The key aims of this case study are to understand the notion of teacher leadership and identify factors that impact the professional development of teacher leaders in a foreign language institute. As little empirical research exists on how EFL teacher leaders acquire leadership skills and learn about leadership roles, this study explores factors contributing to the professional learning and growth of EFL teacher leaders in the Saudi EFL context. The study is an interpretive one, using semi-structured interviews as the primary data collection instrument complemented by an open-ended questionnaire. The detailed accounts of 12 EFL teacher leaders indicate that ‘teacher leadership’ is a novel construct at the ELI where teacher leadership roles are positioned in the middle of the organisational hierarchy. EFL teachers in these middle-level leadership roles have titles such as head of professional development unit (PDU), head of academic coordination unit (ACU) and head of curriculum unit (CU). In spite of being a new concept at the ELI, leadership roles and responsibilities to a great extent share similarities with teacher leadership in western school contexts. However, teacher leaders encounter various challenges which are mainly due to the bureaucratic structures at the ELI. The data reveal lack of autonomy, inadequate professional support from the top management, and ineffectiveness of the existing professional development courses at the ELI. This study provides insights into factors which support EFL teacher leader professional development. There are five main elements: a) previous experiential learning, both formal and informal; b) leadership knowledge, skills and abilities which are brought to their current roles and further improved through collaborative practices; c) intrinsic motivation and personal urge to do more learning and leading; d) learning from being in leadership roles; and e) reflective practices at individual and group levels. Despite the concurrent difficulties and uncooperative workplace environment, the EFL teacher leaders managed to acquire role-related leadership skills while learning on the job. This thesis concludes by offering suggestions tailored to the professional development needs of teacher leaders in the EFL context, namely that top leadership should adopt flexible leadership approaches and that trainers should conduct more context-specific professional development courses on a regular basis. These supportive strategies should ensure sustainable professional development and raise the degree of professionalism among EFL teacher leaders at the ELI.

The purpose of this experimental study was to examine the role of a Transformational, Transactional, and Laissez-faire leader in the perceived likelihood of employees exhibiting Organizational Citizenship Behaviors (OCBs) at work. The extent to which employees identify with their leaders was also examined as a mediator on the relationship between leadership style and OCB performance. OCBs are behaviors that are not directly required of an employee, but that benefit the overall organization by promoting excellence while allowing employees to go beyond the job requirements. Previous research suggests that Transformational Leaders inspire and instill values in employees through empowerment and positive relationships (Bass, 2007; Bass & Riggio, 2006; Carter, Mossholder, Feild, & Armenakis, 2014; Eagly, Johannesen-Schmidt, & van Engen, 2003), and that employees that perform OCBs greatly benefit organizations (Akinbode, 2011; Finkelstein & Penner, 2004; Organ & Ryan, 1995; N. P. Podsakoff, Whiting, Podsakoff, & Blume, 2009; Shaffer, Li, & Bagger, 2015). One of three vignettes describing one of the three leadership styles (e.g., Transformational, Transactional, Laissez-faire) was shown to 200 employed participants working at least part time (i.e., 20 hours per week) under a supervisor via an online survey using MTurk. After rating their respective leader (as described in the vignette) on the Global Transformational Leadership (GTL) scale, participants completed an identification with leader inventory and an OCB-checklist, indicating likelihood of OCB performance under their particular leader. Multivariate analysis of variance was utilized to examine the effect of leadership style on OCB performance. Further, correlational analyses were used to examine the relationship between GTL scores and OCB-Checklist scores. Finally, a mediation analysis with identification with the leader mediating the relationship between leadership style and OCB performance was conducted. Results showed individuals in the Transformational Leader Condition reported the highest likelihood of performing OCBs, followed by Transactional Leader and finally Laissez-faire Leader. Identification with the leader significantly mediated the relationship between Transformational leadership and OCB performance. Finally, individuals that perceived their leader as more Transformational were also more likely to report performing OCBs. Implications of these findings for OCBs in the workplace are discussed.

Money is considered as a motivator for floor level employees, however it has temporary affect and employees’ motivation to work reduces with time. This study is conducted to know, how to motivate “amotivated employees”. In this study, the author has tested “monetary rewards” and “leaders’ empathy” in motivating amotivated floor level employees. The findings are that monetary rewards have no effect on employees’ state of amotivation. Whereas, “leaders’ empathy” has healing effect on employees’ amotivation. In response to “leaders’ empathy”, the amotivated employees have shown interest as well as responsibility in their work.

Forskning visar att ledares förväntningar på medarbetarna är betydelsefullt för att skapa ett gott arbetsklimat, trots detta är forskningsområdet relativt outforskat. Denna studie syftar till att undersöka ledares förväntningar på medarbetare, utifrån hur medarbetarna kan bidra till ett gott arbetsklimat. Studien utfördes genom semistrukturerade intervjuer med 8 ledare, med ett åldersspann på 34-55 år, det var fem män och tre kvinnor. Det insamlade materialet meningskoncentrerades och analyserades med en narrativ metod. Resultatet visade att ledare kan tydliggöra sina förväntningar på sina medarbetare genom tydlig kommunikation, delaktighet och uppföljning. Resultatet visade även att de faktorer som ledarna beskrev som viktiga för arbetsklimatets framtid var; att ge feedback, att ha målfokus, att ta ansvar för arbetsklimatet och att tydliggöra förväntningar.Slutsatsen blev att det finns ett behov av att tydliggöra de förväntningar som ledarna har på sina medarbetare. Det visade också att involvera medarbetarna i arbetsklimatarbeten och att skapa en medvetenhet om ett gemensamt ansvar för arbetsklimatet kan vara ett betydelsefullt sätt att göra detta.

This research investigated cultural and social factors that influenced or allowed Saudi women to become leaders. It also examined those values that are synchronous with cultural and social factors that improved their access to leadership opportunities. An understanding of the factors and values that enabled these Saudi women to succeed leads to better knowledge of formation of leadership character. The context in which these Saudi women achieved their successful goal of becoming leaders, provides insight into their development as leaders and contribute to leadership studies in a traditional and religious context. The empirical data, gathered through in depth structured interviews using multiple rounds of interviews, was interpreted to produce a framework focused on the achievement of leadership and the cultural and social factors that enable or inhibit women leadership. The research revealed culturally based constructs related to gender. Whilst men are given responsibility and favoured for responsible positions, women are not inferior to men. Significantly, the women regarded themselves as no different from men in terms of bearing responsibility, being independent and achieving success. It confirmed the expectation depicted in the conceptual framework that women’s attributes or values are critical and significant in their successful journey to leadership. Sixteen such values and attributes emerged from the data. Significant among them were empathy with employees, ability to adapt, strength of character, expert knowledge and solidarity among women. By understanding the values that help women to achieve, sustain and evolve their leadership skills, which social and cultural dynamics enable or inhibit them in becoming leaders, and which organisational factors are critical for their success, this research has contributed better knowledge of Saudi women leadership achievement. Knowledge about women leadership in the Saudi context is thus advanced. This reveals that there is a role of the family and especially the father’s role, individual’s aspirations and action, the personal and professional struggle that Saudi women leaders experience, and the interpersonal relationships that they establish with their male counterparts to succeed. The research contributed understanding and knowledge of those values held by successful women leaders that are both unique and shared with successful leaders around the world. It revealed the social and cultural factors and dynamics, in the opinion of the participants that inhibit or enhance their ability to gain leadership roles and to work as effective leaders. The research revealed the organisational factors or dynamics affect women leaders.

This research study investigates the lived experiences of eight Black women senior secondary school leaders (hereafter referred to as Black women senior leaders) so as to elucidate their understanding, perceptions and experiences of senior leadership. Educational reform has taken place in England during the Thatcher, Major, New Labour and Coalition governments, leading to significant changes in secondary schools in England. These changes have resulted in new leadership roles, challenges and high levels of accountability. Moreover, the role of headteachers and senior leaders have been widely researched and discussed (Brundrett, 1999; Bush et al. 2006; Lumby and English, 2009; Leithwood, 2009, 2012), yet the experiences of Black women senior leaders is absent from the literature, which has focused on the experiences of Black minority and ethnic teachers and leaders (Powney et al. 2003; Bush et al. 2006; Coleman and Campbell-Stephens, 2010; Johnson and Campbell-Stephens, 2014) A social constructionist, interpretivist paradigm was adopted for this thesis and, using an intersectionality lens, the complexities of Black women senior leaders’ multiple identities and experiences were explored. Sixteen transcripts were generated from two semistructured interviews with the participants and my own, to explore how their race; gender; and, social class intersect to shape their leadership perceptions, beliefs and behaviours. Moreover, this research study is interested in gaining a better understanding of how Black women senior leaders develop their personal and professional identities; the value they place on formal and informal leadership preparation, development and learning approaches; and, how they maintain professional relationships with colleagues. The key findings are presented under the three research questions where Black women senior leaders’ narratives elucidate the lessons they have learnt throughout their senior leadership journeys, which provide insights into their experiences, offering practical advice to help other Black women and colleagues considering senior leadership.

D.Litt. et Phil. / The post-1994 South African society has become humanistic, pluralistic and tolerant. The era is characterised by a call and commitment to build a non–racial, non–sexist, and non–discriminatory society enshrined in the constitution of the Republic of South Africa. These conditions challenge African evangelical leaders to minister the gospel without losing their faith and cultural identity. They also provide such leaders with an opportunity to effectively minister the gospel to others within their cultures and value systems. In an earlier study, which described how leaders of this type have developed and which values influenced them, the researcher discovered that: (a) these leaders follow the same developmental phases mentioned in Clinton‘s leadership emergence pattern and (b) the family played an important role in influencing, shaping and passing certain values to these leaders. In addition to these observations, the results of the completed questionnaires in the earlier study reflect that the leaders who participated in the previous study were significantly influenced by African and Western values. The influence of theses sets of values was referred to as operating with ―two souls‖, a condition which indicates that a person is simultaneously embracing both African and Western values without creating a dichotomy. The implication is that these leaders have embraced both kinds of values in their ministry and daily lives, without realising it. The researcher based the current study upon the recommendation that a qualitative study on African evangelical leadership development be conducted to determine areas that the researcher did not cover earlier. Based upon this recommendation he engaged in three tasks which constitute the purpose of this study: to (a) compare Ubuntu with Western values among African evangelical leaders in the same district and relate these values to New Testament leadership values, (b) argue that the ministry context of African evangelical leaders in the district dictates that they operate with ―two souls‖, and (c) develop a leadership training module for evangelical leaders in the district who participated in the study to enable them to minister in the culturally diverse, humanistic and pluralistic society of South Africa.

M.A. / This study sought to provide guidelines for the development of strategies for the socio economic empowerment of traditional leaders. Traditional leaders have performed the development function even prior to the establishment of local government structures. The Constitution of the country does not clearly state the role of traditional leaders. It, however, gives clear disposition of the role of local municipalities and thus creates a vacuum between the two structures. The research explored the socio economic issues in KwaZulu-Natal and also the role that could be played by traditional leaders to enhance sustainable development in rural areas. A qualitative research approach was applied with purposive sampling strategy in this study. Structured questionnaires were formulated and used with focus groups. Two focus groups were conducted with traditional leaders and one with a professional group. The findings of the study confirmed that there were problems experienced by traditional leaders when performing the development function. This had resulted in traditional leaders not being sure of what role they could play in relation to the functions of municipal councils. It also revealed the tension that existed between traditional leadership structures and municipalities. However, the study also indicated the training of traditional leaders to become effective in developmental strategies of the province KwaZulu-Natal and also gave an exposition of the strategies for the socioeconomic empowerment of traditional leaders. / Prof. J.B.S. Nel

A more globalized workforce, coupled with technological advances in electronic communication, have led organizations to turn to virtual work teams at a rapidly increasing rate (Gilson, Maynard, Young, Vartiainen, & Hakonen, 2015). Leadership has been shown to aid team performance across work domains (Morgeson, DeRue, & Karam, 2010), and there exist a host of functional leader behaviors that have been found to benefit face-to-face team performance (Burke, Stagl, Klein, Goodwin, Salas, & Halpin, 2006). Attention to leadership in this new era of work teams is necessary to identify those specific behaviors that enable effective virtual team functioning. Team performance, whether in the virtual context or face-to-face, requires attention to taskwork (i.e., what people do) as well as the required teamwork (i.e., how people work together to go about doing the tasking; Morgan Jr, Glickman, Woodard, Blaiwes, & Salas, 1986). Thus, drawing upon the Consideration and Initiating Structure classification of leader behaviors, the current study sought to determine which behaviors are most critical to virtual team effectiveness and other important outcomes, specifically within the context of a virtual team working on a decision-making task. This study determined that Consideration leader behaviors are most beneficial for virtual team performance, team member satisfaction, and team potency in a decision-making context. Further, perceived leader effectiveness was found to predict team member satisfaction and team potency. This work has important implications for both science and practice, including extending existing leadership theory to a new context (i.e., virtual teams) and influencing leader behaviors for decision-making teams across work domains.

The aim of this thesis is to analyze the current situation of women in managerial positions in relation to the obstacles that hinder their career progression, as well as naming the features and capabilities that they prefer, and to characterize the possible existence of female leadership style. The theoretical part focuses on the role of women in society, concepts related to gender issues and the difference between management and leadership. I also deal with selected models describing the approach of managers to their subordinates. In the practical part based on qualitative research methods, I find out what opinion managers have to that situation in the Czech Republic. In conclusion, the thesis provides recommendations for a more detailed investigation of the area.