisningssituationer? Studien utgår ifrån en fenomenografisk ansats och används som både teori och metod. Fenomenografins centrala syfte är att beskriva ett fåtal individers uppfattningar av ett fenomen. För att få fatt i förskollärares uppfattningar av sitt ledarskap i enlighet med fenomenografin och därmed besvara studiens syfte och frågeställningar användes kvalitativa semistrukturerade intervjuer som datainsamlingsmetod. Urvalet av respondenter bestod av sju stycken utbildade och verksamma förskollärare på två förskolor i Mellansverige. Empirin analyserades utifrån den fenomenografiska analysmodellen vars resultat i sin tur analyserades med ledarskapsstilar som analysverktyg för att besvara studiens tredje frågeställning.  Resultatet av studien visar att respondenterna uppfattar att förskollärares ledarskap innefattas av flera aspekter, däribland planering, anpassningar, kommunikation och beaktande av barns delaktighet. Resultatet visar också att det demokratiska- och situationsanpassade ledarskapet är de mest framträdda ledarskapsstilarna i både planerad- och spontan undervisning. Slutsatser som kan dras utifrån resultatet är att förskollärares ledarskap är komplext och att det krävs medvetenhet och flexibilitet i förskollärares ledarskap för att kunna anpassa utifrån varje enskild situation och varje enskild individ. / The aim of this study is to highlight the variation in how preschool teachers perceive their leadership in planned teaching situations and spontaneous teaching situations. The aim was concretized with the help of three questions: In what ways do preschool teachers reason about their actions in planned teaching situations? In what ways do preschool teachers reason about their actions in spontaneous teaching situations? Which leadership styles emerge in preschool teachers' descriptions of their leadership in planned and spontaneous teaching situations? The study is based on a phenomenographic approach and is used as both theory and method. The central purpose of phenomenography is to describe a few individuals' perceptions of a phenomenon. In order to get hold of preschool teachers' perceptions of their leadership in accordance with the phenomenography and thereby answer the aim and questions of the study, qualitative semi-structured interviews were used as a data collection method. The sample of respondents consisted of seven trained and working preschool teachers at two preschools in Central Sweden. The empiricism was analyzed based on the phenomenographic analysis model, the results of which were in turn analyzed with leadership styles as analysis tools to answer the study's third question.  The results of the study show that the respondents perceive that preschool teachers' leadership is comprised of several aspects, including planning, adaptations, communication and consideration of children's participation. The result also shows that democratic- and situational leadership are the most prominent leadership styles in both planned and spontaneous teaching. Conclusions that can be drawn from the results are that preschool teachers' leadership is complex and that awareness and flexibility are required in preschool teachers' leadership to be able to adapt based on each individual situation and each single individual.

This study explored the relationship between leadership styles and organisational climate by means of quantitative research. Data from an organisational climate survey was used during the analysis. The results indicate that there was a positive correlation (0,749 at the 0,01 level) between leadership styles and organisational climate, thus supporting the research hypothesis. A standard multiple regression analysis was conducted and three leadership styles were found to predict 55,6% of the variance in organisational climate. The Authoritative leadership style made the largest unique contribution to the variance in organisational climate. The interaction between biographical and organisational variables and leadership styles and organisational climate was studied by means of t-tests and ANOVAs. Although statistically significant differences were found, these terms were of little practical significance and the effect sizes were generally small. The study concludes with recommendations for Industrial and Organisational Psychology practices and further research. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)

This study is an empirical research that is set to examine to what extent culture affects the performance of Swedish managers when doing business with their Russian customers. The authors aim is to find out how important cultural awareness is when doing business between Sweden and Russia as well as what factors Swedish managers should consider before doing business with a Russian customer. The purpose of this study has been set in relation to empirical evidence based on a qualitative research approach with semi structured in-depth interviews as a method. Seven in-depth interviews has been conducted in order to fulfil the research questions and the purpose of this study, all interviewees has got at least three years of business related experience towards the Russian market. One of the main objectives of this study is to create a road map that will unveil hidden rules and provide a practical approach in order to avoid apprehensions and hesitations concerning the Russian culture, before arriving and while already in Russia. This study reveals that factors such as language, non-stereotyping, and a rigorous research about the Russian culture are needed for a Swedish businessman before doing business in Russia. When a Swedish businessman has arrived in Russia, considerations and efforts should be put on factors such as the importance of a formal dress code, practice status, as well as a strict leadership style.

Joe Louis Clark was the principal of Eastside High School (EHS) located in Paterson, New Jersey from 1982 to 1989. The purpose of this phenomenological case study was to explore Mr. Clark’s leadership style as principal of EHS, and to investigate from the point of view of Mr. Clark’s former students, teachers, and administrators what, if any effect, his leadership style had at EHS, as well as on his students, teachers, and administrators’ lives during and subsequent to their time at EHS. I conducted this investigation by giving voice to my classmates, teachers, administrators and myself. I graduated from EHS during Mr. Clark’s tenure and I am a member of his first graduating class in 1986. When Mr. Clark arrived as principal, EHS was characterized by large numbers of students living at or below the poverty line, overcrowded classrooms, and outdated resources. Additionally, there were issues such as: high dropout rates, drugs, teenage pregnancy, violence towards students and teachers. In an attempt to raise the students’ Minimum Basic Skills Test scores and eliminate the violence at EHS, Mr. Clark was hired as the principal. Through face-to-face and telephone semi-structured, open ended in-depth interviews with twenty-two participants, I uncovered personal views of Mr. Clark’s leadership style. Mr. Clark used a leadership style that was characterized by the informants as autocratic, directive, charismatic and caring. The voices of his students, teachers, and administrators speak volumes about the strategies he developed that made an impact on their lives in addition to reforming EHS.

Leadership has been studied as an essential component for success in business, government, and military environments. However, the optimal style of leadership in university settings remains unclear. Transformational leadership style has been proposed as efficient for universities, however some experts have argued that transformational leadership is actually counterproductive at academic institutions. Increasing public scrutiny of university leaders has also raised the question of presidential leadership style. One manifestation of this scrutiny is the U.S. News & World Report (USNWR) annual college ranking. To resolve the uncertainty regarding effective leadership style the present study was designed to address the following research questions: 1. Is there any relationship between a top tier ranking in the USNWR and a particular leadership style? 2. Is there agreement among top administrators at the ranked institutions regarding the style of leadership exhibited by their university president? The proposed study answers these questions through the analysis of data gathered utilizing the Multifactor Leadership Questionnaire. The survey instrument was sent to three top administrators at the top 50 ranked national universities according to USNWR. A score was derived which provided a quantitative assessment of transformational, transactional or laissez-faire leadership styles. In addition, a satisfaction score was determined. The key results of the study show: 1) transformational leadership was found in 56% to 74% of the rated presidents; 2) transformational leaders were found to induce the greatest satisfaction; 3) transactional leadership style was exhibited 24% of the time, and laissez-faire leadership was found among 8% of the presidents; 4) laissez-faire leadership was noted significantly more frequently among universities ranked from 40 - 50 according to the USNWR; and 5) there was no statistical agreement among the administrators surveyed.In conclusion, the findings of this study indicate that transformational leadership is the most satisfactory style of leadership among these national universities. The rating of transformational university presidents as highly satisfactory demonstrates the success of presidents with these leadership skills.