<p>Problem: -The 2008 Financial crisis has caused global impact on business market and led to question leader's competence. Prior study has found that leadership contributes certain effects to organizations' performace under a crisis situation, however there is lit-tle study which has been made regarding to identifying crisis leadership and its compe-tence and management during crisis.</p><p>Purpose: - The purpose in this thesis is to bridge the gap between crisis management and leadership by finding answers of five research questions. Which are ; How this 2008 financial crisis has affected the international financial institutions, what leadership dimensions are performed by leaders during the financial crisis, which leadership style do leaders tend to rely on in international financial companies during the 2008 financial crisis, why do leaders tend to rely on the dimensions of transformational leadership or transactional leadership and what are the implications in this study that could lead to fu-ture research.</p><p>Method: - The study employs qualitative methods to fulfill better and deeper understanding about 'how' and 'why' on leadership dimension during the 2008 financial crisis. Data were collected by personal interviews to support and act as a foundation of the analysis to answer the research questions. The choice of interviewees is middle managers of large international companies in the financial sector in Sweden and South Korea.</p><p>Conclusions: - The finding of this study indicates that 2008 financial crisis has af-fected on large international financial corporations in Sweden and South Korea. More-over, three dimensions of transformational leadership are strongly performed by the middle managers during the 2008 financial crisis. The three strongly performed dimen-sions are (1) Inspirational Motivation, (2) Charisma/ Idealized Influence and (3) Indivi-dualized consideration.</p>

The purpose of this research is to study how organizations maintain their competitive advantage in today’s turbulent and highly competitive business environment, by striving to become a learning organization. The impact of factors such as leadership (both transformational and transactional leadership) and trust on an organization’s learning capability is empirically examined. This research adds to the existing body of literature in two ways. First, it argues that a transactional leadership style can influence learning, despite research spanning the last decade that has focused on transformational leadership theory as the dominant model of effective leadership. Therefore, the importance of both leadership styles, each having valuable differential effects is emphasized in this study. Second, the previously untested role of trust as mediating the relationship between leadership and organizational learning capability is examined. It is argued that without supervisor trust, the opportunities for a learning organization to reach its full potential and to subsequently develop learning capabilities is reduced. Findings from this study support the influence of both leadership styles on learning. Trust in one’s supervisor was also found to fully mediate the relationship between leadership and learning.

This research explored the extent to which different knowledge conversion processes require different kinds of leadership. The research was inspired by Nonaka and Konno (1998) and proposed that knowledge conversion processes may each require their own form of leadership because they are conducted under different bas or contexts. Vera and Crossan's (2004) work provided a foundation for this research through the argument that knowledge conversion processes need not only transformational but also transactional leadership. The leadership framework based upon transformational and transactional leadership was therefore adopted for the study. Semi-structured interviews and the Multifactor Leadership Questionnaire (MLQ), developed by Bernard Bass and Bruce Avolio to assess leadership under the transformational and transactional leadership framework, were used to gauge the opinions of participants about leadership and knowledge conversion processes. Scenarios/descriptions derived from Nonaka and Takeuchi (1995) were used to focus the mindset of the participants involved in the interviews and the questionnaire, which was administered at the time of the interviews to support triangulation. Findings suggested that knowledge conversion processes do not differ to the extent that they require both transformational and transactional leadership. However, qualitative evidence indicated that knowledge conversion processes were somewhat different in terms of certain dimensions of transformational leadership. These differences related to the need for a strong sense of purpose, a compelling vision of the future and long-termism in some but not all situations involving the leadership of knowledge conversion processes.

This study examined the relationship between principals' spiritual attitudes and transformational leaders and investigated if the combination of spirituality and demographic variables, such as gender, predicted transformational leadership. It was important to conduct this study utilizing the framework of transformational leadership since it has been identified as an effective type of leadership in educational settings (Leithwood & Jantzi, 1998; Ogawa & Hart, 1985). Piedmont's (1999) Spiritual Transcendence Scale was the instrument used to measure the participants' spiritual perspective and the Multifactor Leadership Questionnaire measured the type of leadership of each principal. The sample that was used in this study was 105 principals from Jefferson, Terrebone, and Plaquemines Parish School Systems in Southeastern Louisiana, in addition to principals involved in the School Leadership Center of Greater New Orleans. This correlational research design utilizing surveys was conducted via mail. The study determined that there is a relationship between transformational leadership, spiritual transcendence, and gender This study supports the position that there is a significant relationship between the predictor variable of principals' spirituality, as defined by the Spiritual Transcendence Scale, and transformational leadership, as defined on the Multifactor Leadership Questionnaire. Additional findings showed gender as another predictor of transformational leadership, and further implications suggest that principals' sense of prayer fulfillment in their lives can also be a predictor of transformational leadership. These findings present major implications for leaders in education, education policy makers, and researchers and support the need for spirituality to be taught in the educating of future principals.

Thesis advisor: Irwin Blumer / This case study examined the creation of a collaborative learning environment focused on the development of teacher attitudes, perceptions, and practices that are culturally responsive. Sixth and eighth grade teachers collaborated in small groups over the course of a school-year, focusing on dialogue, activities, and readings related to race and culture. The ways in which teachers involved in the study developed thinking in regards to their cultural awareness, sense of efficacy, and instructional practices played central roles in this study. This qualitative case study was conducted by the school principal, who was a participant-observer. Data collection instruments included pre-program interviews, mid-program reflective journals, post-program interviews, and researcher field notes. Prior to the start of the program, teachers expressed that they rarely spoke with students and peers about issues related to race and culture, provided minimal accommodations for students of color within the classroom setting, exhibited mixed beliefs in terms of their abilities as teachers to meet the learning needs of students of color, and had a limited understanding of their own racial identities. As a result of their participation in the Culturally Responsive Teaching Program, most teachers experienced growth in terms of their perceptions of the their own racial identity development, efficacy, and increased their sense of comfort and desire to speak with students and peers about issues related to race and culture. Implications for practice include the need for; courageous leadership, persistence, promotion of the development of racial identity, understanding of racial identity development, promotion of collaboration, advancement of transformational learning, and the development of multi-dimensional learning experiences. Limitations of this study include the researcher's role as school principal and participant-observer, small sample size, and relatively short study duration. Recommendations for future research include increasing the sample size and program duration, investigation of changes in student experiences as a result of teacher participation in a similar program, and investigating the effect of a similar program when focused upon particular racial and cultural groups, as opposed to the broad approach utilized within the Culturally Responsive Teaching Program. / Thesis (EdD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

This study explored successful leadership practices in challenging circumstances within the context of two case study schools. It was a qualitative case study of two secondary schools that have consistently performed above national average over a period of five years for matric pass rate. These township schools are headed by a female and a male principal. The study provides greater insights into leadership practices in the schools. The study showed that shared leadership was not practiced in the case schools. Shared (distributive) leadership implied that principals in the case schools would be practicing collective forms of leadership. However, delegation, which was about authority and accountability residing with the principal, seemed more prevalent. The findings revealed that both principals saw themselves as delegating most of the tasks to their subordinates, even though these tasks belonged to the subordinates by virtue of their formal appointments. The case schools have two deputies who share administrative and curriculum responsibilities. The deputy principals are there to deputise and assist the principal - duties that are lawfully theirs. The same applies to the HoDs whose duties are to oversee curriculum delivery in the classroom. These are not a delegated function but an execution of their responsibilities. In both case schools, evidence shows that the schools are successful because of the initiative of individual teachers who exert themselves in the classroom.

The current socio-economic and political challenges, globalisation, introduction of information technology and competition with private firms are challenging the way governments operate. In recent years, the UAE Government have thus invested heavily in the innovative projects to achieve the UAE vison 2021, which is to become one of the most innovative governments globally. Developing a better understanding of how innovation happens in governments appears to be gaining increased traction among policy makers and researchers alike. This study examined the relationship between Transformational leadership (TL), Innovation process (INN) and Knowledge sharing (KS) within public sector organisation the case of the UAE Ministry of Interior (MoI). There are several models of innovation available, however, most of them are based on product innovation and derived from private sector experiences. Moreover, there is a lack of models linking transformational leadership, knowledge sharing, and innovation within public organisation of developing countries in general and the UAE in particular The main research objective is to investigate the impact of the four main components of transformational leadership on knowledge sharing and innovation process within the public sector organisation, and the impact of knowledge sharing on the innovation process. To achieve the research objectives, a positivist paradigm is used throughout the research process. Using deductive approach, ten hypotheses were tested in the MoI context. Respondents no. The survey was administered to employees of the ministry of Interior as a method of data collection. Applying SPSS 23 and AMOS 23, the data was analysed and a structural model was developed, which can be serve as a predictive model for workplace innovation. Paragraph3 The findings of this research reveal that inspirational motivation (IM) has non-significant influence on the innovation process within the MoI, while the other three components of transformational leadership were found to have a significant influence on innovation process. Similarly, inspirational motivation (IM), and idealised influence (IF) were found to have non-significant influence on knowledge sharing. In addition, knowledge sharing (KS) was significantly associated with the innovation process. Finally, demographic variables specifically position and level of education were found to have a significant difference in terms of the respondents' views towards the innovation process within the MoI. This study contributes to the field of organizational innovation in public sector as the outcome of the research provides a specific framework for the conditions and needs of the public sector organisation. The study contributes to the theory by providing new insights into the factors that influence innovation process in the MoI. The study identifies four factors that directly and indirectly affect innovation process; these factors based on the degree of their importance are IC, IS, KS and IF. Moreover, the study contributes to the knowledge by investigating the mediating role of knowledge sharing in supporting the relationship between transformational leadership and innovation process. Finally, one major contribution of this study is the development of a 33-item instrument which measures factors affecting innovation process, particularly in the context of public sector of the UAE. From a practical perspective, MoI leaders trying to implement innovation can use the final model and set of recommendations provided to implement innovation effectively.

Some Southwestern Pennsylvania middle school (MS) principals who employ the teaming model, an aspect of transformational leadership (TL), are meeting the state proficiency standards. There are schools in the same geographic region whose principals employ the teaming model but are failing to meet the state proficiency standards. The purpose of this study was to obtain principals' and teachers' perceptions on aspects of TL as demonstrated by principals in MSs meeting the state proficiency standards. Using Burns' (1978) conceptual framework of TL, specific characteristics such as idealized influence, individualized consideration, inspirational motivation, and intellectual stimulation, were explored using a collective case study. The criteria for selection of 3 MS sample sites were (a) employed the teaming model, (b) met the state proficiency standards, and (c) reflected similar demographic variables to the local MS target school. Thirteen teacher and 2 principal interviews were conducted using 3 sample sites. Data from the interviews were coded, analyzed, and categorized. Themes emerging from the categorization were: supportive leadership, mutual respect, trust, concern, collaboration, and encouragement. Teachers perceived that leaders understood the teacher's perspective, helped create value in roles and modeled collegial equality with staff. Principals perceived that leaders encouraged collaboration and communicated with staff to build relationships and professional confidence. The resulting project was a professional development (PD) workshop for school leaders to improve understanding of aspects of TL; thereby, improving student learning, providing expanded educational opportunities, and creating positive social change.

Public schools have increasingly transformed throughout the years, and the growth in suburban areas has brought many diversified schools that sometimes mirror schools in an urban setting (Kneebone and Berube,2013). Building principals, particularly those in charge of Title I schools, face numerous challenges each day within their buildings (Kahlenberg, 2001). Not only have the demands of high-stakes testing increased over the years, other external factors also present challenges within the school setting. While the school stakeholders play an integral role in how the school is shaped, the building principal’s behaviors ultimately serve as the overarching guide in shaping how the school is run (Stone-Johnson, 2013). Existing research is abundant in identifying leadership variables that can potentially influence student achievement, from leadership behaviors (Daresh & Lynch, 2010) to school culture (Deal & Peterson, 2009); from teachers’ feelings of self-efficacy (Collie, Shapka, & Perry, 2012) to teacher effectiveness (Meyers & Pianta, 2008); from teacher-student relationships (Hamre & Pianta, 2006) to student attitudes (Hopson & Lee, 2011). However, there is a dearth of research that examines the possible relationships between several interacting components; especially, in terms of stakeholders’ perceptions. This case study aims to begin filling this gap. What is also unique about this study, aside from the setting in a specific Title I suburban school, is its use of appreciative inquiry that aims to tease out the most positive attributions, rather than focusing on the negative.

Ineffective communication is a chief contributor to business leaders' ineffective leadership. The purpose of this multiple case study was to explore the communication strategies that 4 business leaders in the retail industry used to improve employee motivation. The business leaders, including owners and senior leadership from 3 organizations in the retail industry in the Baltimore-Washington Metropolitan Area, were purposefully selected for study participation. Transformational leadership theory shaped the conceptual framework of this study. Transformational leaders use effective communication to influence employee motivation positively. Data were collected from semistructured interviews with the business leaders, public reports, organization documents, and text message correspondences. Data analysis involved identifying reoccurring phenomena and coding meaningful and common keywords, phrases, and statements to form themes. Data analysis also involved triangulating information. Through data analysis, 5 themes emerged, including the following: respectful communication, 2-way communication, and charismatic communication. Business leaders' practice of effective communication strategies could contribute to social change by enhancing the well-being of employees, which might promote the improvement of economic conditions of individuals, families, and communities.