Comment le manager peut-il construire la confiance de ses collaborateurs ? Pour répondre à cette question de recherche, nous nous intéressons aux pratiques de leadership, identifiées par les spécialistes du domaine comme un déterminant majeur des évaluations de confiance envers le manager. En clarifiant les modes de production de confiance dans la relation managériale, nous proposons de classer les pratiques de leadership en deux catégories, les pratiques d'appartenance d'une part et les pratiques d'échange d'autre part. Pour cela, nous menons une première étude exploratoire qui nous permet de relier les pratiques d'appartenance et d'échange aux deux formes de confiance envers le manager. En outre, le pouvoir de position du manager émerge des analyses comme une variable conditionnant l'efficacité des différentes pratiques à construire la confiance. Dans une visée confirmatoire, nous testons le modèle de recherche ainsi établi sur un échantillon d'anciens diplômés de grandes écoles d'ingénieurs françaises. Nos résultats nous amènent à considérer qu'un manager disposant d'un fort pouvoir sur les intérêts de ses collaborateurs doit privilégier l'échange de ressources comme principale stratégie de construction de la confiance. A l'inverse, un manager disposant d'une faible marge de manoeuvre sur les intérêts de ses collaborateurs doit favoriser l'appartenance au groupe pour construire la confiance de ces derniers. Notre approche contingente de la construction de la confiance envers le manager présente de nombreux apports pour identifier les leviers managériaux de production de confiance en fonction du contexte / How can a manager build trust with his subordinates? To answer this research question, we focus on leadership practices, identified by specialists in the field, as a major determinant of the perceptions of trust towards a manager. By clarifying the ways in which trust is produced in a managerial relationship, we propose classifying leadership practices into two categories: membership practices and exchange practices. To do so, we first conduct an exploratory study that allows us to link membership and exchange practices to two forms of trust in a manager. Furthermore, the manager's positional power emerges as a variable that conditions the effectiveness of the two leadership practices. From a confirmatory view, we test our research model on a sample of alumni from a major French engineering school. Our results suggest that a manager exercising strong positional power over the interests of his subordinates must favor an exchange of resources as a principal strategy in building trust. Conversely, a manager with limited power over the interests of his subordinates will need to promote group membership to build trust with his subordinates. Our contingency approach to trust building has many contributions for identifying the managerial levers of trust creation, depending on the context, and provides recommendations for professionals, particularly within the area of managerial competence development

The purpose of this study was to investigate the relationship between principal job satisfaction and the principal perception of superintendent leadership style in six school districts located in North Central Texas.

I forskningen har organisatoriskt lärande uppmärksammats, men inte institutionaliserats. Det organisatoriska lärandet påverkas i stor grad av nyckelpersoner vilket ledare och mellanchefer är. Organisatoriskt lärande styrs av det individuella lärandet vilket därför har en stor betydelse i sammanhanget. Ansvaret för det individuella lärandet läggs oftast på organisationens ledare och för ledares individuella lärande är reflektion och erfarenhet en avgörande faktor. Därför var studiens syfte att bidra till forskningen genom att undersöka hur kritiska situationer påverkat ledares lärande och bidragit till det individuella och organisatoriska lärandet. Syftet har studerats utifrån hur ledares reflektion görs och hur reflektionen påverkat ledares ledarskapsstil och orientering. För att studera detta användes vår egen tolkning av kritiska situationer tekniken. Studiens teoretiska referensram baserades därför på individuellt och organisatoriskt lärande, ledarskapsstilar, samt reflektion.Tillvägagångssättet som valdes var att intervjua ledare på mellanchefsnivå, halvstrukturerade intervjuer genomfördes baserat på kritiska situationer tekniken där olika kritiska scenarion diskuterades. I studien genomfördes även en enkät med samtliga intervjuade ledare där de fick uppskatta sin upplevda grad av orientering. Studiens konklusion är att fokus inte bör läggas på kombinerade ledarskapsstilar utan att vikten bör läggas på graden av orientering inom uppgift, relation och förändring. I studien kunde även ett samband identifieras som förklarar vad som krävs av ledare för att uppnå och bidra till organisatoriskt lärande. / Program: Civilekonomprogrammet

Some leadership styles can produce job dissatisfaction, resulting in labor turnover and financial loss to organizations. Despite these known consequences, there is a lack of research on the perceptions of leadership styles on job satisfaction for hourly wageworkers. This phenomenological study was used to understand the experiences of non-management employees on how management leadership styles affected their job satisfaction. Bass's leadership theory, Herzberg's dual factor theory, and Maslow's hierarchy of needs guided this study. The primary research questions were used to explore themes in leadership styles affecting selected North Carolina employees in the workplace. Data collection included in-depth interviews with 25 hourly wageworkers who completed at least one annual performance discussion with their first-line supervisor. Utilizing Moustakas' modified van Kaam method of data analysis, 4 primary themes emerged: (a) perceptions of 3 leadership styles, (b) insights on job satisfaction, (c) observations of leader behaviors, and (d) leadership agility. The 4 primary themes and 18 subthemes indicated that participants perceived more positive experiences with transformational leaders than they did with transactional or laissez-faire leaders. The findings are important for first-line supervisors in the fields of business, finance, and education to develop strategies that may maximize positive experiences with leadership styles that will create and improve overall job satisfaction. Social change implications, given the findings, include supervisors' increased awareness of how the 3 leadership styles could provide more favorable experiences for hourly wageworkers.

In the United States, approximately 7% of nonprofits' annual revenue is lost as a result of a lack of ethical financial operations among nonprofit executive directors (EDs). This represents $85 billion in estimated annual losses in available operating funds. This study addressed the problem of ineffective leadership in nonprofit organizations from the perspective of EDs responsible for ethical financial operations. The purpose of this phenomenological study was to understand the lived experiences of nonprofit EDs who self-reported the use of 1 of Burn's and Bass' 3 leadership styles and whether leadership style influenced the use of the Sarbanes Oxley Act to manage the ethical financial operations of their human service nonprofit organization. Qualitative data were collected from 12 EDs through semi structured interviews and then coded and analyzed using a modified van Kaam procedure. The results of the study indicated that EDs who self-reported using transformational leadership style were more inclined to adhere to the Sarbanes Oxley Act. In addition, participants acknowledged the need for organizational support to improve leadership qualities in EDs, efficiency, and effective ethical financial operations in nonprofit organizations. The study provides a baseline for nonprofit organizations to increase positive social change by adding knowledge on implementing strategies that will result in the enhancement of quality leadership in EDs that may ultimately result in more efficient and effective ethical financial operations in nonprofit organizations.

The introduction of the virtual work environment has resulted in the creation of a new work structure where interaction between employees and leaders occurs through technological innovations such as teleconferencing, emails, and text messages. The absence of physical workspace has also created a diverse work environment with people from various cultural backgrounds working together as virtual teams. Existing studies have been conducted on leadership styles and culture in the traditional work environment, but few empirical studies have been conducted on leadership styles and culture in the virtual work environment. The purpose of this quantitative, nonexperimental survey study was to identify the relationship between cultural backgrounds and leadership styles in the virtual work environment. The data were collected by an online survey using the Bass and Avolio multifactor leadership questionnaire and Hofstede's cultural value survey module from a random sample of 303 participants with leadership roles in virtual work environments. Pearson correlation analysis was used to test the relationship between the dependent variables, transactional and transformational leadership styles, with the independent variables, being power distance, uncertainty avoidance, individualism, and masculinity. The results of the study showed a negative correlation between the transformational and transactional leadership styles for individualism and uncertainty avoidance. There were no correlations between femininity and power distance for the transformational and transactional leadership styles. The study contributes to social change by confirming that cultural backgrounds can impact the effectiveness of the transactional and transformational leadership styles, regardless of the work environment.

<p>This paper uses evidence from a small-scale interview of five primary school principals within the Stockholm Municipality to examine their focus on student learning. To facilitate this analysis, four questions were addressed:</p><p>• What are the expectations principals have of learning for their students?</p><p>• Has there been a change in perception of learning in the 21st Century?</p><p>• How do principals think they have influence on student learning?</p><p>• How do principals see their role towards lifelong learning?</p><p>This thesis argues that we have to redefine learning for the 21st Century through emphasizing a more holistic approach to both teaching and learning and by paying more attention to learning outcomes. It explores contemporary trends in leadership education and connects them to the literature. In practice, the study uses two models, instructional leadership and transformational leadership, to integrate the the data collected. It proposes that school principals play a part in student learning through their roles of setting directions, developing people and developing the organisation.</p><p>The main results showed that the principals and vice-principals who participated in the study were aware of their roles in student learning. However, their roles were not immediately identifiable with a particular leadership style but a combination of styles. They realised that they did not encourage lifelong learning, which is an important component of 21st Century learning.</p><p>Key Words:</p><p>21st Century learning, lifelong learning, learning expectations, learning outcomes, leadership styles, instructional leadership, transformational leadership, cultural change leadership.</p>

<p>Syfte: Syftet med denna uppsats är att studera och analysera lärare och studenter med olika kulturella bakgrunder på Högskolan i Gävle för att undersöka om kulturkrockar uppstår studenter emellan samt mellan studenter och lärare. En ytterligare aspekt var även att utröna lärarnas ledarstilar.</p><p>Metod: Vi har valt att genomföra en kvalitativ fallstudie, där det empiriska materialet baseras på nio intervjuer med lärare och studenter på Högskolan i Gävle, samt två egna observationer. Sekundärdata har insamlats genom relevant litteratur och artiklar inom ämnesområdet som ligger till grund för den teoretiska referensramen.</p><p>Resultat och slutsats: Vi har kommit fram till att högskolans lärare är medvetna om att kulturella skillnader råder, men att de trots detta inte gör något för att lösa eventuella problem som uppstår. Då det råder en saknad av mer auktoritär ledarstil ges vissa studenter möjlighet att utnyttja högskolans system. Vidare har vi kunnat dra den slutsats att färre studenter i framtiden kan komma att välja Högskolan i Gävle som sitt lärosäte om högskoleledningen inte åtgärdar de problem som finns.</p><p>Förslag till fortsatt forskning: Vi tycker att det vore intressant om denna studie utfördes på en annan högskola i Sverige för att se vilket resultat som skulle utrönas där. Vidare anser vi att fördjupning inom ett av de problemområden som vi kommit fram till i denna studie, skulle vara intressant att djupare utforska.</p><p>Uppsatsens bidrag: Med denna uppsats vill vi framhäva vilka kulturella skillnader som kan finnas på en mångkulturell högskola och hur eventuella problem tas om hand. Studien riktar sig till högskolestudenter, samt högskolelärare som möter olika kulturer dagligen.</p><p>Nyckelord: Kultur, kulturella skillnader, kulturkrockar, ledarskap, ledarstilar, Högskolan i Gävle.</p> / <p>Aim: The purpose of this thesis is to observe and analyze students and teachers with different cultural backgrounds at the University of Gävle, to determine if there are cultural clashes between students, as well as students and teachers. A further aspect was to explore the teachers leadership styles.</p><p>Method: We have chosen to perform a qualitative case study, where the empirical material is based on nine interviews with teachers and students at the University of Gävle, and two observations. Secondary data, such as literature and articles have been collected and reviewed within the subject areas in order to gather the facts needed for the theoretical references.</p><p>Result and conclusion: We have come to the conclusion that the university teachers are aware of the cultural differences, but despite the fact they don’t actually aim to solve the problems that arise. Due to the lack of a more authoritative leadership, the students are given the opportunity of taking advantage of the university system. We have further concluded that future students might not choose University of Gävle as their core of education if the board of education does not address the existing issues.</p><p>Suggestion for future research: We think that it would be interesting if this study was concluded at a different university in Sweden in order to see what the results would be there. Furthermore, we believe that analyzing one of the problem areas in more depth would be a more efficient and interesting approach.</p><p>Contribution of the thesis: Our goal with this study has been to highlight the cultural differences at a multicultural university and how the arising problems are solved. Our main target are the university students as well as the teachers that come across cultural differences on a daily bases.</p><p>Keywords: Culture, cultural differences, cultural clashes, leadership, leadership styles, University of Gävle.</p>

<p>The purpose of this project is to examine students' pespectives on quality in teaching. The characteristics that are described to denote a 'good' and 'less good' teachers are linked to ideas about types of corresponding leadership styles in the classroom. The report is based on surveys of students in Upplands-Bro high school outside Stockholm. In order to get better insight and further knowledge of the subject, the student accounts have been related to current discussions in the literature about good leadership and teaching quality.</p><p>Following the methodology of grounded theory a pilot study was constructed to design the research instruments. In the pilot study I collected students' perceptions on quality-related categories in teaching and leadership which then formed a bases for a survey which was distributed to a larger student sample. The survey includes questions that relate to the middle order, which is based on three criteria that make up the characteristics of a 'good'/ 'less good' teacher and the leadership style that suits students descriptions of good teacher characteristics.</p><p>The results of the study show that a good teacher should have subject knowledge, be good at writing and illustrating the curriculum on the whiteboard and explain and clarify their instruction through good communication. Results of the category 'a less good teacher' show characteristics of a teacher who does not have subject expertise, and who does not vary their teaching styles as well as favors some students over others.</p><p>The discussion concludes the study by highlighting significant implications of the survey for teaching practice. The student perspective reported on in this study, gives evidence for the importance of considering students' perspectives in maintaining quality in teaching practice and classroom leadership.</p><p> </p>

<p>The aim of this thesis is to explore from a cultural diversity perspective, students 'views on teachers' leadership styles in the classroom and what style of management students prefer. The study uses a qualitative methodology to interviewed focus groups of students consisting of a total of twelve students at a secondary school in Botkyrka municipality. The corpus was divided into three different groups. Overall, results showed that students seem to prefer an intercultural situational leadership style. This is based on the students expressed need of wanting to be understood on the basis of their cultural background. That means that the teacher according to their background,  situation and knowledge should adapt leadership. Teachers should also be leaders who maintain balance, responsiveness and flexibility in teaching style in order to increase the motivation of students.</p>