Lyderystės įtaka grupės veiklos rezultatams farmacinėje kompanijoje: lyderio elgsenos deskripcinė analizė. Magistro darbas. Magistro darbe teoriniu bei praktiniu aspektu nagrinėjama lyderystės įtaka komandinio darbo rezultatams. Darbo tikslas - išanalizuoti lyderio elgsenos galimybes įtakoti veiklos rezultatus verslo organizacijoje ir nustatyti efektyvios elgsenos ugdymo gaires. Atlikta tyrimo mokslinė analizė, vertinant lyderio elgsenos tyrimo metodą ir lyderio elgsenos įtaką grupės veiklos rezultatams farmacinėje kompanijoje. Nustatyta, kad išnagrinėta ir interpretuota nagrinėtų elgsenos požymių raiška tirtoje organizacijoje leidžia padaryti išvadą, jog lyderio elgsena yra grupės sėkmę įtakojantis veiksnys, skatinantis kiekvieno darbuotojo kūrybingą ir produktyvų darbą. Išanalizavus gautus rezultatus, galima daryti hipotetišką išvadą, kad grupių vadovams reikia daugiau dėmesio skirti grupės narių poreikių suvokimui, suteikti daugiau laisvės atliekant pavestas užduotis. / The Influence of Leadership on Group Results in the Pharmaceutical Company: Leader Behavior Description. Master’s work. The aim of this work is to analize leaders behavior possibilities to influence on group results. Leader behavior and it’s applying possibilities in the organisation context is analyzed in this work. This work also presents the results of the research of leader behavior description among the group leaders. The main research conclusion is that the leadership behavior is one of the main success factors which is able to help group leaders to reach their goals. It confirmes the author’s formed scientific research hypothesis, that the leaders and employees face the leader‘s behavior importance. Group managers are supposed to concentrate on needs of group members and allow them complete freedom in their work.

Abstract This cross-sectional survey study investigated middle and high school administrative team members’ leadership classifications and perceptions of secondary principals’ leadership actions and behaviors in the context of change and to what extent these perceptions are gender specific. In addition to gender, the study also examined the impact of race/ethnicity, age, campus level, length of employment in the district, length of time working with the principal, and closeness to the principals on leadership actions and behaviors. The results of the study are intended to highlight the importance and value of feminine-inspired leadership approaches and administrative team members’ perspectives of leadership in managing and leading the change process. The study targeted the leadership actions and behaviors of 39 middle school and 28 high school principals assigned to traditional secondary schools in the southwestern United States. Administrative team members’ perceptions of secondary school principals’ approaches to leadership served as the basis for the study, which investigated whether administrative team members perceived principals’ leadership actions or behaviors in a change context to be gender specific. Male and female administrative team members (n=210) were surveyed using the Leader Behavior Description Questionnaire (LBDQ), Form XII – fourth revision (Ohio State University, 1962). Based on survey results, secondary principals were classified as dynamic, considerate, passive, and structured leaders as rated by administrative team members using the LBDQ. The results of the study revealed that gender and school level of administrative team members did not influence the classification of secondary principals as dynamic, considerate, passive, or structured leaders. The ratings of those principals perceived as dynamic were statistically significantly higher than those of principals as passive and structured leaders. Out of 62 secondary principals, administrative team members classified principals as follows: dynamic leaders 63% (n=39), considerate leaders 5% (n=3), passive leaders 16% (n=10) and structured leaders 16% (n=10). Additionally, dynamic leaders received a statistically significant higher rating of closeness to principal when compared to passive and structured leaders. The findings of the study, which illuminate the perspectives of administrative team members with regard to secondary school principals, have implications for informing research on school leadership as well as educational leadership practices.

The demand for highly qualified teachers is well documented, yet numerous stressors influence educators to leave their positions. The guiding question for this study was: Is there a relationship between perceived principal leadership behavior and the stress experienced by the novice secondary teacher? The target population was novice teachers in Louisiana. The purposive sample was delimited to novice secondary teachers having six semesters of teaching experience or less in grades 6 through 12. The ten largest parishes in Louisiana were selected to sample. Four of the ten parishes granted permission to survey novice secondary teachers. The Leader Behavior Description Questionnaire, Form XII (Stogdill, 1963) was used to determine the perception of principal leadership in two dimensions: consideration behavior and initiation of structure behavior. The Teacher Stress Inventory (Fimian, 1988) was used to collect demographic data on the participants and to determine a composite stress score from five sources of stress and five manifestations of stress. The statistical analyses included stepwise multiple regression and one-way ANOVA. Data were analyzed with the Statistical Package for the Social Science Version16.0 (SPSS). Time management, along with discipline and motivation, were the top two sources of stress for novice teachers. Fatigue manifestation and emotional manifestation were the most conspicuous manifestations of stress. These results reflect relevant issues facing the contemporary teacher. Professional investment, the diminished autonomy teachers experience when the locus of control is external to the classroom, was the single most reliable source of stress to predict both initiating structure and consideration leadership behavior. Emotional manifestation was the single most reliable manifestation of stress to predict initiating structure xiv and consideration leadership behavior. No significant relationship was found between the demographic and organizational variables and stress in the novice secondary teacher. Principal leadership is a potential predictor of teacher retention. Thus, the findings of this study have implications for three specific areas: programs of support for new teachers, preparation and training of principal leadership, and policies that are critical for the successful principal.