The subject of leadership has been explored from different fields by different scholars. The leadership debates and discussion have dominated academia across the globe for decades. The contribution of this thesis to the subject of leadership is threefold. Firstly, it demonstrates a different style of leadership, that is, servant leadership. Secondly, it studies servant leadership from a biblical perspective in general and Philippians 2:5-11 in particular. Thirdly, it applies biblical servant leadership principles to an African context. The historical background of Philippians is studied to understand the world of the text. The different leadership styles are explored and compared with servant leadership. Servant leadership principles are studied in Philippians 2:5-11 and applied in an African context. The thesis concludes with the servant leadership models in South Africa like Nelson Mandela, Desmond Tutu and Frank Chikane. The purpose here is to demonstrate that servant leadership as a New Testament concept is applicable to a contemporary South African context. Consequently, the thesis makes New Testament research available to an African audience. / Dissertation (MA)--University of Pretoria, 2012. / New Testament Studies / MA / Unrestricted

Die stetig voranschreitende Dezentralisierung und Internationalisierung von Organisationen sowie die zunehmende Digitalisierung führen zu erheblichen Veränderungen beruflicher Arbeitsprozesse (Staar, 2014). Dabei ermöglicht vor allem die steigende Virtualisierung von Geschäftsprozessen durch den Einsatz vielfältiger Technologien eine dynamische Vernetzung der beteiligten Personen (ebd.): Statische vordefinierten Strukturen weichen zugunsten der Bearbeitung problembezogener, dynamischer, vernetzter Zusammenarbeit (Picot, Reichwald, & Wigand, 2003, S. 420). Die beteiligten Personen arbeiten dabei nach einem „anytime-anyplace-Prinzip“ (Offelmann & Zülch, 2006., S. 118) vermehrt an ganz unterschiedlichen geografischen Standorten. Die Zusammenarbeit und Koordination der beteiligten Mitglieder wird dabei zu einem großen Teil oder vollständig durch eine Reihe verschiedener Informations- und Kommunikationstechnologien wie z.B. E-Mail, Videokonferenzsysteme, oder Groupware-Systeme ermöglicht (Schaper, 2011). Mit diesen Veränderungen in Kontext und Kommunikation verändert sich auch die Zusammenarbeit der beteiligten Personen insgesamt (Huxham & Vangen, 2001). Besonderes Augenmerk kommt vor allem der Gestaltung von Führung in virtuellen Kontexten zu (Hertel & Konradt, 2007). So werden für diese Formen der Zusammenarbeit, die oft projektbezogen und wenig hierarchisch organisiert sind, alternative Führungsmodelle wie das der „Shared Leadership“ (Hoch & Kozlowski, 2014) oder der „Emergent Leadership“ diskutiert (Yoo & Alavi, 2004). Entlang dieser Thematik ist folglich zu untersuchen, wie und durch wen in überwiegend heterarchisch organisierten Formen virtueller Zusammenarbeit Entscheidungen getroffen werden, Führung beurteilt und durch Führer und Geführte geteilt wird. Insbesondere die Frage, wer aus welchen Gründen eine Führungsrolle im Team übernimmt, ist dabei Gegenstand aktueller Forschung und wird sowohl aus Führer als auch aus Geführtenperspektive untersucht (z.B. Staar, 2014). [Aus der Einleitung.]

Syftet med föreliggande studie var att undersöka hur ledarskapsmodeller sprids genom exemplet Försvarsmakten och Transformativt ledarskap. Undersökningen baserades på en kvalitativ ansats, vilken utgjordes av en fallstudie som innefattade intervjuer och dokument. Gällande genomförda intervjuer bestod urvalet av åtta informanter från Försvarsmakten och Försvarshögskolan, vilka var experter inom ämnet ledarskap. Intervjuerna varade mellan 45- 60 minuter vardera. Gällande dokumenten analyserades av Försvarsmakten och Försvarshögskolan publicerade material såsom: beslutsdokument, broschyrer, utbildningsmaterial och en lärobok. Utifrån studiens analytiska ramverk visade resultatet att ledarskapsmodeller sprids i en tydlig riktning. Spridningsprocessen inleds nämligen med ett behov som efterföljs av att en ledarskapsmodell inhämtas och anpassas till verksamheten samt att den sedermera sprids vidare till andra organisationer. I diskussionsdelen diskuteras detta mönster med hjälp av Nyinstitutionell teori och tidigare forskning kring idéspridning. Som konklusion konstaterades slutligen att införandet av en ny ledarskapsmodell var av dubbelbottnad karaktär för fallet Försvarsmakten. I detta avseende poängteras att det fanns rationella anledningar och ett behov av att införa en ny ledarskapsmodell, men att ledarskapsmodellen däremot inte alltid upplevdes som praktiskt tillämpbar inom organisationen. Exempel på praktiska implikationer ges. / The aim of this study was to examine how leadership models are being spread through the example of the Swedish Armed Forces and Transformative Leadership. The survey was based on a qualitative approach as a case study that included interviews and documents. The selection of the interviews consisted of eight informants from the Swedish Armed Forces and Swedish National Defence College, who were experts in the subject of leadership. The interviews lasted between 45-60 minutes each. The documents that were analyzed were published by the Swedish Armed Forces and the Swedish National Defence College and included materials such as: decision documents, brochures, training materials and a textbook. Based on the study's analytical framework, the results showed that leadership models are being spread in a clear direction. In this case, the process of spreading the model starts with a need of a new leadership model which is then obtained by the existing demand. Thereafter the organization adapts the model to the context of the organization, which later on is being spread to other organizations. This pattern is later discussed in the thesis using New Institutional Theory and previous research based on the diffusion of ideas. The conclusion is that the introduction of a new leadership model within the Swedish Armed Forces was of equivocal nature. In this regard it was emphasized that there were rational reasons and a need to introduce a new leadership model, but that the leadership model did not always perceived as practically applicable within the organization. Examples of practical implications are presented.

Relatively few people occupy formal leadership positions in their lives. Yet everyone must make decisions in the context of their different roles in life and different positions in society which will influence other people in their environment. Most South African primary schools have leadership models and appointment procedures which culminate in a "formal leadership crush" in the 12th and 13th year of the developing preadolescent. This period is described in literature as a critical development period and serves as a foundation for the forming of identity in the adolescent period which follows it. The purpose of this research is to investigate the appropriateness of existing leadership models for preadolescents in asocial context. Two leadership models are relevant. The first model is the traditional appointment of a core group of leaders for a period of a year, who must perform certain tasks. The second model developed in response to bigger pressure to democratize the leadership process in schools and assumed the form of a committee system. Learners are divided into committees, chairpersons and vice-chairpersons are elected and learners are jointly responsible for performing certain tasks. At the end of the year a core group of high-profile leaders are then appointed. A qualitative research method which follows an inductive, exploring approach was selected, because this method acknowledges the complexity of the phenomenon. Data was content-analytically processed by means of Atlas.ti. The application of different leadership models in the preadolescent development phase is a complex issue. The results indicate that children realize that competence, exemplariness, diligence, hard work, being reliable for teachers, performance and leadership qualities are less important than popularity, familiarity and acceptability among the peer group. In addition the election procedure is inconsequent, because children are brought under the impression that they are being identified as leaders, while at the same time there is a so-called "democratic" process over which children and teachers have no control. Leaders' primary tasks are supervision, discipline and the maintenance of order. This position implies the potential for conflict, because fellow learners are not recognized as authority figures and because the leaders also do not have enforceable authority. Formal leadership models also do not recognize the informal peer group ordering of the participants in the process, and inferiority and a feeling of disempowerment are the result of a situation where a formal role is assigned to someone who is not recognized in the group. The misfit between the demands which a social environment makes of children in the preadolescent development phase may possibly be the cause of the manner in which children's emotional, behavioral and social development disturbances manifest. Primary school leadership models as evaluated in this study, influence the development and end result of the spontaneous development of the preadolescent with regard to the physical, cognitive-moral and psycho-social development. The . compulsory participation in a leadership model in grade 7 has a disruptive and disturbing impact on the preadolescent's development. Proposals for the reviewing of leadership models include the establishment of structure, mentorship and personal involvement and supervision by teachers. That means that time and energy must be spent with the preadolescent, so that behavior and learning may take place by means of modeling and facilitation. / Thesis (PhD (Psychotherapy))--University of Pretoria, 2006. / Psychology / unrestricted

The purpose of this study was to examine the differences of student-athletes' preferred leadership behavior for their coaches based on gender, competition level, task dependence, and task variability. Four hundred and eight male and female student-athletes from four NCAA Division I and six Division II universities expressed their preferences using the Revised Leadership Scale for Sport (RLSS) (Zhang, Jensen, & Mann, 1997). The preference version of the RLSS included six behavior dimensions, autocratic, democratic, positive feedback, situational consideration, social support, and training and instruction behaviors. A split-plot ANOVA was performed on the individual preference scores grouped by gender, competition level, task dependence, and task variability for the six dimensions of coaching behavior. The ANOVA also computed interactions. Fisher's LSDs were performed on all significant interactions. Among genders, the ANOVA demonstrated a significant gender by level interaction for democratic behavior. Fisher's LSD failed to detect any significant interactions. Among competition levels, the ANOVA demonstrated a significant task dependence by level interaction for autocratic behavior. Division I independent sport student-athletes had significantly higher preferences than Division II independent sport student-athletes. A significant task variability by level interaction revealed Division I open sport student-athletes had significantly greater preferences for autocratic behavior than did Division II open sport student-athletes. The results also demonstrated a significant task dependence by level interaction for democratic behavior. Division I independent sport student-athletes showed significantly greater preferences for democratic behavior than Division I interdependent sport student-athletes and Division II independent sport student-athletes showed significantly greater preferences than did Division II interdependent sport student-athletes. Independent sport student-athletes, regardless of gender or competition level, showed significantly greater preferences for democratic, positive feedback, situational consideration, and social support behaviors. The results also indicated a significant task variability by level interaction for autocratic behavior. Division I open sport student-athletes had significantly greater preferences for these coaching behaviors than Division I closed sport student-athletes. Open sport student-athletes, regardless of gender or competition level, had significantly greater preferences for democratic, positive feedback, and social support behaviors. The results demonstrate support for a portion of the multidimensional model of leadership (Chelladurai, 1979; 1990) with differences in behavior preferences based on student-athlete characteristics of competition level, task dependence, and task variability. The results may aid in the evaluation of coaching behavior and coaching method and in defining training preparation programs that would enhance the congruence between student-athlete behavior preferences and actual coaching behaviors. The results suggest the use of the multidimensional model of leadership and the related instruments for future investigations of sport leadership behavior.

What constitutes the best leadership is a topic of much debate, with differing opinions on various types of leadership styles and success factors among leaders and countries. Over time, we have observed both informal and formal leaders who have taken on the role of leading a group of people through both difficult and easy situations, which has led to attempts to understand what truly is the best leadership and what characteristics such a person possesses. Leading a group of employees can look different depending on the country one works in, given the different cultures that characterize each country. But what does leadership look like within a group that exists in two different countries? How does leadership appear within an organization that operates in a cross-cultural environment? To be able to motivate your employees, it is required that you as a leader have the same goals within your own role, that you pay attention to the individual in order to then develop the group you are responsible for in the best possible way. This study provides an insight into how to work with different leadership models and by using the identified key factors that are fundamental to being the best leader in the workplace, to be able to develop oneself and help others to develop to achieve a good working environment where everyone thrives, finds engagement, trust, understanding, and where communication functions well. The study also demonstrates an understanding of the cultures that exist within organizations, which allows for connecting them and extracting the most important aspects from each culture. This leads to the inclusion of all individuals and the development of autonomy. The study's results partly support what previous research has claimed about leadership. It is possible to see that many of the characteristics between the countries are found both in theory and in the results, such as communication styles, organizational structure, and decision-making. Seven key factors have been identified for each country that are required for successful leadership, where the majority of these are directly related to developmental leadership, which are role models, personal care, inspiration and motivation, demands and rewards, and control. In addition to these, balance, transparency, and competence are identified, which are not directly related to developmental leadership, with the latter two being unique to each country. The study also suggests that there are challenges to leading an organization within a cross-cultural environment, but there is feasibility and the possibility to adapt one's leadership to the prevailing situation by taking into account what is required from the leader. The results can be valuable for companies and organizations striving to improve their leadership and create a positive work environment for their employees as well as for companies operating within different cultures. / Vilket som är det bästa ledarskapet finns det många olika åsikter om, där synen på olika typer av ledarskapsstilar och framgångsfaktorer skiljer sig mellan ledare och länder. Genom tiden har vi kunnat följa både informella och formella ledare som tagit sig an rollen att leda en grupp människor genom både svåra och lätta situationer, vilket har lett till att försöka förstå sig på vad som egentligen är det bästa ledarskapet, och vilka egenskaper en sådan person innehar. Att leda en grupp medarbetare kan se olika ut beroende på vilket land man arbetar inom, givet de olika kulturerna som präglar länderna var för sig. Men hur ser det egentligen ut med ledarskapet som verkar i en grupp som finns i två olika länder? Hur ser ledarskapet ut inom en organisation som arbetar inom en tvärkulturell miljö? För att kunna motivera sina medarbetare krävs det att du som ledare själv har samma mål inom din egen roll, att du ser till individen för att sedan kunna utveckla den grupp du ansvarar över på bästa möjliga sätt. Genom denna studie ges en inblick i hur man kan arbeta med de olika ledarskapsmodellerna och genom att ta hjälp av de identifierade nyckelfaktorerna som ligger till grund för att vara den bästa ledaren på arbetsplatsen, för att kunna utveckla sig själv och hjälpa andra att utvecklas till att nå en bra arbetsmiljö där alla trivs, finner engagemang, tillit, förståelse och där kommunikationen fungerar på ett bra sätt. Studien visar också på förståelsen av de kulturer som existerar inom organisationer, vilket möjliggör att koppla samman dem och dra ut det viktigaste från varje kultur. Detta leder till att alla individer kan involveras och att autonomi kan utvecklas.  Studiens resultat visar delvis på vad tidigare forskning har påstått om ledarskap. Det går att se att många av karaktärsdragen mellan länderna återfinns både i teorin och resultatet, exempelvis kommunikationsstilar, organisationsstruktur och beslutsfattande. Det har identifierats 7 nyckelfaktorer för respektive land som krävs för ett framgångsrikt ledarskap där majoriteten av dessa är direkt relaterade till det utvecklande ledarskapet, vilka är föredöme, personlig omtanke, inspiration och motivation, +krav och belöning och +kontroll. Utöver dessa identifieras balans, transparens och kompetens som inte är direkt relaterade till det utvecklande ledarskapet där de två sistnämnda är unika för respektive land. Studien menar även att det finns hinder att leda en organisation inom en tvärkulturell miljö, men där det finns överkomlighet och möjlighet till att kunna anpassa sitt ledarskap till rådande situation genom att ta till beaktning vad det är som krävs utifrån ledaren. Resultaten kan vara värdefulla för företag och organisationer som strävar efter att förbättra sitt ledarskap och skapa en positiv arbetsmiljö för sina anställda samt för företag som verkar inom olika kulturer.

This study explores teachers’ experiences with the principals’ instructional leadership styles in primary schools in Gauteng province. A qualitative research design was employed in the study to answer the research question. Data was generated by means of semi structured interviews which involved the three HODs and nine ordinary teachers from the three sampled schools so as to provide a rich description, explanation, experiences, challenges and barriers that instructional leadership brings into the teaching and learning process in their particular schools contexts. The interest in the phenomenon emerged on the perspective of principals’ instructional leadership as often seen as the contributor to the challenges that are experienced by Primary school teachers during the learning process. Principals are viewed as contributing to South Africa’s education crisis and the overall ineffectiveness of the school system resulting in poor academic results. The instructional leaders who are not doing their jobs competently because of their leadership styles and lack of supervision skills, have caused this. This includes proper knowledge of how to run the schools and motivating staff to work, to enhance classroom instruction. Sometimes they do not involve the community and other stakeholders in the decision making process. Teachers who provide moral support and professional growth in the schools are also ignored. / Educational Leadership and Management / M. Ed. (Education Management)

No description available.