The purpose of this study is to discuss the influence of educational training on the individual¡¦s job performance. In terms of educational training, we study the relationship of the different variables such as the level of satisfaction, attainment of personal endowments and practicality in terms of job performance and job devotion, ability of problem¡Vsolving. In this study, we also confer the effects of ¡§Transactional leadership¡¨ and ¡§Transformational leadership¡¨ as the interference variables. This study includes the staff from Long-term Care institutions on a public-private partnership basis as substantial research subjects. It included 228 valid questionnaires, the research data were analyzed by methods of factor analysis, reliability analysis, descriptive statistics, one-way ANOVA, correlation analysis, regression analysis and level regression analysis. Results: 1.Individual¡¦s educational training and job performance has a conspicuous correlation. 2.The hypothesis of different personal attributes will have remarkable differences in the outcomes of educational training and job prformance is partly established. 3.Satisfaction towards the educational training will have positive impacts on the attainment of personal endowments, job devotion and problem-solving capacity. 4.Modal of leadership causes interferential impact on the relationship between the educational training and degree of job devotion.

Curriculum review projects ensure updated material that meets the needs of students and employers. Most projects report what was accomplished in terms of how the new curriculum will better meet these needs. Few studies have explored the curriculum change process from the faculty perspective. Few studies have explored the leadership of these projects, and very few studies have examined curriculum development processes in higher education from a faculty perspective. This case study allowed for in-depth exploration of the faculty experience of the curriculum development process, of the project's leadership, and of the perceptions of change held by faculty. Faculty members were interviewed about the project, and minutes from committee meetings as well as other departmental documents were used to triangulate faculty feedback to paint a comprehensive picture of the experience of these faculty development projects. First, the entire case study explores the range of responses faculty provided in their interviews. Themes that emerged included comments about the effectiveness of individual pieces of the program as well as extended discussion about the benefits of the opportunity to network among the committee about teaching and learning. Faculty reflected at length about the positive influence of the leaders and about their response to the amount of change required of them individually and of the department. Next, analytic induction of the interview data resulted in a match between the leadership data and transformational leadership. The leaders of this project used delegation to direct the energy of the committee, invited inclusive participation, and promoted a shared vision for the department. As successful change leaders, they were able to build on the existing relationships in the department to achieve more than they had originally planned. Finally, individual stories exemplify the experience of change for different faculty members. These exemplars demonstrate the full spectrum of response to change, from quick to join in to slow and even one faculty member who chose remove himself from the program. These individual cases explore the ways in which they have dealt with the innovation of curriculum change, changes in teaching and new ideas about assessment.

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. 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. 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. 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.

This study examined the interrelatedness of personality attributes related to lifestyle constructs as defined by Adler (Ansbacher & Ansbacher, 1956), personality constructs for career success as defined by Hogan (1983), and transformational leadership style as defined by the Full Range of Leadership model (FRL) (Bass, 1990). Recent studies have suggested that certain personality attributes may be consistent with successful leadership ability (Bass, 1990; Hogan, Curphy, & Hogan, 1994). There is, however, a lack of research looking at personality attributes as determinants of leadership style (Lim & Ployhart, 2004). Adler (Ansbacher & Ansbacher), Hogan (1983), and Bass (1990) posited that all human movement is purposeful and that an individual moves through this world toward and with others and in a concerted effort to overcome adversity. It is hoped that by using models with common theoretical themes that at least one confounding variable will be eliminated and thereby move researchers closer to an understanding of leadership. This study consisted of 240 participants in varying levels of management. Participants were recruited from Masters in Business Administration (MBA) programs and Executive Masters in Business Administration (EMBA) programs as well as a Professional Masters in Business Administration (PMBA) program and a Global Masters in Business Administration program (GMBA) in several local universities and colleges located in and near a major metropolitan area of the southeastern region of the United States. Measurements include the Basic Adlerian Scales for Interpersonal Success – Adult Form (BASIS-A), the Hogan Personality Inventory (HPI), and the Multi-Leader Questionnaire-Short Form (MLQ-5X) as well as a demographic questionnaire. A discriminant analysis identified the Softness scale from the BASIS-A as a classifying discriminator between those participants who self-reported a transformational style of leadership and those who did not. Several stepwise multiple regression analyses resulted in findings suggesting that the Striving for Perfection and Wanting Recognition scales from the BASIS-A as well as the Ambition scale from the HPI were predictive of those who scored as exhibiting a transformational leadership style. The findings in this study suggest the importance of identifying personality traits and their dynamic interactions in relation to leadership style for future recruiting, hiring, selection, and training of organizational leaders as well as the development of educational programs with a focus on personality traits. The consistent and significant relationships between the BASIS-A scales and the Ambition scale of the HPI with the transformational leadership scales suggest that consideration of personality traits as an indicator and predictor of leadership style should continue to be stressed and explored.

This research is a meta-analytic review of the effects of transformational school leadership (TSL)-- a systematic, comprehensive synthesis of the quantitative research on transformational school leadership. The review method used in this research is standard meta-analysis supplemented by narrative synthesis and vote-counting methods. The types of effect sizes involved in meta-analytical calculations are correlation coefficients rs. The evidence reviewed was provided exclusively by unpublished theses or dissertations that were completed between 1996 and 2008. This study identified 33 dimensions of transformational leadership as developed by various scholars and captured by a variety of leadership measures, which were synthesized into 11 core leadership dimensions. This study meta-analyzed the effects of transformational school leadership and its dimensions on a large range of school outcomes, including 17 school conditions (e.g., school culture, shared decision-making processes), 23 teacher-related outcomes (e.g., teacher satisfaction), and five types of student outcomes. Transformational school leadership was most influential on teachers’ emotions and inner states. TSL had large effects on teachers’ individual inner states and their practices while it had small effects on their group inner states. Leaders effectively influence teachers’ psychological inner states and practices mainly through modeling good practices themselves, providing support and intellectual stimulation to teachers individually and setting shared school goals. TSL was also very influential on school conditions. It had large effects on four key school conditions. This review detected significant, positive small direct effects of TSL on student achievements. The indirect effects of TSL on student learning vary when different school or teacher variables are controlled. This review identified seven important moderators and three mediators that significantly contributed to student learning along with TSL. Specific leadership practices that effectively influenced school and student outcomes were also examined and discussed. Regarding the moderating effects of contextual and methodological factors, school level and leadership measures were found to moderate leadership impacts significantly in some cases. The findings of this study provide guidance for school administrators and policy makers who want to improve school leadership as a means of improving school quality.

This research is a meta-analytic review of the effects of transformational school leadership (TSL)-- a systematic, comprehensive synthesis of the quantitative research on transformational school leadership. The review method used in this research is standard meta-analysis supplemented by narrative synthesis and vote-counting methods. The types of effect sizes involved in meta-analytical calculations are correlation coefficients rs. The evidence reviewed was provided exclusively by unpublished theses or dissertations that were completed between 1996 and 2008. This study identified 33 dimensions of transformational leadership as developed by various scholars and captured by a variety of leadership measures, which were synthesized into 11 core leadership dimensions. This study meta-analyzed the effects of transformational school leadership and its dimensions on a large range of school outcomes, including 17 school conditions (e.g., school culture, shared decision-making processes), 23 teacher-related outcomes (e.g., teacher satisfaction), and five types of student outcomes. Transformational school leadership was most influential on teachers’ emotions and inner states. TSL had large effects on teachers’ individual inner states and their practices while it had small effects on their group inner states. Leaders effectively influence teachers’ psychological inner states and practices mainly through modeling good practices themselves, providing support and intellectual stimulation to teachers individually and setting shared school goals. TSL was also very influential on school conditions. It had large effects on four key school conditions. This review detected significant, positive small direct effects of TSL on student achievements. The indirect effects of TSL on student learning vary when different school or teacher variables are controlled. This review identified seven important moderators and three mediators that significantly contributed to student learning along with TSL. Specific leadership practices that effectively influenced school and student outcomes were also examined and discussed. Regarding the moderating effects of contextual and methodological factors, school level and leadership measures were found to moderate leadership impacts significantly in some cases. The findings of this study provide guidance for school administrators and policy makers who want to improve school leadership as a means of improving school quality.

Att lyckas som platschef i anläggningsbranschen Eva Karlsmyr  Bygg- och anläggningsnäringen brottas med lägre produktivitets­utveckling än andra industribranscher och utveckling av ledarskapet ses ofta som en väg framåt. Kunskap saknas dock om vad effektivt ledarskap i denna specifika kontext är. Denna studie avser bidra med sådan kunskap genom att i en tematisk analys med kvalitativ ansats studera ledarskap ur effektiva platschefers perspektiv i ett svenskt rikstäckande anläggnings­företag. Utifrån menings­koncent­rering av sju intervjuade plats­chefers berättelser har gemensamma aspekter av ledarskapet identi­fierats som respondenterna upplever avgörande för att lyckas i rollen. Studien har även undersökt hur dessa platschefer behöver påverkas av andra för att kunna utöva ett effektivt ledarskap. Analysen resulterade i sex aspekter avseende ledar­beteenden och tre aspekter avseende påverkan från andra som samtliga respon­denter nämnde. Dessa nio teman tolkades som avgörande för ett effektivt ledarskap i organisationen och ansågs ha relation till tre över­gripande teman, intresse för människor, kommu­nikation och relationer. Identifierade teman kunde också på ett tydligt sätt knytas till organisa­tionens ledarmodell och till trans­formativa ledarbeteenden. Studien bidrar därmed med kunskap om effektivt ledarskap, med betydelse för organisationens arbete med att rekrytera, utveckla och behålla denna kärn­kompetens i verksamheten samt förståelse för transformativa ledar­beteendens inverkan på ledarskapets effektivitet i bygg- och anläggnings­branschen. Keywords: Leadership, Transformational leadership, Interpersonal relationships, Interpersonal communication, Construction industry / To Succeed as a Site Manager in the Construction Industry Eva Karlsmyr The construction industry has a long history of lower productivity than other industries, and leadership is generally seen as one important path to improve efficiency. However, the knowledge of leadership in this context is modest at best. This study’s aim is to contribute to the field of research through a thematic analysis with a quality focused approach towards leadership challenges from a site manager’s perspective. For the purpose of identifying commonalities in management success, seven site managers of a nationwide Swedish construction company have given their views on the factors that improve their leadership efficacy. The result of the study focuses on six aspects concerning leadership behavior and three aspects concerning input from others. The nine aspects of leadership that are the focus of this paper have in common the themes of interest in a people-focused approach, interpersonal communication and interpersonal relationships. These themes for successful leadership imply a clear relationship with the company’s overall leadership policy and newer theories of transformational leadership. The study contributes to the body of research on transformational leadership in the construction industry and improves the strategic knowledge on how to recruit, develop and retain personnel with core competence in the organization. Keywords: Leadership, Transformational leadership, Interpersonal relationships, Interpersonal communication, Construction industry

Problem: The well-being and health of workers can decrease substantially when their place of work is closed down. A smooth transition and well-managed closedown process, however, has shown to ease these effects. Despite this, very little research has been conducted on how leaders can manage a closedown process well. The purpose of this thesis, therefore, was to examine whether the ‘authentic’ and ‘transformational’ forms of leadership could ease the negative experiences of employees during organisational closedowns. Method: Employee accounts of closedown processes were obtained by conducting semi-structured interviews. These were then analysed against the existing body of research on closedown processes, employee reactions to such processes and authentic and transformational leadership. Causal relationships were sought between the actions and behaviour of leaders and the reactions and experiences of employees. Findings: This study found features of authentic and/or transformational leadership in all of the employee accounts that were examined. From this data, it can be deduced that the leadership features that were found, at least partly, eased the negative experiences of employees during closedown processes. In particular, the following eight authentic and transformational leadership characteristics were shown to have eased employee perceptions of closedowns: self-awareness, relational transparency, individualised consideration, inspirational motivation, idealised influence, encouraging the heart, inspiring a shared vision and meaning through communication. Conclusion: When weighing the evidence, it can be concluded that certain aspects of the authentic and transformational leadership constructs can ease the negative experiences of employees during closedown processes. Authentic leadership features related to high relational transparency and high self-awareness were mentioned most frequently by the former employees interviewed, and can therefore be considered most important when seeking to ease employee experiences of closedown situations. With this being said, the many transformational leadership features mentioned by the interview respondents should not be disregarded. Although individual features attributable to transformational leadership were not mentioned as frequently, a greater range of such features was communicated by the respondents. It is argued, therefore, that a combination of the two concepts would be most effective when seeking to improve employee experiences and leadership during closedowns.

Abstract Due to personal experience, I¡¦m interested in the impact of the leading style on the employees. When I was reading related research, I found that the leading style didn¡¦t show positive correlation on job performance when using the relation-oriented and job-oriented as the independent variable. Modern research support transactional leadership and transformational leadership. Therefore I took leading style as the independent variable, job performance as the dependent variable and the moderating variable is psychological contract. Descriptive statistics, reliability, factor-analysis, Pearson correlation and regression were chosen for data analysis and hypothesis testing. The result is shown as the following: 1. Transactional leadership and transformational leadership have positive impact on job performance. 1.1 Transactional leadership and transformational leadership have positive correlation impact and significant impact on task performance. 1.2 Transformational leadership has positive correlation impact and significant impact on contextual performance. 2. Psychological contract has different impact on job performance. 2.1 On task performance 2.1.1 Balanced contract has positive correlation impact and significant impact on task performance. 2.1.2 Relational contract has positive correlation impact and no significant impact on task performance. 2.1.3 Transactional contract has negative correlation impact and no significant impact on task performance. 2.2 On contextual impact 2.2.1 Balanced contract has positive correlation impact and significant impact on task performance. 2.2.2 Relational contract has positive correlation impact and no significant impact on task performance. 2.2.3 Transactional contract has negative correlation impact and no significant impact on task performance. 3.Psychological contract has positive correlation with leading style and job performance. 3.1Relational contract has negative moderating effect between transformational leadership and task performance. 3.2 Relational contract has negative moderating effect between transformational leadership and contextual performance.

The purpose of this study was to explore the relationship between teachers¡¦ leadership behavior of elementary school and classroom management effectiveness. The subjects were sixth grade students of public elementary school in Kaohsiung. This study used stratified random sampling; 928 questionnaires were taken back including 895 ones valid, at a ratio of 96.44%. This study adopted questionnaire survey, ¡§Teachers¡¦ Leadership Behavior Scale¡¨ and ¡§Classroom Management Effectiveness Scale¡¨ were used as instruments. The collected data were analyzed by t-test, One-way ANOVA, Pearson correlation, and stepwise multiple regression analysis. The conclusions of this study were as follows: 1. The present status of elementary school teachers¡¦ leadership behavior is over the average. They perform best on ¡§intellectual stimulation¡¨ and ¡§active management-by-exception ¡¨ but worst on ¡§passive management-by-exception¡¨. 2. The present status of elementary school teachers¡¦ performance on classroom management effectiveness is over the average. They perform best on ¡§teaching quality¡¨ but worst on ¡§class manners¡¨. 3.Better performance in teachers¡¦ leadership behavior was found for the ones who were female, 6 to 10 years of serving, and at schools with the scale under 24 classes. 4. Better performance in classroom management effectiveness was found for the ones who were female, 6 to 10 years of serving, at schools with the scale under 24 classes,and with the number of students between 21-30 in class. 5. The better is the teachers¡¦ leadership behavior, the more outstanding is their classroom management effectiveness. There exists the strongest correlation between ¡§individualized consideration¡¨ and ¡§classroom atmosphere¡¨. 6. Teachers¡¦ leadership behavior is crucial in enhancing classroom management effectiveness. The prediction capability of ¡§individualized care¡¨ for the whole classroom management effectiveness is the most significant.