Leadership has been a foundational component of secondary agricultural education and teachers are recognized as the program leader; furthermore, agriculture teachers are expected to develop leadership in their students. However, research examining the leadership style of agriculture teachers has not been fully vetted. The purpose of this study was threefold: to examine transformational leadership in secondary agricultural education from philosophical, qualitative, and quantitative perspectives. The study was conducted through a qualitative case study of an agricultural education program at the local level and through a quantitative study of secondary agricultural educators at the national level. The philosophical portion of the study gave an overview of the agricultural education model and the transformational leadership approach. A dynamic model was developed for agricultural education which places an emphasis on the leadership approach of the agricultural educator. The Transformational Leadership and Community Impact (TLCI) Model was developed to provide a more holistic approach for operating a high quality secondary agricultural education program. The qualitative portion of the study was a case study to examine the leadership styles of two agriculture teachers in a high quality secondary agriculture program. The transformational leadership approach of Bass and Avolio provided the framework to explore the leadership styles of the agriculture teachers as perceived by those closely associated with the agriculture program. The results of this case study suggest that the transformational leadership style of the agriculture teachers was a positive and effective way to lead. The quantitative portion of the study sought to identify the preferred leadership style of a random sample of agricultural educators across the nation who taught secondary agriculture during the 2008-2009 school year. Data were collected online using the Multifactor Leadership Questionnaire (MLQ). Descriptive statistics were used for reporting the demographic and personal characteristics of respondents. Mean scores were calculated to determine the leadership style and leadership factors of the agriculture teachers. The study concluded that secondary agricultural educators were more transformational in their preferred style in contrast to transactional and laissez-faire leadership styles. The highest mean score for a factor in transformational leadership was Individualized Consideration and the highest mean score for a factor in transactional leadership was Contingent Reward.

This study sheds light on the firm-lifecycle and the impact of leadership and how itdevelops negatively when the entrepreneurial firm becomes administrative andmanagerial. The ambivalent fact is that the firm, when growing in size, need to becomemore managerial, though without undermining the previously entrepreneurial mind-setthat pervade the organization. The term corporate entrepreneurship has emerged andcomprises that the firm can continue to be entrepreneurial in the managerial stage. Thatis to resume the firm’s work to keep innovative. The article seeks to find out how theleadership can be adapted for the firm to stay innovative through the managerial stage.

Objective: To assess the effect of upward feedback on the perception gap of manager-rated and subordinate-rated managerial behavior scores using the Multifactor Leadership Questionnaire (MLQ). Design: Phase I questionnaires assessed the use of upward (subordinate to manager) feedback and were used to form Feedback and Comparison groups. Phase II questionnaires included feedback, attitudinal, and demographic questions and the MLQ. MLQ scores were compared between the two groups. Subjects/setting: Directors of Food and Nutrition Services and Clinical Nutrition Managers and their respective subordinates in a hospital setting. Statistical analyses performed: General Linear Model (using SAS Version 9.2, Cary, NC) was used to determine the relationships between MLQ scores and questions of interest. Results: Upward feedback practices in both the Feedback and Communication groups did not correspond to the Phase I reports. Feedback managers did not have higher MLQ scores based on feedback group, manager tenure, and manager implementation of feedback. Managers whose subordinates who enjoyed their jobs had higher subordinate-rated MLQ scores. Conclusions: Policies and practices of upward evaluation methods are not clear and need to be studied further in a hospital dietetics setting.

Research report presented to SBL, Unisa, Midrand. / This study aims to examine how manager's leadership styles correlates with leadership outcomes and perceptions of subordinates and management in the construction industry. Leadership styles, conception and leadership outcomes in terms of effectiveness and operationalization were measured using a modified Bass and Avolio's multifactor leadership questionnaire (MLQ) and a modified Porter et al.'s organizational commitment questionnaire (OCQ).

Research report presented to SBL, Unisa, Midrand. / This study aims to examine how manager's leadership styles correlates with leadership outcomes and perceptions of subordinates and management in the construction industry. Leadership styles, conception and leadership outcomes in terms of effectiveness and operationalization were measured using a modified Bass and Avolio's multifactor leadership questionnaire (MLQ) and a modified Porter et al.'s organizational commitment questionnaire (OCQ).

The purpose of this qualitative research study was to determine the best methods for achieving key leadership roles in education. The problem was to define the qualities that are important in leadership positions and to determine how those qualities relate to the top-level positions in school systems across Tennessee. Nineteen female directors of schools were interviewed. Directors also completed the Multifactor Leadership Questionnaire (5X-Short). Characteristics of transformational and transactional leadership styles were included in the study. Most of the directors scored high on using the transformational factors (idealized influence, inspirational motivation, intellectual stimulation, individualized consideration) of leadership and on using the contingent reward style of transactional leadership. The female directors of this study perceived communication skills, a caring attitude, honesty, being a visionary, and having people skills as important leadership characteristics. Other emergent themes included the qualities of males and females in the workplace, barriers to success, and the best practices that leaders are currently using in the workplace. The retention of top leaders in education is important. The perceptions of the 19 directors of Tennessee's public schools in this study are vital in understanding how women in leadership positions work. Mentoring, peer coaching, and providing time for directors to network, collaborate, and receive quality professional development are essential practices that should be promoted and continued to retain these leaders. The implication from this study is that higher education institutions should also consider best practices for preparing future administrators to be successful. Attention should be paid to the differences in which males and females work and to the difference of personality traits and characteristics of leaders that may affect success in top-level positions in education.

The primary aim of this study was to determine the relationship between the practice of transformational leadership and a high-performance culture.The study hypothesized a positive relationship between transformational leadership and a high-performance culture. It also examined the predictive value of transformational leadership behaviours to the different dimensions of a high-performance culture. The survey included a sample of 209 leaders fromvarious South African organisations. The Multifactor Leadership Questionnaire (MLQ5X Form 5X) was completed by these leaders and their subordinates. The High-performance Culture Questionnaire was completed by the subordinates only. Findings indicated positive correlations between transformational leadership and a highperformance culture. Furthermore, differences were found to exist in the predictive value of transformational leadership behaviours to the various dimensions of a high-performance culture. The theoretical and practical implications of these findings were discussed. / Dissertation (MCom)--University of Pretoria, 2016. / tm2016 / Human Resource Management / MCom / Unrestricted

The purpose of the study was to investigate any relationship between an established group of senior military officers' leadership styles and their personal values as a predictor of future effective leadership. The study evaluated the relationship between Nelson's (1989) 80-item Personal Values Profile (PVP) and Bass and Avolio's (2004) full-range leadership model (MLQ 5X) as a means to predict effective leadership. The respondents to the surveys were a unique sample of convenience consisting of 1978 graduates of the United States Naval Academy who had spent 30 years as officers in either the U.S. Navy or U.S. Marine Corps. The results of the MLQ 5X indicated that the group of career military officers scored higher than Bass and Avolio's normative group in seven of the nine leadership styles and in all three of the leadership outcomes. The two leadership styles in which the career military officers scored lower than the normative group were in the passive-avoidant or non-leadership categories. This sample group scored higher than the normative group in every category of transactional leadership styles as well as in every category of transformational leadership styles. Linear regression analysis of the full-range leadership model against the Personal Values Profile identified a moderate predictor of effective leadership based on personal values when transactional leadership and transformational leadership were combined. A second predictor for effective leadership was found when only transformational leadership was evaluated.

Det transformativa ledarskapet anses vara ett idealt ledarskap i dagens samhälle där egenskaper såsom lyhördhet och individuell motivering hos medarbetarna uppskattas hos många. Studier har tidigare gjorts avseende vilken personlighet ledare med olika ledarskapsattribut besitter, men färre studier har fokuserat på det önskade ledarskapet ur medarbetarnas perspektiv. Därför var syftet med denna studie att undersöka om det fanns ett samband mellan personlighetsegenskapen extraversion och önskat transformativt ledarskap hos medarbetarna på teminalanläggningarna inom ett medelstort svenskt rederi inom färjetrafiken. Datat samlades in genom en digital undersökningsenkät. Undersökningen sträckte sig över samtliga tre hamnterminaler där totalt 72 personer deltog. Resultatet visade att det inte fanns något signifikant samband mellan önskat transformativt ledarskap och extraversion inom de aktuella anläggningarna. Slutsatsen drogs att andra personlighetsdimensioner inte kan uteslutas som betydelse för att forma ett önskat ledarskapsbeteende, och att variablernas resultat separat trots avsaknaden av samband kan vara värdefullt för företagets verksamheter.

Thailand is entering into a new phase of educational administration under the new National Education Act of 1999 which requires all educational institutions to have internal and external quality assurance in order to ensure improvement of educational quality and standards at all levels (Section 47). This means that all educational institutions, especially in the private sector, have to undergo many changes, including changes in administration, teaching and learning processes, methods of evaluation and professional development programs. The current study focused specifically on the transformational leadership behaviour of principals on school culture. Culture is considered to be a key factor in determining whether school improvement is possible (Deal & Peterson, 1999). The study was conducted in two phases: quantitative and a qualitative, and carried out in the secondary schools of the Brothers of St. Gabriel, in Thailand. In the quantitative phase, the researcher used two instruments, namely the Multifactor Leadership Questionnaire (MLQ, Short form) developed by Bass (2000) to measure the leadership behaviour of principals, and the School Culture Survey developed by Gruenert (1998) to measure school culture. The results from the quantitative study were used to select a school for the second phase of the study that was carried out using a qualitative approach. The quantitative findings provided descriptive evidence that transformational leadership existed in the schools of the Brothers of St. Gabriel, in Thailand and the dominant culture of the Gabrieltie schools was Professional Development. In addition, the findings also revealed that there was a significant relationship between leadership behaviour and school culture. In the second phase, the leadership behaviour of the selected principal was interpreted based on transformational leadership applied in a school setting. This process was outlined by Leithwood (1996) as frame of reference to identify a pattern of leadership behaviour of the selected principal. The findings revealed that the selected principal exercised the qualities of transformational leadership to some extent. Some qualities were missing and some were practised to a moderate degree. The study helps provide guidance and direction to principals who wish to exercise their leadership in a more appropriate and relevant way particularly in a context of change.