Educational leadership has been studied and disputed for decades, but it remains an elusive topic. The superintendent is the lead advocate in the school district (Bjork, 2009). Research suggests that certain leadership characteristics are more effective than others (Gray and Lewis, 2011). The purpose of this study was to identify current superintendents' and active school-board chairpersons' perceptions of superintendent-leadership characteristics. As a follow-up study, it compared the perceptions of superintendents and school-board chairpersons in 2009 and 2016 to determine similarities and differences (Thornton, 2009). Superintendents and school-board chairs agreed that effective communication with board members, division and school staff, parents, students, and the community is essential in superintendent leadership. Superintendents and school-board chairs also agreed that personal and professional integrity, honesty, and fairness are essential leadership characteristics for public-school superintendents. Superintendents and school-board chairs ranked instructional leader and visionary leader as the two most essential characteristics of the position of superintendent. In 2009, the superintendents perceived instructional leader and visionary leader to be the most essential characteristics. In 2016, superintendents also rated instructional leader and visionary leader as the two most essential characteristics. In both 2009 and 2016, school-board chairs identified visionary leadership as the most essential characteristic. / Ed. D. / Educational leadership has been studied and disputed for decades, but remains a relevant topic. The purpose of this study was to identify current superintendents’ and active school-board chairpersons’ perceptions of superintendent-leadership characteristics. As a follow-up study, it compared the perceptions of superintendents and school-board chairpersons in 2009 and 2016 to determine similarities and differences (Thornton, 2009). Superintendents and school-board chairs agreed that effective communication with board members, division and school staff, parents, students, and the community is essential in superintendent leadership. Superintendents and school-board chairs also agreed that personal and professional integrity, honesty, and fairness are essential leadership characteristics for public-school superintendents. Superintendents and school-board chairs ranked instructional leader and visionary leader as the two most essential characteristics of the position of superintendent. In 2009, the superintendents perceived instructional leader and visionary leader to be the most essential characteristics. In 2016, superintendents also rated instructional leader and visionary leader as the two most essential characteristics. In both 2009 and 2016, school-board chairs identified visionary leadership as the most essential characteristic.

<p>The purpose of the thesis is to find out what characterizes a good leadership in the school. Five persons from two different schools were interviewed. From one school the female vice principal was interviewed. From the other school four persons were interviewed – the female principal, the male vice principal, a male teacher and a female teacher.  This was executed  to get a picture of their view on a successful leadership in the school. These five persons answers were then analysed with the literature in leadership. </p><p>To compare the material from the interview with the leadership theories the thesis starts with a theoretical frame. The theory part begins with an explanation of the term leadership and is followed by relatively new term: Clear leadership. Then the theory part continues with a deeper explanation of Good leadership and what that means.</p><p>The study shows that the principals, the vice principal and the teachers have many similar opinions on a successful leadership in schools. But in the same time their answers differ. The same applies to the interviewed persons and the leadership theories where some parts correspond and some parts do not.</p>

The purpose of the thesis is to find out what characterizes a good leadership in the school. Five persons from two different schools were interviewed. From one school the female vice principal was interviewed. From the other school four persons were interviewed – the female principal, the male vice principal, a male teacher and a female teacher.  This was executed  to get a picture of their view on a successful leadership in the school. These five persons answers were then analysed with the literature in leadership.  To compare the material from the interview with the leadership theories the thesis starts with a theoretical frame. The theory part begins with an explanation of the term leadership and is followed by relatively new term: Clear leadership. Then the theory part continues with a deeper explanation of Good leadership and what that means. The study shows that the principals, the vice principal and the teachers have many similar opinions on a successful leadership in schools. But in the same time their answers differ. The same applies to the interviewed persons and the leadership theories where some parts correspond and some parts do not.

Leadership is the moving of people towards specified goals. Leaders come in all shapes and sizes. The leadership dynamic of human interaction is one of the most studied and least understood phenomena. More attention is currently being given to the ethics of leadership in light of recent situations involving misconduct in the White House, illeagal accounting practices amoung top corporations, and misuse of power in religous organizations. In this study, I sought to identify and prioritize characteristics of ehtical leadership with the assistance of leaders in four distinct groups; the business, religious, political, and educational communities within a six county area in Upper East Tennessee. The counties represented were: Carter, Greene, Johnson, Unicoi, Sullivan, and Washington. Using the Delphi technique, the characteristics were compiled and prioritized according to relative importance as perceived by members of the Delphi panel. The Delphi technique is essentially a series of questionnaires used to gain consensus on a topic. A panel of leaders in the business, education, political, and religious communities listed and assigned values to the characteristics they believed to be most important in being an ethical leader. Through the use of three rounds of questionnaires, consensus was reached on a prioritized list of ethical characteristics and leadership traits. The study resulted in the identification of five ethical characteristics and seven leadership characteristics that the panel agreed should be demonstrated by ethical leaders. The ethical characteristics are: Integrity, Following Biblical Principles of Behavior, Hones/Truthful, High Moral Standards/Firm Convictions, and being Fair/Unbiased. The leadership characteristics are: Lead by Example, Develop an Atmosphere of Trust, Honest/Truthful, Involve Others in Decision Making, Team Builder, Good Communicator/Articulate, Creates a Vision for Others to Follow. The study also resulted in the identification of five ethical traits and sixteen leadership traits about which the four groups significantly differed in their assignment of values. Tables are provided that indicate the range, mean, and standard deviation that each trait received during the process.

Researchers have found that a positive correlation exists between information technology (IT) flexibility, IT effectiveness, and strategic alignment in organizations. It has been determined that within inflexible IT environments maintainability is reduced and key business factors become at risk. An IT flexibility measurement matrix was developed to assess IT flexibility however leadership characteristics were not identified for measurement with that model. Determining the leadership characteristics needed for IT flexibility was the purpose of this multiple case study. Leveraging the empowerment, situational leadership, IT-business equilibrium, and complexity change theories, the research questions were focused on the leadership characteristics exhibited by organizational and project team leadership. A purposeful sample of 20 IT nonmanagers participated in in-depth interviews and provided insights into leadership characteristics that were observed and practiced in flexible IT environments. Using deductive a priori coding and inductive data analysis, communication was identified as the leadership characteristic required by both organizational and team leadership. Other emergent leadership characteristics were having a vision, managing change, and servant leadership. The implications for positive social change are for organizations to use the results to develop leaders and teams to successfully manage flexible IT environments, enabling improved IT-business alignment. Academic institutions can provide structured training and cooperative education programs, partnering with IT organizations to develop and retain top IT talent. In addition, individuals can build knowledge and gain experience in these areas to strengthen personal and professional skills, thus increasing career potential.

High school graduation rates and the leadership of principals are important measures of accountability within schools. Principal leadership has been investigated through qualitative and correlational studies in mostly urban areas. Limited research has focused on the educational leadership characteristics of the high school principals and graduation rates in rural areas. The purpose of this study was to identify, describe, and categorize the leadership characteristics of veteran and novice principals with respect to graduation rates in selected rural schools. Bolman and Deal's 4 frames of leadership informed this study and helped to create the broad leadership categories of interpersonal skills, leadership and communication styles, and collaboration skills. The research questions focused on understanding the leadership characteristics and differences between novice and veteran principals. Purposive sampling was used to select 21 participants for in-depth interviews in 7 high school settings. The methodology combined interviews with a review of district data and documents. The data were thematically analyzed by a constant comparative method and category construction. Trustworthiness was ensured with member checking and triangulation. Key findings indicated that all principals had general leadership characteristics such as active listening, collaboration, a communication style, and promotion of school/home partnership. Three out of 4 high graduation rate schools tended to have veteran principals. Veteran principals focused on professional development and cultivating relationships, whereas novice principals focused on using data in decision making. Identifying and developing specific characteristics in leaders and matching them with schools will improve the instructional environment for students and strengthen the expertise of the faculty and staff.

This paper examines the relationship between leadership and megaprojects with various degrees of organizational and technological complexity. As of today, previous literature has mainly focused on time- and costs as performance measurements whereas effective control have been identified as a success factor. A definite gap remains within literatureof the impact that leadership characteristics has on megaprojects but also how complexity characteristics can be distinguished. This report has researched these phenomena by comparing theory with reality. The purpose of this paper was to concretise relevant depictions from different objective criteria related to organizational- and technological complexity. But also, how the leadership takes form and distinguishes regarding the degree of project complexity.  To answer the research purpose, this study has adopted an abductive research approach. The theoretical framework has had a prominent role in practical observations and the categorization of objective criteria whilst the authors have made relevant interpretations and generalizations. The papers theoretical framework has derived from stakeholder theory, organizational- and technological complexity, adaptive- and relationship-oriented leadership that is put together in a conceptual framework. With a qualitative research method this paper has conducted 10 semi-structured interviews with project executives, project managers, project directors, chiefs of staff and governmental coordinators. The qualitative data from the interviews have later been analysed through a thematic analysis and coded after the papers objective criteria. The reports results indicates that adaptive and relationship-oriented characteristics can be identified in all complexity dimensions but in different extent. Relationship-oriented leadership is used in a higher degree when the organizational complexity is dominant whilst the adaptive leadership have surfaced more irregularly throughout all of the dimensions. This study has been able to probe that a greater amount and diversity within the stakeholder structure will generally increase the organizational complexity within the megaproject.

Research question: How has digitalisation impacted the characteristics of leadership styles? Purpose: The purpose of this study is to obtain a deeper understanding of how digitalisation impacts leadership style characteristics. The theoretical goals are to better define digital leadership and investigate how the characteristics of the autocratic, democratic, transformational, laissez-faire leadership styles have changed due to digitalisation. The practical goals are to further understand how digitalisation has made the managers lead their employees and give recommendations on what should be considered in the digital environment. Both the theoretical contributions and practical implications are meant to dissipate the digital fog around leadership styles as much as possible. Method: This study has a deductive approach as articles and previous theories are presented and discussed which are later used in the analysis of the results. The authors use a qualitative data collection method, hence, conducting 12 semi-structured interviews with managers from various industries. The interviews occurred in either German or Swedish and were later translated into English, also, 4 interviews were face-to-face while 8 were through internet-mediated channels. The interviews were then coded and analysed through the lens of the four themes that have been established throughout the paper. Conclusion: The research found that the four leadership style characteristics have changed due to digitalisation but also contributed to the development of the digital leadership style. Avoiding digital social events in companies and the managers keeping a balance between too much control and exaggerated freedom of the employees are some practical implications. Hence, the digital fog was lighted and clearness for digital leadership was given.

Uppsatsens huvudsakliga syfte är att undersöka hur två olika organisationer skiljer och liknar varandra i önskan om ledarskapsegenskaper, detta utifrån de tre olika arenorna rekrytering, utbildning och ledarskap. I denna rapport kommer vi att studera organisationerna Försvarsmakten samt Sony Ericsson, där Försvarsmakten kommer representerar en strukturerad organisation och Sony Ericsson en projektorganisation.Med hjälp av intervjuer både på Försvarsmakten i Halmstad och Sony Ericsson i Lund har vi fått svar på frågor kring rekrytering, utbildning och ledarskap. Det som gör jämförelsen intressant är skillnaden i organisationsformerna på de två olika företagen Försvarsmakten samt Sony Ericsson. Vi har efter granskning av data fått fram att de båda organisationerna strävar efter liknande egenskaper med på skilda sätt. På grund av organisationernas olika strukturer och organisatoriska uppbyggnad går man olika vägar för att hitta en ledare men i slutändan kan man se att processerna liknar varandra. Vidareutbildning inom organisationerna spelar stor roll och man lägger stor vikt på att ge sina medarbetare den utbildning som finns och krävs, detta för att kunna öka kompetensen och öka effektiviteten. / The main purpose of this paper is to examine how two different organisations differ or resemble each other in their desire for leadership qualities, according to the three different venues of recruitment, training and leadership. In this report we will study the organizations Armed Forces and Sony Ericsson, where Armed Forces represent a structured organization and Sony Ericsson a project organization. With the help of interviews both at the Armed Forces in Halmstad and at Sony Ericsson in Lund, we have received answers to questions about recruitment, training and leadership. What makes the interesting comparison is the difference in body shapes of the two companies Armed Forces, and Sony Ericsson. After reviewing and analyzing the data received during these interviews the inference is that the two organizations seek similar qualities in different ways. Due to variations both structually and organisazationally the means of finding a leader vary though eventually the processes end up similar. Also there are great emphasis on how further training within organizations play an important role, how the organisations make use of the training available and required in the effort of increasing the competence and efficiency of its employees.

The purpose of this study was to explore the perceptions of principals from around the world regarding the perceived skill set necessary for success before, during, and after the coronavirus pandemic. While many school facilities closed during the public health crisis, the learning continued. During the pandemic, educational leaders were tasked with creating environments that allowed students to thrive academically, behaviorally, and emotionally from beyond the classroom walls. By identifying the perceived skill set required to lead an effective school building before and then during the pandemic, a greater understanding of the future of education can be ascertained. The study involved interviewing fourteen school leaders from around the world (seven from the United States and seven internationally). The interview questions probed the perceived necessary skills for the functioning of successful school buildings prior to, during, and then after the coronavirus pandemic. The outcome of the study provides opportunities for school leaders and human resource personnel to identify characteristics essential for success in a world changed by the global pandemic. By analyzing the perceptions of necessary skills to lead successful schools during the coronavirus crisis through a comparative approach, a dedication of resources for improving the quality of the leadership within school buildings moving forward can be adapted. / Doctor of Education / The global coronavirus health crisis greatly impacted schools, learning, and leadership. Through a comparative approach, we have an opportunity to learn from each other and make crucial changes moving forward to garner more success. The influence of comparative education on school leadership preparation was identified in the review of literature. American and international school leaders who were impacted by the coronavirus was the specific area the researcher focused on for this study. This qualitative study focused on the perceptions of school leaders on the skills necessary for success before, during, and then after the health crisis. Data was collected through the interviews of fourteen school leaders (seven from the United States and seven from around the world). Through this study, the researcher identified seven findings and four implications. One limitation for this study was the small sample size. A suggestion for future research would be to investigate how important the vision of a school building is to the overall leadership attributes by interviewing the leadership teams and then the teachers they serve to discover if there is alignment by triangulating student assessment data, staff climate surveys, and student climate surveys.