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Excerpt: A few weeks ago the ETSU Academic Health Sciences Department was holding its second full-day experience for students enrolled in the Interprofessional Education (IPE) Program.

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This quantitative study investigated self-perception of elementary school principals' leadership practices and the impact of these practices on developing and fostering a professional learning community within their schools. Fifty-nine elementary school principals, from school districts located in south central Pennsylvania, participated in this study. Five schools were selected to obtain additional responses from professional staff members working within the schools. Independent variables of principal's gender, highest level of education, and years of administrative experience were requested. Additional information regarding the size/population of the school staff and the size/population of the student body were collected to add to the analysis. The exemplary leadership practices were assessed by using The Leadership Practices Inventory (LPI) by Kouzes & Posner (2003) and consisted of five leadership practices: Challenging the Process, Inspiring a Shared Vision, Enabling Others to Act, Modeling the Way, and Encouraging the Heart. Principals and professional staff members, from the five selected schools, provided perceptions of their schools as learning communities by completing the School Professional Staff as Learning Community (SPSLC) questionnaire, developed by Shirley Hord (1996). The learning community dimensions assessed by the SLSPC are: Principal's Facilitative Leadership, Shared Visions for Improvement, Collective Creativity and Learning, Classroom Observations and Feedback, and School Conditions and Capacities. Descriptive statistics, One-way Analysis of Variance, and Correlation coefficients were tests used to respond to the research questions. The results of my study indicated that the principals perceived they were engaging in transformational leadership practices and that their schools were developing as professional learning communities. The data analysis also showed that a relationship does exist between the transformational leadership practices, of the principals, and the schools developing as professional learning communities. / Educational Administration

The purpose of this research was (a) to identify the degree to which vocational administrators use perceived transformational, transactional, and laissez faire leadership styles, and (b) to determine if the leadership behaviors differed between male and female vocational administrators. The research also sought to determine which administrator characteristics could best predict perceived leadership effectiveness. The target population consisted of vocational administrators in Virginia and vocational teachers (raters) selected by each administrator to participate. From an accessible population of 134 administrators, 101 administrator responses and 260 usable rater responses provided data for statistical analyses which included Pearson product-moment correlations, t-tests, and stepwise multiple regression. Data were collected using the Multifactor Leadership Questionnaire (MLQ) Form 5X developed by Bass and Avolio (1991). Two parallel rating forms were used: self and rater. Demographic information was collected from each administrator to provide a descriptive profile of the participating administrators. Correlational analyses revealed that subscale items for transformational leadership (attributed charisma, idealized influence, inspirational leadership, intellectual stimulation, individualized consideration) were significantly related to perceived leadership effectiveness for both self-ratings and raters (others). Transactional subscales had lower correlations with leader effectiveness. A significant relationship was revealed between the transactional subscale items of contingent reward and management-by-exception-passive with effectiveness, with management-by-exception-passive having a negative correlation. The intercorrelations of subscale items were positive for both transformational and transactional leadership styles. The t-test analyses for self-ratings revealed Significant differences for intellectual stimulation and effectiveness between male and female administrators. The t-test analyses of rater (other) data revealed no significant differences by gender. Multiple regression analysis provided the following prediction equations: (1) Self-perceived effectiveness was best predicted by the gender and transformational leadership variables, and (2) Rater-perceived effectiveness was best predicted by transformational leadership. / Ph. D.

No / This paper aims to describe the development of a wholly new model of transformational leadership and its applications in practice. The paper provides a description of a wholly new, inclusive model of transformational leadership and the way in which it can be applied in practice, in the context of embedding good leadership within the culture of an organisation and ensuring "best practice" in 360-degree feedback. The paper finds that the Transformational Leadership Questionnaire (TLQ)¿, which is both gender- and ethnicity-inclusive measure of "nearby" leadership, differs fundamentally from the kind of "heroic" models that have emanated from the USA and which have dominated the literature. Comparative data are presented of the mean scores on the TLQ, based on direct reports' ratings of their line manager, across a wide range of public sector organisations, including local government, the NHS, schools, and two central government agencies. Patterns emerge in areas of strength and developmental need, and the implications of these findings are discussed in terms of the impact of leadership behaviour and its effect on the psychological safety and well-being at work of staff. The following needs are identified: - to adopt a model of leadership that is relevant to the needs of organisations in the twenty-first century; to embed good leadership practices at all levels; to ensure that, when 360-degree feedback is given, it is done so in a way that conforms to the principles of 'best practice'. The following model of "nearby" leadership that is described is relevant to leaders at all levels in public and private sector organisations. It points to the consequences of poor leadership behaviour, and the need for the adoption of a model of leadership that is relevant to the needs of the twenty-first century.

Yes / In light of the heterogeneity of scholarly publications on the subject of transformational government (T-Gov), this paper examines research trends and assesses methodologies used to investigate the topic with the aim of analysing directions for future research. A comprehensive analysis of T-government research published in four Chartered Association of Business Schools ranked journals within the field of Public Administration, e-Government and Information System is presented. The paper outlines research directions for further inquiry to promote the formulation of much needed theoretical constructs and approaches to research that would help bridge the existing gaps in knowledge in the area of T-Gov.