There are different criteria that affect active leadership styles that enhance the role of a principal as an Instructional Leadership. However, many principals lack such criteria where a strong principal considered as an Instructional Leadership. To become Instructional Leaders, principals must transform their practices from managerial to instructional. They need to exercise their leadership by exhibiting the leadership styles in their role and character, or their role will merely perform administrative duties that are akin to an administrative position. Furthermore, a school principal as a leader should play an important role in enhancing teachers' satisfaction. This study investigated the moderating effect of four leadership styles Directive, Supportive, Participative, and Achievement-oriented (D, S, P, A) on Instructional Leadership and teachers' outcomes (job satisfaction, job expectancies and acceptance of leader). The study used mixed methods, qualitative survey and quantitative focus group to develop a model based upon empirical data. The findings are based on a survey of 536 participants including teachers, principals and senior chiefs at various levels of primary, elementary and secondary schools across the Kingdom of Bahrain. The statistical and thematic analysis of the data shows that there is a direct and positive relationship between Instructional Leaderships and teacher's outcomes when moderated by the four leadership styles. The contribution of this study is the empirically tested relationships between Path Goal Theory and Instructional Leadership which shows that there are statistically significant relationships between D, S, P, A and the relationship between Instructional Leadership and the teacher's job satisfaction, job expectancy and acceptance of leader. Focus group finding shows that Leadership styles D, S, P, A transforms Instructional Leadership into a form that enhances the leadership role in Kingdom of Bahrain that Transactional Leadership influences Job expectancy, whilst Referent Power influences acceptance of leaders.

In our increasingly competitive world, it is critical that college graduates enter the workplace with the appropriate skills to not only survive but also grow their career. Current college graduates have not consistently acquired the skills needed for success in the workplace to learn and thrive continuously in our rapidly changing world. The Virginia Tech College of Agriculture and Life Science must identify the specific strategies that develop best the needed skills for the success of the graduate and society The purpose of the study was to identify a land grant college of agriculture and life sciences' (LGCALS) current programmatic and classroom strategies for developing students' ability to learn and thrive continuously in our rapidly changing world and a (1) explore programmatic strategies for developing students' ability to continuously learn and thrive; (2) explore innovative instructors classroom strategies for developing students' ability to learn and thrive continuously; (3) describe graduates perceptions of career readiness as measured through the bases of competence inventory, and finally; (4) compare programmatic strategies, classroom strategies and graduates' perceptions for career readiness. A mixed methods convergent parallel design guided the research. Qualitative interviews were employed for exploring experiences using an interpretive, constructivist, and naturalistic approach for research objectives 1 and 2. A cross sectional survey design and questionnaire, Making the Match, was used to conduct the quantitative research for objective 3. The mixed methods portion of the convergent parallel design was used to frame and explore research objective 4. Findings of the study detail need for curriculum improvement in problem solving, learning, time management, creativity and change, and personal strengths. / Ph. D.

Empirical data have not adequately revealed current methods of nonprofit leadership in a way that reflects shared leadership in the nonprofit sector leaving nonprofit organizations (NPOs) at a disadvantage in relation to understanding and describing leadership effectiveness. Using a conceptual framework that incorporated organizational theory, shared leadership theory, path goal theory, transformational theory, leader member exchange, and fund development theory, this mini ethnographic study was conducted to explore the effect of leadership styles in shared leadership situations and the impact of matched and unmatched leadership styles on NPO funding performance. With the use of purposeful sampling to conduct the study, the participants represented 5 community partner NPOs in the New York City area with 20 or fewer employees and average annual funding of $600,000 or more during the previous 3 years. The data analysis of interviews, observation, journaling, member checking, and document review and analysis were performed through hand coding using an inductive analytical method to identify patterns and themes. The study results indicate that matching leadership styles of executive and senior leaders such as leader member exchange and path-goal development are directly related to a team-oriented culture that is essential for the longevity and effective performance of non-profit organizations. Based on the findings, shared leadership promotes a culture of positive social change through building honesty and integrity, which in turn can help nonprofit organizational leaders improve funding programs and stakeholder interest. Ultimately shared leadership benefits the social needs of society by enhancing the services to the beneficiaries who receive the NPO programs.

This was a qualitative, multiple-site case study that examined the leadership styles before, during, and after a major organizational transition. The purpose of the study was to determine if a major organizational transition affected the leadership styles of organizational leaders. It also sought to determine how the major organizational transitions affected the climate and the culture of the three organizations studied. The participants for this multiple-site case study were a hospital, a manufacturing plant, and a public library in Central Ohio. The organizational leaders were chosen because they had gone through a major organizational transition in the previous two years. Each leader then chose three followers based on two criteria. Two of the three had to be subordinates who reported directly to the organizational leader and one who had to be the leader's administrative assistant. The participants were interviewed using a guided interview; therefore, qualitative methods were used. Data analyses were completed by the process of data reduction, data display, and conclusions drawn from the data display (constant comparison). I discovered the leaders' styles remained somewhat consistent throughout the organizational transition. All three leaders used comparable methods of dealing with the transition. The leaders had the ability to identify the organizational issues that necessitated the transition, sought alternative actions, and then proceeded with the best alternatives. The climate and culture of each organization was more affected by the transition than the leader. [I started this research thinking the leaders might be the ones most affected.]

The purpose of this study was to examine the leadership styles adopted by school principals and their influence on the job performance of primary school teachers in the Tigray region of Ethiopia. The study was designed to gain insight into the kinds of leadership styles presently used, the leadership preference of principals, the perceptions of the teachers and principals regarding the leadership styles of the principals and the effect of the leadership styles on teachers’ performance. The main research question that guided this study was: Which leadership styles are most commonly used by primary school principals in the Tigray region and what is their effect on the performance of teachers? A mixed-methods research design was used with questionnaires as well as a focus group interview as means of data-collection. One hundred and seventy eight principals and 446 teachers comprising 69% male and 31% female teachers participated in the study. The path-goal leadership questionnaire as well as a self-constructed questionnaire to measure teacher performance was self-administered to collect data from the selected principals and teachers, which secured a 97% response rate. During the qualitative phase, eight supervisors participated in the focus group interview. The questionnaire data were analysed using the Statistical Analysis System (SAS) software. Descriptive and inferential statistical analyses were conducted and presented in a clear and logical manner. The principals and teachers indicated that all the leadership styles, except the directive leadership style, have a positive impact on the teachers’ performance. Furthermore, the supportive leadership style is the most frequently used style. Importantly, age, qualifications and experience as independent variables had an effect on teachers’ performance. The data also indicated a statistically significant relationship between the job performance of teachers and the leadership styles employed by the principals. The study results make a contribution to the research on the relation between leadership styles and teachers’ performance, especially since no study has been conducted on this issue in the Tigray region of Ethiopia before. It was possible to make several meaningful recommendations for implementation in the Tigray region. / Educational Leadership and Management / D. Ed. (Education Management)