Abstract The purpose of the study was to describe and analyse the leadership styles of nurse managers as part of the leadership culture in health centre wards. The aim was to produce scientific knowledge about nurse managers’ leadership styles and the factors affecting them, and about the sufficiency of their leadership style knowledge and skills. The study was conducted using a mixed method approach. In the first phase, the leadership styles of nurse managers were examined systematically with the aid of a literature review. The material consisted of 45 scientific articles that focused on or touched upon leadership styles. The approach in the second phase of the study was qualitative. Data were collected from nurse managers (n =  13), nurse directors (n =  10) and nursing staff (n =  11) using themed interviews. The data were analysed using inductive content analysis. The approach in the third phase was quantitative. Data were collected from nurse managers (n =  252) in health centre wards using questionnaires. The data were collected using a stratified sample based on the number of nurse managers in the health centres. The data were analysed with descriptive statistics. The results indicated that nurse managers’ leadership styles were influenced by the flow of information, organisational values, previous supervisors, nurse managers’ training and values, the staff working under the nurse managers and collaboration. The nurse managers reported using four resonant leadership styles: visionary, coaching, affiliate and democratic leadership style, while commanding leaderhsip was used among dissonant styles. According to nurse directors and nursing staff, nurse managers also used isolating leadership style. Leadership styles affected collaboration, staff well-being and commitment to work, the operation of the work unit and development work as well as the atmosphere within the organisation. Nurse managers reported visionary leadership style as the most important and isolating leadership style as the least important leadership style. Through self-reflection, nurse managers could increase their knowledge on the use of different leadership styles and their effects and use them in an appropriate manner. Leadership styles where employees are seen as having a participatory and active role have become increasingly more common. Resonant leadership styles have a positive impact on staff work satisfaction, professional development and staff retention. These factors have a positive effect on the quality of patient care. The information generated by the study may be utilised in basic, continued and further nursing education. / Tiivistelmä Tutkimuksen tarkoituksena oli kuvata ja analysoida, mitä ovat hoitotyön osastonhoitajien johtamistyylit osana johtamiskulttuuria terveyskeskusten vuodeosastoilla. Tavoitteena oli tuottaa tieteellistä tietoa osastonhoitajien käyttämistä johtamistyyleistä ja niihin vaikuttavista tekijöistä sekä heidän johtamistyylitietojensa ja -taitojensa riittävyydestä. Tutkimuksessa on käytetty monimenetelmällistä tutkimusmenetelmää. Ensimmäisessä vaiheessa hoitotyön johtajien johtamistyylejä tarkasteltiin systemaattisen kirjallisuuskatsauksen avulla. Aineisto koostui 45 johtamistyylejä käsittelevästä tai niitä sivuavasta tieteellisestä julkaisusta. Toisen vaiheen lähestymistapa oli kvalitatiivinen ja aineistot kerättiin osastonhoitajilta (n =  13), ylihoitajilta (n =  10) ja hoitohenkilökunnalta (n =  11) teemahaastatteluilla. Aineistot analysoitiin induktiivisella sisällön analyysilla. Kolmannen vaiheen lähestymistapa oli kvantitatiivinen ja aineisto kerättiin kyselylomakkeilla terveyskeskusten vuodeosastojen osastonhoitajilta (n =  252). Aineisto kerättiin käyttäen ositettua otantaa terveyskeskusten osastonhoitajalukumäärittäin. Aineisto analysoitiin kuvailevan tilastotieteen menetelmillä. Tulosten mukaan osastonhoitajien johtamistyyleihin vaikuttivat tiedonkulku, organisaation arvot, aiemmat esimiehet, osastonhoitajien koulutus ja arvot, osastonhoitajien alaiset työntekijät sekä yhteistyö. Osastonhoitajat kuvasivat käyttävänsä neljää resonoivaa johtamistyyliä, jotka olivat visionäärinen, valmentava, välittävä ja demokraattinen, kun taas ei- resonoivista johtamistyyleistä he käyttivät komentavaa johtamistyyliä. Ylihoitajien ja henkilökunnan mukaan osastonhoitajat käyttivät myös eristäytyvää johtamistyyliä. Johtamistyylit vaikuttivat yhteistyöhön, työntekijöiden työhyvinvointiin ja sitoutumiseen, työyksikön toimintaan ja kehittämistyöhön sekä organisaation ilmapiiriin. Tärkeimpänä johtamistyylinä osastonhoitajat raportoivat visionäärisen ja vähiten tärkeänä eristäytyvän. Itsereflektion kautta osastonhoitajat voisivat vahvistaa tietojaan eri johtamistyylien käytöstä ja niiden vaikutuksista sekä käyttää niitä tarkoituksenmukaisella tavalla. Johtamistyylit, joissa työntekijät nähdään osallistuvassa ja aktiivisessa roolissa, ovat yleistyneet. Resonoivat johtamistyylit vaikuttavat positiivisesti työntekijöiden työtyytyväisyyteen, ammatilliseen kehittymiseen ja työssä pysymiseen. Nämä tekijät vaikuttavat potilaiden hoidon laatuun myönteisesti. Tutkimuksen tuottamaa tietoa voidaan hyödyntää hoitotyön johtamisen perus-, jatko- ja täydennyskoulutuksessa.

Ongoing globalization in business world has led to increase diversity of workforce.Organizations are relying more and more on people coming from all over the world withdifferent backgrounds, nationalities, culture, race etc. Operating in such multiculturalenvironment has forced MNCs to recognize the importance of retaining highly qualified leadersto manage multicultural employees and more specifically to pay attention on the differentchallenges that they might face. In such multicultural environment, it’s important that managershave the required competencies to manage people from culturally diverse background.The purpose of this study is to investigate in detail the most suitable leadership styles toovercome the challenges of multicultural project teams so that organizations can gaincompetitive advantage over others. To find the most suitable leadership styles, firstly weinvestigated based on literature the most important challenges and issues that both projectmanagers and multicultural teams face. Secondly, we defined the project managers who areable to identify and overcome the challenges of multicultural teams. Thirdly, we analysed theleadership style and competencies of project managers who are aware of the differentchallenges of MCT to find out the most suitable and common leadership style in the studiedindustry. The research is a qualitative single case study focusing on one construction MNCnamely ‘Skanska’ in Sweden.In this study, we found three common leadership styles presented among project managersnamely; mix of servant plus transformational leadership, mix of transformational andtransactional leadership, and lastly transformational leadership style. Findings from the studyshow that mix of servant and transactional leadership is the most suitable leadership style formanaging multicultural project teams in construction industry, while it seems also thattransformational leadership style is being the most common style as every project leaderpossess some traits of it.

The thesis aims to analyze the representation of women in the top management within companies in the Czech Republic and companies' approach towards gender diversity. Theoretical background is provided as an introduction to the topic. Terms leadership and leadership styles are defined. The thesis follows with gender leadership specifics and typical characteristics for the Czech Republic. The research part is based on the interviews with HR representatives conducted in five chosen companies. Typical managerial trajectory and gender diversity management are the key areas of the interviewed questions. The results picture a typical managerial trajectory with the emphasis on women. The thesis presents the companies' approach to the gender management and introduces activities which companies do in order to increase the number of women in their decision-making positions. Author's recommendations to the companies is included.

Promoting gender equality and equity remain an important goal for schools in South Africa, and strides have been made in many areas to reduce inequalities. Local and international legislative and policy frameworks create a context within which unfair discrimination can be curtailed, but these, albeit important, are not entirely sufficient, and inequities persist based on perceptions regarding motherhood and teaching. There is a need to address practices at grassroots level, where historical stereotyping and procedures have become entrenched in the system. For female teachers to experience meaningful equality, these underlying issues need to be addressed and this cannot be achieved through legislative processes. What is required is that the whole process of socialisation into sex roles needs to be addressed. This study sets out to analyse and describe the world of mother teachers, and to explore how entrenched assumptions, cultural values and beliefs impact on the meaningful construction and harmonisation of the dual role of mother and teacher. The professional woman who becomes a mother finds herself faced with the dual role of mother and professional and the result is that conflicting and complementary dimensions emerge that makes the pressure to meet all expectations overwhelming. These mother teachers consistently try to be what they think ‘others’ want them to be and, therefore, they often have not come to terms with who they are. Their life become a life to please ‘others’ and because they cannot please everybody, they experience feelings of failure. This study came to understand that the mother teachers’ will experience ambivalence and discomforts concerning their attempts to balance their personally constructed multiple roles successfully when they do not accept themselves fully as women with special talents, competencies and attributes. Supportive behaviour from the state, school principals and fathers is needed. However, mother teachers themselves are the main source for self-actualisation. Unfortunately, when mother teachers cannot accept themselves for who and what they are, no support system will be able to help them to feel successful about being both homemakers and professionals. I was interested in what each participant’s experiences of motherhood and teaching were; how she expressed herself in conveying these experiences; and consequently, the meaning she attached to her experiences. The research problem, and the nature of the information sought, suggested the use of three distinct methods, namely (1) the narrative interview; (2) reflexive journal entries; and (3) observational field notes. After these three data collection methods had been conducted, coding of the information gathered took place to facilitate analysis and interpretation. From the findings, I believe that these mother teachers will only find themselves and fulfil their place in society once they are able to redefine their own perceived role expectations of society when fulfilling personally constructed multiple role expectations. / Dissertation (MEd (Educational Management, Law and Policy))--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

The role of the principal in school settings and the principal’s perceived effect on student achievement have frequently been considered vital factors in school reform. The relationships between emotional intelligence, leadership style and school culture have been widely studied. The literature reveals agreement among scholars regarding the principal’s vital role in developing and fostering a positive school culture. The purpose of this study was to explore the relationships between elementary school principals’ emotional intelligence, leadership style and school culture. The researcher implemented a non-experimental ex post facto research design to investigate four specific research hypotheses. Utilizing the Qualtrics Survey Software, 57 elementary school principals within a large urban school district in southeast Florida completed the Emotional Quotient Inventory (EQ-i), and 850 of their faculty members completed the Multifactor Leadership Questionnaire (MLQ Form 5X). Faculty responses to the school district’s School Climate Survey retrieved from the district’s web site were used as the measure of school culture. Linear regression analyses revealed significant positive associations between emotional intelligence and the following leadership measures: Idealized Influence-Attributes (β = .23, p = < .05), Idealized Influence-Behaviors (β = .34, p = < .01), Inspirational Motivation (β = .39, p = < .01) and Contingent Reward (β = .33, p = < .01). Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership measures, and negative associations between school culture and passive-avoidant leadership measures. Significant positive associations were found between school culture and the principals’ emotional intelligence over and above leadership style. Hierarchical linear regressions to test the statistical hypothesis developed to account for alternative explanations revealed significant associations between leadership style and school culture over and above school grade. These results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, Contingent Reward and school culture found in this study validate the role of the principal as the leader of school reform.

Are there differences in leadership styles among occupational therapy clinic administrators and program directors in professional and technical education programs? This study investigated transformational and transactional leadership behaviors and effectiveness as measured by the Multifactor Leadership Questionnaire (MLQ) Form 5x-Short behaviors and demographic characteristics of leaders and their organizations using a questionnaire designed by the researcher. MLQ Leader Forms were received from 50 clinic administrators randomly selected from the membership list of the Administration and Management Special Interest Section (AMSIS) of the American Occupational Therapy Association (AOTA), 56 professional program directors, and 41 technical program directors from accredited occupational therapy education programs in the United States, for a total of 147 leader respondents. Rater forms were received from 2 to 5 occupational therapy staff or faculty per leader and average scores calculated. More than 86% of leader respondents were female and white. Major findings indicate that administrative positions indifferent institutional contexts relate to leadership behaviors and effectiveness. Technical education program directors and clinic administrators scored higher on transformational behaviors and effectiveness than professional education program directors. Consistent with other research on leadership, the self-ratings of leaders were higher than ratings of subordinates. The data indicated statistically significant positive correlations between transformational leadership behaviors and perceived effectiveness, a frequent finding in the literature. With the exception of Contingent Reward (CR), all transactional behaviors had a negative correlation with effectiveness. No significant relationships were found between transformational behaviors and leader’s gender or ethnicity, but males scored higher than females on the transactional behavior Management by Exception-Passive (MEP) and Laissez-Faire (LF). Some transformational behaviors were related to the leader’s age and years of experience in academia, but relationships were not linear. Highest level of education was related to leadership effectiveness. No significant relationships were found between leadership behaviors and demographic characteristics of the institution (e.g. size, public or private). Differences in leadership styles among the three groups of leaders may be attributed to differences in organizational culture and raises additional research questions on transformational leadership and measures of effectiveness in the university culture. The findings suggest the need for education and training in transformational leadership during this era of rapid change in occupational therapy practice and education.

The purpose of this study was to find out from an ethical perspective how researchers describe a good leadership. The study tried to investigate more specifically the leadership styles and attributes of first-line managers which according to an ethical perspective characterized a good leadership in elderly care. The background used was the reforms that occurred in elderly care, the implementation of national values in elderly care and the laws governing leadership in elderly care. The method used was a text analysis of two books which focussed on leadership in elderly care and in social work. An inductive approach was used meaning that the study took the facts from the two books as a starting point and applied the theory to it. The theory used in the study was normative ethics. An analysis was made and it could be seen that there were different views on what constituted a good leadership and different views on the leadership styles and attributes of first-line managers that were considered to characterize a good leadership. Sometimes would a good leadership be described in terms of values such as  achievement, human value and high performance. Sometimes would a good leadership be described in terms of values like dignity, knowledge, self-responsibility and responsibility for others.   The study also found out that there were different leadership styles of first-line managers that created the conditions for a good leadership. These were leadership styles that included empowerment, good attitude, good communication and empathy. Moreover, the attributes that were considered to make first-line managers into good leaders were clarity, accessibility, humor, courage, authority, communicative skills, language skills and especially empathy and an equal attitude. Some researchers even pointed out that there was no particular type of leadership that could be considered the best and that there was no leadership style either that could be considered as a template for all leaders and organizations in elderly care to follow. It was thus found that without ethics as a theory, all of these findings would have been very confusing. Thanks to normative ethics as a tool, it could be understood why there were so many different views on what was considered to be a good leadership. Ethics casted light upon the fact that there were different values, norms, virtues, and motives behind an action that were given priority in different contexts explaining why there were so many different types of leadership styles and attributes that were considered appropriate in different situations. The study found out that a special emphasis was laid on the fact that a leader should know himself or herself and his or her view on mankind as well as his or her ethical values. Then he or she would know what his or her strengths and weaknesses were. It was also observed in the study that the virtues of a good leadership were never-ending. This was why training of first-line managers was considered central and it was found that training was to be organized for them on a more regular basis.

Diplomová práca sa zameriava na vytvorenie návrhu motivačného program v spoločnosti FlatEarth. Návrh tohoto programu sa odvíja od výsledkov výskumu uskutočneného v športových teamoch a medzi bývalými zamestnancami spoločnosti FlatEarth.

The aim of the diploma thesis „Analysis of Female Specific Leadership Style in Organizations Dealing with Information Technology Development“ is based on an analysis of working styles of man and woman lead with regard to defining the specifics of women's leadership in comparison to men. The theoretical part provides basic terms related to this topic, especially the gender, and the related stereotypes. Adequate attention is paid to the current situation in management from the women’s perspective. Empirical part documents the course of quantitative research performed in the company, when the style of leadership has been studied in accordance with the stated hypotheses. At the end the summary of the findings is discussed in the context of their potential contribution to the company's experience in the field of management and cultivation of human resources.

This study examines how school principals practice relational leadership for effective school-parental engagement in a multicultural setting. In South Africa, the post-apartheid education transformation created a situation in which schools are no longer allowed to discriminate against learners. As a result, a new multicultural setting has emerged in which schools are bound to accommodate learners from various cultural backgrounds. This shines the spotlight on school principals’ leadership and how they develop a school vision based on common values and redesign the school in a way that reflects the post-apartheid setting. The leadership role of principals is crucial for school-parental engagement in multicultural school settings. This is a qualitative study that used a case study design. The purposively selected sample consisted of 18 participants from six public schools in the Tshwane North and South. Data was collected using individual interviews. The theory of relational leadership was applied to examine how school principals can practice this leadership style to enhance parental engagement in multicultural school settings. Using thematic analysis, data was then grouped into themes in line with the research questions. The study found that the relational leadership by principals for school-parent engagement in a multicultural setting is limited and ineffective owing to a lack of multicultural sensitivity among most principals. The findings of the study also revealed that though many principals have tried practising different styles, such as instructional, distributive, collaborative and transformational leadership, to enhance parental engagement, these practices are seen as a limited solution. Therefore, the study suggests the need for principals to adopt a new leadership approach that creates a strong relationship between the principal and parents, taking into account the cultural context in which the school operates. The study recommends principals practice relational leadership for effective parental engagement in multicultural school settings. / Dissertation (MEd)--University of Pretoria 2020. / Education Management and Policy Studies / MEd / Unrestricted