The purpose with this examine was to study the teachers perception of leadership in the classroom and also how they experience the conditions of this. The method used was qualitative, and builds on a total of six interviews. Stensmos five leadership tasks in the classroom that constitute leadership context have provided the theoretical basis of this study. The leadership tasks have therefore been used as theoretical tools in this study to analyze the teachers’ reasoning about their own leadership style. In general, results showed that the teachers talk about dissimilar qualities within different kinds of leadership tasks which results in different consequences and effects on the pupils, the teaching and on the teacher leadership in the classroom. The study also shows that some teachers reason about leadership styles in a way that I would like to call autocratic situational leadership and democratic situational leadership. The concept is based on the finding that teachers who advocate the application of an autocratic leadership style express the standpoint that it is the circumstances and the situation in the classroom that demands this kind of leadership style. This is the reason why teachers interpret the autocratic leadership style as an application of a situation related leadership. The teachers that articulate a democratic approach also express the necessity to adapt their leadership style to the level of the pupils and thereby the teachers interpret the democratic leadership style to be situational leadership as well.

The purpose of this study was to investigate the importance of effective school leadership. The study was conducted in senior secondary schools in the southern region of Botswana. The southern region comprises of the south and south central regions which has twelve (12) senior secondary schools, out of which seven (07) schools were randomly sampled for the study. Both interviews and questionnaires were used as research tools. One hundred and eighty nine (189) questionnaires were distributed and only one hundred and four (104) were completed and returned. Eight interviews were conducted among school leaders. Results from the questionnaires were analyzed using frequencies, percentages and tables. Results from the interview were analyzed within a framework that was structured along the lines of the research questions. The study reveals that most of the teachers have a teaching qualification (PGDE), have adequate teaching experience, and are generally young (30-35 years). In terms of position of responsibility, most of them are clustered around senior teacher II (42.3%) and teacher/educator (36.5%). The study also reveals that schools performance is hampered largely by indiscipline and laziness towards schoolwork by both stakeholders. The school leaders must act as catalysts in creating a learning environment and be actively involved in implementing improvement strategies that help both students and teachers to enhance their learning and achievement (cf. 2. 16. 2). / Thesis (M.Ed)--North-West University, Mafikeng Campus, 2007

Die uitdagings wat in skare ontstaan het as gevolg van transformasie plaas die moderne skoolhoof se bestuursleierskap onder die vergrootglas. Skoolhoofde benodig radikale metodes van benadering in hul bestuurstyle en fokus. Die interpretering en implementering van transformasie gee aanleiding tot onduidelikheid en verrykende kompieksiteit. Van skoolhoofde word verwag am antwoorde en oplossings te vind vir transformasie en terselfde tyd word van hulle verwag am effektiewe en doeigerigte onderrig en leer daar te stel. Hoofstuk 1 handel kortliks oar die bree probleemvrae van transformasie wat in skole plaasvind. Die benadering en gevolge, direk of indirek, wat met die skoal hoof se bestuurstyl gepaard gaan word bestudeer. Die bestuurstyl, benadering en veranderings wat met transformasie gepaard gaan en hoe skoolhoofde hulself moet herontwerp, te same met hulle skoal am aan die behoeftes en else van transformsasie te voldoen word bestudeer. Verder wys dit daarop dat 'n gedeeltelike en algehele persoonlike transformasie benodig word am transformasie te laat plaasvind vir mod erne skole van die een-twintigste-eeu. Daar word oak aandag geskenk aan die doel en metode van die navorsing. Verder word daar oak aandag gegee aan probleemvrae wat met behulp van die Iiteratuurstudie en empiriese ondersoek beantwoord sal word. 'n Suid-Afrikaanse perspektief en die invloed, gevolge van transformasie word in die daaropvolgende hoofstuk (hoofstuk 2) bestudeer. Hoewel baie klem op transformasi~ geplaas word, dui die hoofstuk aan dat transformasie onderwys vanaf Jan van Riebeeck se tyd met ons is, verskans onder verskeie name en benaderings. Verskeie filosofiese benaderings word ondersoek en hoe dit in 'n mod erne era toegepas kan word. Minder bekend, maar met ononderhandelbare gevolge is die Suid-Afrikaanse Grondwet en beleidsraamwerk rakende die onderwys. Ten einde word verskeie implikasies van transformasie in die onderwys ondersoek. Hoofstuk 3 word gewy aan die bestuursleierskap van die moderne skoolhoof. Aandag word geskenk aan die sieninge rakende wat leierskap is en wat verwag word van 'n leier asook die kompleksiteit van moderne leierskap. Verder word 'n verskeidenheid van leierskapmodelle en dimensies bestudeer en bespreek wat bydra tot die kompleksiteit van bestuursleierskap. Omdat leierskap nie vir aile persone 'n eenstyl kan wees nie word verskillende leierskapstyle bestudeer wat afsonderlik en gekombineerd in suksesvolle bestuursleierskap situasies gebruik kan word. Transformasie bring mee dat moderne skoolhoofde sekere karaktereienskappe moet he en stel gevolglik sekere en uitdagende professionele eise aan die skoolhoof. Transformasie het ook tot gevolg dat die rol van die skoolhoof in SuidAfrika drasties verander, wat meebring dat hoofde hul benadering tot skoolbestuur en spesifiek hul benadering tot transformasie onderwys indringend moet hersien. Ten einde bestudeer hoofstuk 3 sekere uitdagings wat aan die skoolhoof in 'n moderne onderwysmilieu gerig word. In hoofstuk 4 is gepoog om die navorsingsontwerp deeglik te beskryf. Die meetinstrument (vraelys) is 'n selfontwerpte vraelys wat uit vrae bestaan wat deur respondente beantwoord moes word. Die ontwerp van die vraelys vir skoolhoof en onderwyser respondente is van so aard dat dit met mekaar ooreenstem. In die beantwoording van die vraelyste het respondente vier keuses van antwoorde gehad. Die administratiewe prosedures wat gevolg is met die vraelyste is ook aangedui. Die statistiese tegnieke en prosedures is ook volledig uiteengesit en verduidelik. Die hoofstuk sluit ook in die uiteensetting van die faktoranalise, bepaling van betroubaarheid van die vraelyste en die bepaling van effekgroottes van verskille tussen die groepe respondente. In die volgende hoofstuk is die empiriese ondersoek en resultate verder verduidelik word. In hoofstuk 5 is die resultate van die inligting wat in die vraelyste verkry is asook die statistiese ontleding daarvan volledig weergegee. Bepaling van frekwensies en gemiddeldes van vraelyste aan skoolhoofde en personeel word weergegee. Die bevindinge van die vraelyste vir beide skoolhoofde en personeel dui slegs die hoogste en laagste uitvalle aan. Vergelyking tussen die hoogste en laagste uitvalle van die vraelyste aan skoolhoof en personeel respondente word ook aangedui. Met 'n faktoranalise is die verskillede faktore uit skoolhoof en personeel vraelyste aangedui. 'n Betroubaarheids toets is gedoen met behulp van die Cronbach-Alfa Koeffisient . Verder is die gemiddeldes en standaardafwykings van die items van skoolhoof en personeel vraelyste bepaal. Die statistiese verskille tussen skoolhoof en personeel met betrekking tot elke faktor is ook bepaal. Statistiese verskille tussen hoer-en laerskole en verskille tussen verskillende ouderdomsgroepe met betrekking tot die 6 faktore is ook gedoen. In die volgende hoofstuk is gevolgtrekkings uit die resultate van die navorsing gemaak word. Daar is gepoog word om aanbevelings uit die gevolgtrekkings aan die hand te doen. Verder is gepoog word om rigting vir verdere navorsings aan die hand te doen. In hoofstuk 6 is die probleem en doelstelling kortliks bespreek. Dit word opgevolg deur te kyk na die literatuurstudie en bevindinge met betrekking tot die literatuurstudie. Daar is ook aandag gegee aan bevindinge met betrekkinge tot navorsingsdoelwite. Verder is die empiriese navorsing en bevindinge met betrekking tot die empiriese ondersoek aangedui. Riglyne vir die verbetering van die rol van die skoolhoof word ook in hierdie hoofstuk aangedui. Die hoofstuk sluit ook in aanbevelings wat gedoen is aan die hand van bevindinge wat gemaak is. Ten einde is aanbevelings gemaak vir verdere navorsing. / ABSTRACT: The management leadership of the modern principal has been placed under the magnifying glass due to the challenges brought about in schools by transformation. School principals are in need of radical methods of approach to their management styles and focus. Interpretation and implementation of transformation lead to obscurity and far reaching complexity. School principals are expected to provide answers and solutions for transformation while at the same time putting effective and purposeful education in place. Chapter 1 gives a brief overview of the broader problem of transformation in schools. The approach and results, either direct or indirect, that are linked to the management style of the principal are studied. The management style, approach and changes due to transformation, has principals need to re-invent themselves and their schools to fulfil the needs of transformation, are also studied. It points out that a partial or even complete personal transformation in modern schools of the twenty first century. Attention is given to afforded problematic questions that will be answered by means of the literature study and empirical investigation. A South African perspective and the influence and consequences of transformation are discussed in the subsequent chapter (chapter 2). Although transformation is emphasized, this chapter reveals that diverse teaching and education have been with us since the time of Jan van Riebeeck, entrenched by various names and approaches. Various philosophical approaches and their applications in the modern era are investigated. Perhaps not as well-known, but with non-negotiable results, is the South African Constitution and Management framework regarding education. Therefore various implications of transformation for diverse education are investigated. Chapter 3 is dedicated to leadership in management of modern school principals. Attention is given to views as to what leadership is, what is expected of a leader as well as the complexities of modern leadership. A number of leadership models and dimensions that add to the complexity of leadership in management are studied as leadership can never be the same for all people. These varying styles of leadership can be used separately or in combination for successful management leadership. Transformation has resulted in school principals having to possess certain characteristics. This results in specific and challenging professional demands on the school principal. Transformation has brought about dramatic changes to the role of school principals in South Africa. This in turn has caused principals to revise their approach to diverse and transformation education. To this end chapter 3 studies certain challenges to the school principal in the modern education milieu. In chapter 4 the research concept has been explained. The measuring instruments (questionnaires) is a self conducted questionnaire that consist of questions that must be answered by the respondents. The questionnaire concept for principals and teachers is of such a nature that it is corresponding with one another. In answering the questions the respondents have four possible answers to choose from. The administrative procedures that was followed are also indicated. Statistic techniques and procedures are explained and set out in detail. The chapter include the layout of the factor analysis, reliability of the factors and the determining of effect valuation between different groups of respondents. The empirical investigation and its results will be explained in the next chapter. In chapter 5 the results of the information from the questionnaires are given. There is a detailed statistical analysis of all information. The frequency and averages of questionnaires completed by principals and educators are determined and explained. Findings indicate only the highest and lowest fall-outs of the questionnaires of principals and educators respondents. The factor analysis is an indication of the different factors from principal and educator questionnaires. A reliability test was done by means of the Cronbach Alpha Coefficient. The averages and standard deviations of the items of principals and educators questionnaires were determined, as were the statistical differences between high and primary schools and the differences between age groups with reference to the six factors. In the next chapter conclusions are drawn from the results of the research. Recommendations were suggested with reference to the conclusions. Possible areas for future research are also be suggested. The problem and objectives of the study were briefly discussed in chapter 6. The literary study and its results were discussed. Attention was also be focused on the results with reference to the research objectives. The empirical research and its results have also been discussed in detail. Guidelines for the improvement of the role of the principal are given in this chapter. Recommendations which have been made with reference to the findings of the study are included and finally recommendations for further research have been suggested. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

Die uitdagings wat in skare ontstaan het as gevolg van transformasie plaas die moderne skoolhoof se bestuursleierskap onder die vergrootglas. Skoolhoofde benodig radikale metodes van benadering in hul bestuurstyle en fokus. Die interpretering en implementering van transformasie gee aanleiding tot onduidelikheid en verrykende kompieksiteit. Van skoolhoofde word verwag am antwoorde en oplossings te vind vir transformasie en terselfde tyd word van hulle verwag am effektiewe en doeigerigte onderrig en leer daar te stel. Hoofstuk 1 handel kortliks oar die bree probleemvrae van transformasie wat in skole plaasvind. Die benadering en gevolge, direk of indirek, wat met die skoal hoof se bestuurstyl gepaard gaan word bestudeer. Die bestuurstyl, benadering en veranderings wat met transformasie gepaard gaan en hoe skoolhoofde hulself moet herontwerp, te same met hulle skoal am aan die behoeftes en else van transformsasie te voldoen word bestudeer. Verder wys dit daarop dat 'n gedeeltelike en algehele persoonlike transformasie benodig word am transformasie te laat plaasvind vir mod erne skole van die een-twintigste-eeu. Daar word oak aandag geskenk aan die doel en metode van die navorsing. Verder word daar oak aandag gegee aan probleemvrae wat met behulp van die Iiteratuurstudie en empiriese ondersoek beantwoord sal word. 'n Suid-Afrikaanse perspektief en die invloed, gevolge van transformasie word in die daaropvolgende hoofstuk (hoofstuk 2) bestudeer. Hoewel baie klem op transformasi~ geplaas word, dui die hoofstuk aan dat transformasie onderwys vanaf Jan van Riebeeck se tyd met ons is, verskans onder verskeie name en benaderings. Verskeie filosofiese benaderings word ondersoek en hoe dit in 'n mod erne era toegepas kan word. Minder bekend, maar met ononderhandelbare gevolge is die Suid-Afrikaanse Grondwet en beleidsraamwerk rakende die onderwys. Ten einde word verskeie implikasies van transformasie in die onderwys ondersoek. Hoofstuk 3 word gewy aan die bestuursleierskap van die moderne skoolhoof. Aandag word geskenk aan die sieninge rakende wat leierskap is en wat verwag word van 'n leier asook die kompleksiteit van moderne leierskap. Verder word 'n verskeidenheid van leierskapmodelle en dimensies bestudeer en bespreek wat bydra tot die kompleksiteit van bestuursleierskap. Omdat leierskap nie vir aile persone 'n eenstyl kan wees nie word verskillende leierskapstyle bestudeer wat afsonderlik en gekombineerd in suksesvolle bestuursleierskap situasies gebruik kan word. Transformasie bring mee dat moderne skoolhoofde sekere karaktereienskappe moet he en stel gevolglik sekere en uitdagende professionele eise aan die skoolhoof. Transformasie het ook tot gevolg dat die rol van die skoolhoof in SuidAfrika drasties verander, wat meebring dat hoofde hul benadering tot skoolbestuur en spesifiek hul benadering tot transformasie onderwys indringend moet hersien. Ten einde bestudeer hoofstuk 3 sekere uitdagings wat aan die skoolhoof in 'n moderne onderwysmilieu gerig word. In hoofstuk 4 is gepoog om die navorsingsontwerp deeglik te beskryf. Die meetinstrument (vraelys) is 'n selfontwerpte vraelys wat uit vrae bestaan wat deur respondente beantwoord moes word. Die ontwerp van die vraelys vir skoolhoof en onderwyser respondente is van so aard dat dit met mekaar ooreenstem. In die beantwoording van die vraelyste het respondente vier keuses van antwoorde gehad. Die administratiewe prosedures wat gevolg is met die vraelyste is ook aangedui. Die statistiese tegnieke en prosedures is ook volledig uiteengesit en verduidelik. Die hoofstuk sluit ook in die uiteensetting van die faktoranalise, bepaling van betroubaarheid van die vraelyste en die bepaling van effekgroottes van verskille tussen die groepe respondente. In die volgende hoofstuk is die empiriese ondersoek en resultate verder verduidelik word. In hoofstuk 5 is die resultate van die inligting wat in die vraelyste verkry is asook die statistiese ontleding daarvan volledig weergegee. Bepaling van frekwensies en gemiddeldes van vraelyste aan skoolhoofde en personeel word weergegee. Die bevindinge van die vraelyste vir beide skoolhoofde en personeel dui slegs die hoogste en laagste uitvalle aan. Vergelyking tussen die hoogste en laagste uitvalle van die vraelyste aan skoolhoof en personeel respondente word ook aangedui. Met 'n faktoranalise is die verskillede faktore uit skoolhoof en personeel vraelyste aangedui. 'n Betroubaarheids toets is gedoen met behulp van die Cronbach-Alfa Koeffisient . Verder is die gemiddeldes en standaardafwykings van die items van skoolhoof en personeel vraelyste bepaal. Die statistiese verskille tussen skoolhoof en personeel met betrekking tot elke faktor is ook bepaal. Statistiese verskille tussen hoer-en laerskole en verskille tussen verskillende ouderdomsgroepe met betrekking tot die 6 faktore is ook gedoen. In die volgende hoofstuk is gevolgtrekkings uit die resultate van die navorsing gemaak word. Daar is gepoog word om aanbevelings uit die gevolgtrekkings aan die hand te doen. Verder is gepoog word om rigting vir verdere navorsings aan die hand te doen. In hoofstuk 6 is die probleem en doelstelling kortliks bespreek. Dit word opgevolg deur te kyk na die literatuurstudie en bevindinge met betrekking tot die literatuurstudie. Daar is ook aandag gegee aan bevindinge met betrekkinge tot navorsingsdoelwite. Verder is die empiriese navorsing en bevindinge met betrekking tot die empiriese ondersoek aangedui. Riglyne vir die verbetering van die rol van die skoolhoof word ook in hierdie hoofstuk aangedui. Die hoofstuk sluit ook in aanbevelings wat gedoen is aan die hand van bevindinge wat gemaak is. Ten einde is aanbevelings gemaak vir verdere navorsing. / ABSTRACT: The management leadership of the modern principal has been placed under the magnifying glass due to the challenges brought about in schools by transformation. School principals are in need of radical methods of approach to their management styles and focus. Interpretation and implementation of transformation lead to obscurity and far reaching complexity. School principals are expected to provide answers and solutions for transformation while at the same time putting effective and purposeful education in place. Chapter 1 gives a brief overview of the broader problem of transformation in schools. The approach and results, either direct or indirect, that are linked to the management style of the principal are studied. The management style, approach and changes due to transformation, has principals need to re-invent themselves and their schools to fulfil the needs of transformation, are also studied. It points out that a partial or even complete personal transformation in modern schools of the twenty first century. Attention is given to afforded problematic questions that will be answered by means of the literature study and empirical investigation. A South African perspective and the influence and consequences of transformation are discussed in the subsequent chapter (chapter 2). Although transformation is emphasized, this chapter reveals that diverse teaching and education have been with us since the time of Jan van Riebeeck, entrenched by various names and approaches. Various philosophical approaches and their applications in the modern era are investigated. Perhaps not as well-known, but with non-negotiable results, is the South African Constitution and Management framework regarding education. Therefore various implications of transformation for diverse education are investigated. Chapter 3 is dedicated to leadership in management of modern school principals. Attention is given to views as to what leadership is, what is expected of a leader as well as the complexities of modern leadership. A number of leadership models and dimensions that add to the complexity of leadership in management are studied as leadership can never be the same for all people. These varying styles of leadership can be used separately or in combination for successful management leadership. Transformation has resulted in school principals having to possess certain characteristics. This results in specific and challenging professional demands on the school principal. Transformation has brought about dramatic changes to the role of school principals in South Africa. This in turn has caused principals to revise their approach to diverse and transformation education. To this end chapter 3 studies certain challenges to the school principal in the modern education milieu. In chapter 4 the research concept has been explained. The measuring instruments (questionnaires) is a self conducted questionnaire that consist of questions that must be answered by the respondents. The questionnaire concept for principals and teachers is of such a nature that it is corresponding with one another. In answering the questions the respondents have four possible answers to choose from. The administrative procedures that was followed are also indicated. Statistic techniques and procedures are explained and set out in detail. The chapter include the layout of the factor analysis, reliability of the factors and the determining of effect valuation between different groups of respondents. The empirical investigation and its results will be explained in the next chapter. In chapter 5 the results of the information from the questionnaires are given. There is a detailed statistical analysis of all information. The frequency and averages of questionnaires completed by principals and educators are determined and explained. Findings indicate only the highest and lowest fall-outs of the questionnaires of principals and educators respondents. The factor analysis is an indication of the different factors from principal and educator questionnaires. A reliability test was done by means of the Cronbach Alpha Coefficient. The averages and standard deviations of the items of principals and educators questionnaires were determined, as were the statistical differences between high and primary schools and the differences between age groups with reference to the six factors. In the next chapter conclusions are drawn from the results of the research. Recommendations were suggested with reference to the conclusions. Possible areas for future research are also be suggested. The problem and objectives of the study were briefly discussed in chapter 6. The literary study and its results were discussed. Attention was also be focused on the results with reference to the research objectives. The empirical research and its results have also been discussed in detail. Guidelines for the improvement of the role of the principal are given in this chapter. Recommendations which have been made with reference to the findings of the study are included and finally recommendations for further research have been suggested. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

The aim of this qualitative study is to understand how first-line managers lead their employees in the implementation of social service legislated value-base for elderly people. We wanted to understand what kind of leadership the managers used and how this leadership is formed by their acting space. Method: For this study is a qualitative method used. Trough semi-structured interviews, with 7 first-line managers, the empirical data were collected. Theory: For the analysis of the empirical data was Kurt Lewin’s three classic leadershipstyles used; the autocracy, the democracy and laissez-faire, and the theoretical concept of acting space. Result: The result of the study showed that the most common leader-style is the democracy style among the first-line managers. In the work with the social service legislated value-base for elderly people it is important to be a present leader that supports and include the employees in this work. However there are situations where the leader has to use an autocracy leader-style. The leadership is shaped by the acting space the first-line manager has. It can be affected by the organizational conditions like resources and the possibility of education for both the managers and the employees.

Miljö och klimatförändringen är ett resultat av att jordens resurser förbrukas på ett sätt som inte är hållbart. Vi kan se att detta kommer att leda till konsekvenser för både människor och miljön, till exempel genom den globala temperaturökningen (Globalaportalen 2018). Denna studie avser att lyfta fram eventuella skillnader mellan manliga och kvinnliga ledares arbetssätt för en hållbar utveckling. Studien illustrerar också skillnader mellan kommunala och privata ägda företag. Studien genomförs genom flera fallstudier. Kvalitativa intervjuer har genomförts för att lyfta fram olika ledarstilar vid arbete med hållbar utveckling och några av FN: s 17 globala mål för en hållbar utveckling. Studiens resultat presenteras i löpande text och sammanfattas i en tabell. Resultatet visar att den kvinnliga ledaren är mer medveten och engagerad i företagets arbete mot hållbar utveckling. Det framgår också att den manliga ledaren i det privata företaget har en liknande ledarstil som den kvinnliga ledaren i det kommunala företaget. Denna studie bidrar till teori genom att nämna några karaktäristiska skillnader mellan kvinnliga och manliga ledare. Bidrag till teori ges också i form av skillnader mellan kommunala och privata företag. En begränsning i denna studie är att resultatet kan variera beroende på deltagande företag. Om samma företag deltar är chansen att få samma resultat stor. En rekommendation för fortsatta studier är att analysera om arbetet med hållbar utveckling varierar beroende på ledarens ålder. / The environmental and climate change is a result of the earth's resources being consumed in a way that is not sustainable. We can see that this will lead to consequences for both humans and the environment for instance through the global temperature rise (Global Portal 2018). This study refers to highlight any differences between male and female leadership styles in organizations towards sustainable development. It also illustrates differences according to municipal or private owned companies. The study is conducted through multi case studies. Qualitative interviews have been conducted to highlight leadership styles towards sustainable development and some of the UN's 17 global goals for a sustainable development. The result of the study is presented in a chart. The results illustrate that the women leader is more aware and engaged in the company’s work towards a sustainable development. It is also highlighted that the male leader in the private company has a similar leadership style as the women leader in the municipal company. This study contributes to theory by result in characteristic differences between women and male leaders. Contributions to theory is also given by differences between municipal and private companies. A limitation in this study is that the result may vary depending on participating companies. If the same companies are participating the chance of getting the same result is high. A recommendation for further studies is to analyze if work on sustainable development gets effected by age of the leader.

The subject of this research brings a problem linked with a theoretical model about leadership developed by Likert (1975), and with a theoretical model of organizational commitment by Allen and Meyer (1990, 1991, 1997). The maintenance of a high standard of performance requires flexibility, innovation and agility, characteristics necessary to the maintenance of the competitive advantage, and which are caused basically by the resources and the internal capacity of each organization. Since the bosses are, most times, responsible for the development of a capable and commited work force, their action is of key importance, and the professionals dedicated to the field of people´s management need to be constantly interested in finding out the reasons which take the worker to commit himself/herself to the organization effectively and efficiently. In this sense, when identifying the bosses´s leadership styles of each sector/unit/department on an operational level of a hospital institution in Santa Maria RS and the kinds of commitment (affective, normative or calculative) of its workers, the descriptive study aimed at verifying if there is any relation between the bosses´s leadership style and the kind of commitment of the worker. This study showed that the predominant leadership style in the 37 sectors/units/departments which were researched was the Consultive and/or Participative. Such styles characterize the leadership of 35 bosses, and the Benevolent Authoritarian style appears in only 2 sectors of the researched bosses. Likewise, the research pointed out the kind of commitment of the workers, in each sector/unit/department, to the organization being studied. In 12 sectors the interviewees are affectively commited. In 6 sectors the interviewees are affective-normatively commited. In 1 sector the interviewees are commited affectively and calculatively. In 18 sectors the interviewees are commited not only affectively and normatively, but also in a calculative way. Relating the leadership styles presented by the bosses of the organization being studied and the nature of the worker´s commitment to it, it is possible to conclude that the results do not allow to state that the leadership styles are responsible for the nature of the commitment, since there are a lot of kinds of commitment for the same leadership style. Such iversification of behavioral standards signals the existence of (an)other component(s) which determine(s) the nature of the commitment. It is important to highlight that even though this research does not show a direct relation between leadership and commitment, its findings allow to conclude that the leadership style cannot be analysed as an independent actor, since it is the reflection of the organization culture / O tema desta pesquisa traz uma problemática vinculada a um modelo teórico sobre liderança desenvolvido por Likert (1975), e a um modelo teórico de comprometimento organizacional abordado por Allen e Meyer (1990, 1991, 1997). A manutenção de um padrão elevado de desempenho exige flexibilidade, inovação e agilidade, características necessárias à manutenção da vantagem competitiva, e que decorrem basicamente dos recursos e das capacidades internas de cada organização. Como as chefias são, na maioria das vezes, responsáveis pelo desenvolvimento de uma força de trabalho capaz e comprometida, sua atuação torna-se de fundamental importância e os profissionais dedicados à área de gestão de pessoas necessitam estar, constantemente, interessados em descobrir os motivos que levam o funcionário a se comprometer com a organização de forma efetiva e eficaz. Nesse sentido, o estudo descritivo objetivou, ao identificar os estilos de liderança das chefias de cada setor/unidade/departamento de nível operacional de uma instituição hospitalar de Santa Maria RS e os tipos de comprometimento organizacional (afetivo, normativo ou calculativo) dos seus funcionários, verificar se existe relação entre o estilo de liderança da chefia e o tipo de comprometimento do funcionário. O presente estudo mostrou que o estilo de liderança predominante nos 37 setores/unidades/departamentos pesquisados foi o Consultivo e/ou Participativo. Tais estilos caracterizam a liderança de 35 chefias, sendo que o estilo Benevolente Autoritário aparece em apenas 2 setores das chefias pesquisadas. Da mesma forma, a pesquisa evidenciou o tipo de comprometimento dos funcionários de cada setor/unidade/departamento com a organização em estudo. Em 12 setores os entrevistados são comprometidos afetivamente. Em 6 setores os entrevistados são comprometidos afetivanormativamente. Em 1 setor os entrevistados são comprometidos afetiva-calculativamente. Em 18 setores os entrevistados são comprometidos calculativa-afetiva-normativamente. Fazendo a relação entre os estilos de liderança apresentados pelas chefias da organização em estudo e a natureza do comprometimento do funcionário com a mesma, conclui-se que os resultados não permitem afirmar que os estilos de liderança são responsáveis pela natureza do comprometimento, uma vez que para um mesmo estilo de liderança aparecem diversos tipos de comprometimento. Tal diversificação de padrões omportamentais sinaliza a existência de outro (s) componente (s) determinando a natureza do comprometimento. Cabe salientar que essa pesquisa mesmo não apontando relação direta entre liderança e comprometimento, seus achados permitem concluir que o estilo de liderança não pode ser analisado como um fator independente, uma vez que ele é reflexo da cultura da organização

Made available in DSpace on 2014-12-17T13:53:30Z (GMT). No. of bitstreams: 1 TicianeLS_DISSERT.pdf: 579636 bytes, checksum: d34f178ccc7f81e447317b82a925bccb (MD5) Previous issue date: 2010-09-01 / Universidade Federal do Par? / This study aimed to analyze the leadership style adopted by managers of nongovernmental organizations in the metropolitan region of Belem on the theory of Hersey and Blanchard. This theory is called situational leadership ranks E1, E2, E3, E4 and the styles of leadership and maturity in parallel classes M1, M2, M3 and M4. This study examined the relationship of leadership styles with the maturity of work, identified the relationship of leadership styles as related to psychological maturity and job maturity and psychological maturity. The main objectives were to analyze and relate leadership styles with the maturity of the leaders and understand the phenomenon of leadership from the self-perception of those who lead the organizations studied. To achieve the objectives we used a questionnaire already validated the theory of situational leadership and applied in 320 non-governmental organizations in the metropolitan region of Belem The methodology was quantitative, descriptive and exploratory. The analysis was by descriptive statistics and inferential statistics for univariate and bivariate form, applying the chi-square, the V Crammer and Spearman correlation. The data analysis shows safety, attested to the frequencies, and average margin of error and after application of the tests it was found that a relationship between the leadership style of work with the maturity and psychological maturity. The managers of nongovernmental organizations practicing various styles of leadership and focus on the quadrant of high maturity. It was diagnosed when the manager uses only one style of leadership was the predominance of E3 "share or support", which represents 24% of the sample. As uses two styles of leadership is the predominance of E3 and E2, which represents 76%. So the managers of nongovernmental organizations in the metropolitan region of Belem, practicing a style of leadership support, sharing ideas for decision making using a democratic style / Este trabalho buscou analisar o estilo de lideran?a adotado pelos gestores das Organiza??es N?o Governamentais da Regi?o Metropolitana de Bel?m com base na teoria de Hersey e Blanchard. Essa teoria, denominada lideran?a situacional, classifica em E1, E2, E3 e E4. Que tamb?m classifica a maturidade em M1, M2, M3 e M4. Este trabalho verificou a rela??o dos estilos de lideran?a com a maturidade de trabalho, identificou a rela??o dos estilos de lideran?a com a maturidade psicol?gica e relacionou a maturidade de trabalho e com a maturidade psicol?gica. Os objetivos consistiram em analisar e relacionar os estilos de lideran?a com a maturidade dos l?deres e compreender o fen?meno da lideran?a a partir da autopercep??o daqueles que conduzem as organiza??es estudadas. Para alcan?ar os objetivos, foi utilizado um question?rio j? validado da teoria de lideran?a situacional e aplicado em 320 Organiza??es N?o Governamentais da regi?o metropolitana de Bel?m. Quanto ? metodologia, esta foi quantitativa, e descritivo-explorat?ria. A an?lise foi realizada por meio da estat?stica descritiva e estat?stica inferencial de forma univariada e bivariada, com aplica??o dos testes Qui-Quadrado, o V de Crammer e a Correla??o de Spearman. A an?lise dos dados aponta seguran?a, comprovada com as frequ?ncias, m?dia e margem de erro. Ap?s a aplica??o dos testes, detectou-se que h? rela??o entre o estilo de lideran?a adotado com a maturidade de trabalho e a maturidade psicol?gica. Os gestores das Organiza??es N?o Governamentais praticam v?rios estilos de lideran?a e concentram-se no quadrante de maturidade alta. Diagnosticou-se que quando o gestor utiliza apenas um estilo de lideran?a houve o predom?nio do E3 compartilhar ou apoio , que representa 24% da amostra pesquisada. Quando utiliza dois estilos de lideran?a, o predom?nio ? do E3 e E2, que representa 76%. Assim, os gestores das Organiza??es N?o Governamentais da regi?o metropolitana de Bel?m praticam um estilo de lideran?a de apoio, compartilhando id?ias para a tomada de decis?o utilizando um estilo democr?tico

The purpose of this study was to determine the relationship between principals' leadership styles and principals'/teachers' implementation of technology. The Leadership Effectiveness and Adaptability Description (LEAD) Self was used to identify the primary and secondary leadership styles of principals. The Level of Technology Implementation (LoTi) Questionnaire was used to identify the level of technology implementation (LoTi), personal computer use (PCU) and current instructional practice (CIP) scores for both teachers and principals. Data collected from 390 K-12 teachers and 22 principals of three large suburban districts in the Dallas-Fort Worth Metroplex was included in data analysis. The findings suggest that differing leadership styles do play a role in the LoTi, PCU, and CIP scores among teachers. Based on descriptive statistics it was determined that teachers with "participating" principals had higher mean LoTi and PCU scores than those with "telling" and "selling" principals. The difference in the mean PCU scores was statistically significant (p<.05) for teachers with "selling" and "participating" principals. Results also showed there was a statistical significance (p<.05) in the mean PCU and CIP scores of teachers working for principals with weak and high adaptability. Due to the low number of principals participating in this study, there is a need to conduct the same research using a larger more diverse sample of principals. The majority of principals in this study had either a primary leadership style of "participating" and a secondary leadership style of "selling" or vice versa. A larger population of principals would hopefully allow for the study of additional leadership styles and their effect on teacher use and implementation of technology.

Denna studie syftar till att ta reda på vilken typ av ledarskapsstil avgångsstudenter från det fyraåriga sjökaptensprogrammet i Kalmar anser att ett bra fartygsbefäl bör besitta, och undersöka hur det överensstämmer med vad för typ av ledarskapsstilar ett rederier söker hos sina befäl. Metoden som användes för denna studie var kvalitativa intervjuer. Resultatet visar att majoriteten av sjöbefälsstudenterna är eniga om att ett bra fartygsbefäl skall ha ett öppet ledarskap där man behandlar sina medarbetare jämlikt och kan ta emot kritik. Det är samtidigt viktigt att kunna sätta ner foten och visa vem som har befälet vid beslutsfattande. Rederierna beskriver att det ledarskap dom söker hos sina befäl skall vara ett tydligt men anpassningsbart ledarskap, med olika typer av ledarskap vid olika tillfällen. / This study aims to find out which style of leadership graduating students from the four- year Nautical Science Programme in Kalmar believe that a good ship officer should possess, and examine how it corresponds to the style of leadership a shipping company seeks from its officers. When the interviews were completed, the interview results were analyzed and compared with the theories of leadership. The results showed that the majority of the students agree to that a good ship officer should have an open leadership where you treat your employees equally and can receive criticism. Simultaneously, it is important to be able to show who is in charge of decision-making. The shipping companies describe that the leadership they seek from their officers must be a distinctly but adaptable leadership, with different types of leadership at different times.