Business researchers have shown that servant leaders empower, provide long-term vision, and serve their workers and followers better than do nonservant leaders. High performance work practices (HPWPs) and corporate social performance (CSP) can enhance employee and firm productivity. However, when overused or poorly managed, HPWPs and CSP can lead to the business problems of employee disengagement, overload, or anxiety. Scholars noted a gap in human resource management research regarding whether leadership styles affect HPWPs and CSP use. This study examined the relationship between leadership style and the use of HPWPs and CSP, by using a quantitative, nonexperimental design. U.S. business leaders (N = 287) completed a survey consisting of 3 previously published scales. A chi-square analysis calculated the servant to nonservant leader ratio in the population, finding a disproportionate ratio (1:40) of servant (n = 7) to nonservant (n = 280) leaders. Two t tests showed that no significant difference existed in how servant and nonservant leaders use HPWPs or CSP. However, a multiple linear regression model showed that a leader's self-reported characteristics of empowerment, vision, or service positively predicted CSP use; empowerment positively predicted HPWPs use; service negatively predicted HPWPs use; and vision had no effect on HPWPs use. Findings may help human resource practitioners identify leaders who use HPWPs or CSP differently. Positive social change may occur by hiring more visionary, empowering, or service-oriented leaders who can support overwhelmed or anxious workers, potentially leading to more engaged and productive workers, and an increase in the use of positive CSP.

本研究旨在探究國民中學教師覺知校長服務領導、學校組織氣氛與教師組織公民行為之關係，並根據研究結果提出建議，以做為教育行政主管機關、國民中學校長、國民中學教師，以及後續研究者之參考。 本研究以桃園縣(市)、新竹縣、苗栗縣(市)公立國民中學教師為研究對象，採問卷調查法，以「國民中學組織行為調查問卷」進行抽樣調查，抽取55所國民中學、520名國民中學教師做為研究樣本，回收統計問卷數共453份(剔除無效問卷25份後)，回收率為87%。以描述性統計、t考驗、單因子變異數分析、積差相關分析、多元逐步回歸等統計方法加以分析獲得以下結論： 一、整體校長服務領導屬中上程度，以「建立專業社群」層面知覺程度最高，「概念化」層面最低。 二、不同「職務」背景變項之教師對於整體校長服務領導的知覺具有顯著差異；不同「性別」、「年齡」、「服務年資」、「學校規模」背景變項之教師對於整體校長服務領導的知覺沒有顯著差異。 三、整體學校組織氣氛屬中上程度，以「教師疏離行為」層面知覺程度最高，「校長指示行為」層面最低。(疏離、指示層面，得分已反向處理，得分高，表疏離、指示情況低) 四、桃竹苗區教師知覺的學校組織氣氛類型「開放型」與「封閉型」佔的比率最高，皆為34﹪；「疏離型」次之，佔18﹪；「投入型」最少，佔14﹪。 五、不同「性別」、「職務」、「年齡」、「服務年資」、「學校規模」背景變項之教師對於整體學校組織氣氛的知覺均無顯著差異。 六、整體教師組織公民行為屬中上程度，以「尊重體制」層面知覺程度最高，「自我要求」層面最低。 七、不同「職務」、「年齡」、「服務年資」、「學校規模」背景變項之教師對於整體教師組織公民行為的知覺具有顯著差異；不同「性別」背景變項之教師對於整體教師組織公民行為的知覺沒有顯著差異。 八、「校長服務領導」與「學校組織氣氛」之間具有正相關；「校長服務領導」與「教師組織公民行為」之間具有正相關；「學校組織氣氛」與「教師組織公民行為」之間具有正相關 九、「校長服務領導」與「學校組織氣氛」對「教師組織公民行為」具有聯合預測力，以「教師承諾行為」、「覺察」、「教師同儕行為」等三個層面對整體教師組織公民行為具有預測力。總解釋變異量為35.2%。 / The main objective of this study is to investigate the relationship among principals’ servant ‘leadership, school organizational climate, and teachers’ organizational citizenship behavior which teachers perceive, and to propose suggestions based on the results, for the reference of educational administration authorities, junior high school principals, , junior high school teachers and relevant future studies. In this study, faculty of junior high schools in Taoyuan county, Hsinchu county and Miaoli county is picked as subjects and questionnaire survey is adopted. The researcher formulates “junior high school organizational behavior questionnaire,” and randomly selects 55 junior high schools, 520 teachers as samples. In a rate of 87%, 453 replies are returned and then analyzed in methods of descriptive statistics, t-test, one-way ANOVA, product-moment correlation analysis and stepwise multiple regression. The following conclusions are obtained: 1. The present situation of principals’ servant leadership is above the average. Among all the aspects, “professional community” ranks to the top, while “conceptualization” ranks otherwise. 2. Teachers bearing different duties perceive principals’ servant leadership significantly differently; while teachers of other variables such as gender, age, service seniority and school size show no significant difference. 3. The present situation of school organizational climate is above the average. Among all the aspects, “teachers’ disengagement” ranks to the top, while “principal command” ranks otherwise. 4. School climate type which Teacher perception of the highest rate are Open climate and close climate, they account for 34% each, the second is disengagement climate , accounted for 18, involvement climate is the least, accounted for 14%. 5. Teachers of different demographic variables such as gender, duties ,age, service seniority and school size perceive school organizational climate show no significant difference. 6. The present situation of teachers’ organizational citizenship behavior is above the average. Among all the aspects, “respecting school system” ranks to the top, while “self-request” ranks otherwise. 7. Teachers bearing different duties, age, service seniority and school size perceive teachers’ organizational citizenship behavior significantly differently; while teachers bearing different gender, show no significant difference. 8. Principals’ servant leadership is positively related to school organizational climate; Principals’ servant leadership is positively related to teachers’ organizational citizenship behavior ; school organizational climate is positively related to teachers’ organizational citizenship behavior 9. When combining principals’ servant leadership and school organizational climate, teachers’ organizational citizenship behavior is predictable for three aspects, including “teachers’commitment,” “Awareness,”and “teachers’ disengagement”, accounting for 35.2% of total variance.

Thesis (MCom)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: South Africa has a population of just over 50 million people. However, there are only approximately 260 698 nurses according to the register of the South African Nursing Council. The nursing shortage is not only limited to South Africa, but is a global phenomenon, and this shortage is getting worse every day. Various factors can be blamed for the increasing nursing shortage. Every day nurses face demanding working hours, stressful work environments and a large shortage of resources. Nurses from private hospitals regard themselves as "overworked money-making machines". Nevertheless, the health care needed by the population of South Africa is rapidly increasing. The high prevalence of HIV/AIDS is also a challenging contributor, worsening the nursing shortage crisis. The current dysfunctional nursing situation in the healthcare facilities of South Africa reflects a negative image of the nursing profession. Consequently, the number of individuals considering nursing as a profession is decreasing. The nursing shortage is not only a threat to the wellbeing of nurses, but to the lives of millions of South Africans who need health care. A common phenomenon amongst nurses is burnout, which leads to decreased quality of care and high turnover rates and contributes to the nursing shortage. Also, other nurses experience work engagement and display organisational citizenship behaviour in the same working environments than the nurses who experience burnout. Work engagement (WE) and organisational citizenship behaviour (OCB) are ideal outcomes. This study investigated distinguishing factors between nurses that allow them to experience WE and exhibit OCB. The Job Demands-Resources model played an integral role in the study. Therefore, the specific focus of the study was job and personal resources, as well as job demands, as factors contributing to WE and OCB amongst nurses. Servant leadership (SL) as job resource, psychological capital (PsyCap) as personal resource, and IT (Illegitimate tasks) as job demand were identified as possible factors that explain the variance in WE and OCB. A literature review was conducted in which prominent antecedents of WE and OCB were identified. A number of hypotheses were formulated and tested by means of an ex post facto correlation design. The unit of analysis was nurses from two of the largest private hospital groups in South Africa. The nurses were employed at one hospital in Gauteng and three hospitals in the Western Cape. Data was collected from 208 nurses located within the chosen hospitals. Data collection on all five variables, namely work engagement, organisational citizenship behaviour, servant leadership, psychological capital and IT, was conducted by means of self-administered questionnaires. The measurements included in the self-administered questionnaire were selected in terms of their validity and reliability. The following measurements were included; Utrecht Work Engagement Scale (UWES), Organisational Citizenship Checklist (OCB-C), Servant Leadership Questionnaire (SLQ), Psychological Capital Questionnaire (PCQ) and the Bern Illegitimate Task Scale (BITS). The data collected was analysed by means of item analyses and structural equation modelling. A PLS path analysis was conducted to determine the model fit. The most significant findings were that SL, as a job resource, and PsyCap, as a personal resource, were positively related to WE amongst nurses. The results also revealed that PsyCap was positively related to OCB. Lastly, it was found that IT, as a job demand, are negatively related to WE amongst nurses. These results support the assumptions of the JD-R model that specific job and personal resources lead to WE. The results provide guidelines regarding practical managerial implications and strategies to address the challenges experienced by nurses. The results, together with the managerial implications, made it possible to provide valuable insights and recommendations for industrial psychologists, as well as for further studies. / AFRIKAANSE OPSOMMING: Suid-Afrika het ‘n bevolking van net oor die 50 miljoen mense. Daar is egter volgens die register van die Suid-Afrikaanse Verpleegkunderaad net omtrent 260 698 verpleërs. Die tekort aan verpleërs is nie net tot Suid-Afrika beperk nie, maar is ‘n globale fenomeen, en die tekort word elke dag groter. Verskeie faktore kan vir die toenemende verpleërtekort blameer word. Verpleërs word elke dag gekonfronteer met veeleisende werksure, stresvolle werksomstandighede en ‘n groot tekort aan hulpbronne. Verpleërs by privaat hospitale beskou hulleself as “oorwerkte geldmaakmasjiene”. Nietemin neem die gesondheidsorg wat deur die Suid-Afrikaanse bevolking benodig word, vinnig toe. Die hoë voorkoms van MIV/VIGS is ook ‘n uitdagende bydraer wat die verpleërtekort vererger. Die huidige wanfunksionele verpleegtoestand in die gesondheidsorgfasiliteite van Suid-Afrika word weerspieël in die negatiewe beeld van die verpleegberoep. Gevolglik verminder die getal mense wat verpleging as ‘n beroep oorweeg. Die verpleërtekort bedreig nie net die welstand van verpleërs nie, maar ook die lewens van miljoene Suid-Afrikaners wat gesondheidsorg benodig. ‘n Algemene verskynsel onder verpleërs is uitbranding (burnout), wat lei tot ‘n afname in die kwaliteit van sorg en hoë omsetkoerse en bydra tot die verpleërtekort. Ander verpleërs ervaar egter werksbetrokkenheid (work engagement) en vertoon organisatoriese burgerskapsgedrag (organisational citizenship behaviour) in dieselfde omgewing waar verpleërs uitbranding ervaar. Werksbetrokkenheid en organisatoriese burgerskapsgedrag is ideale uitkomstes. Hierdie studie het onderskeidende faktore onder verpleërs ondersoek wat hulle toelaat om werksbetrokkenheid te ervaar en organisatoriese burgerskapsgedrag te vertoon. Die model van werkseise en hulpbronne (Job Demands-Resources (JD-R) model) het ‘n integrale rol in die studie gespeel. Die spesifieke fokus van die studie was dus op werks- en persoonlike hulpbronne, sowel as werkseise, as faktore wat bydra tot werksbetrokkenheid en organisatoriese burgerskapsgedrag onder verpleërs. Dienaarleierskap en sielkundige kapitaal as werkshulpbronne, en illegitieme take as werkseis, is geïdentifiseer as moontlike faktore wat die verskil in betrokkenheid en organisatoriese burgerskapsgedrag verklaar. ‘n Literatuuroorsig is onderneem waarin belangrike antesedente van betrokkenheid en organisatoriese burgerskapsgedrag geïdentifiseer is. ‘n Aantal hipoteses is geformuleer en deur middel van ‘n ex post facto korrelasie-ontwerp getoets. Die eenheid van analise was verpleërs werksaam by twee van die grootste privaathospitaalgroepe in Suid-Afrika. Die verpleërs was werksaam by een hospitaal in Gauteng en drie hospitale in die Wes-Kaap. Data is by 208 verpleërs in die gekose hospitale versamel. Dataversameling oor al vyf veranderlikes, naamlik werksbetrokkenheid, organisatoriese burgerskapsgedrag, dienaarleierskap, sielkundige kapitaal en illegitieme take, is deur middel van selftoepasvraelyste versamel. Die volgende metings is ingesluit: Utrecht Work Engagement Scale (UWES), Organisational Citizenship Checklist (OCB-C), Servant Leadership Questionnaire (SLQ), Psychological Capital Questionnaire (PCQ) en die Bern Illegitimate Task Scale (BITS). Die versamelde data is deur middel van item-ontleding en struktuurvergelykingsontleding geanaliseer. ‘n Gedeeltelike kleinstekwadrate-baananalise (partial least squares path analysis) is onderneem om die passing van die model te bepaal. Die belangrikste bevindinge was dat dienaarleierskap, as ‘n werkshulpbron, en sielkundige kapitaal, as ‘n persoonlike hulpbron, positief verband hou met werksbetrokkenheid onder verpleërs. Die resultate toon ook dat sielkundige kapitaal positief verband hou met organisatoriese burgerskapsgedrag. Laastens is bevind dat illegitieme take, as ‘n werkseis, negatief verband hou met werksbetrokkenheid onder verpleërs. Hierdie resultate ondersteun die aannames van die model van werkseise en hulpbronne (J-DR) dat spesifieke werks- en persoonlike hulpbronne lei tot werksbetrokkenheid. Die resultate verskaf riglyne vir praktiese bestuursimplikasies en strategieë om die uitdagings wat deur verpleërs ervaar word, aan te spreek. Die resultate, tesame met die bestuursimplikasies, het dit moontlik gemaak om waardevolle insigte en aanbevelings vir bedryfsielkundiges, asook vir verdere studies, te maak.

Significant changes have taken place in recent years in leadership theory and practice world wide. Theorizations of effective leadership have evolved from being authoritarian and task-centered to a model in which leaders are encouraged to look beyond their self-interest and prioritize the interests of the group. This study investigates the development of an alternative form of leadership through community building in two male school boarding houses. It attempts to ascertain whether students are able to work collaboratively towards developing an environment conducive to servant leadership. Structured according to the transformative research paradigm, this action research study was conducted in an independent school, Kingswood College, in Grahamstown, South Africa. The College is a traditional independent co-educational school that prides itself on producing leaders. As the school was in the process of reviewing its leadership system, it became an appropriate site to investigate the development of community and to explore possibilities for the emergence of an alternative form of leadership that would reflect the attributes of servant leadership. The participants in the study were volunteers from two boarding houses, who agreed to reflect on their perceptions and experiences of the way in which their houses functioned. My research findings show that through their willingness to engage in moral dialogue, students can transform their boarding houses into closely-knit communities bound together by shared values and beliefs. Closer relationships make for better understanding. As the leaders take on the responsibility of caring for their juniors, a moral obligation begins to manifest itself. Leaders will display the attributes of servant leadership if they are prepared to acknowledge in practice this moral obligation to serve others.

The purpose of this study is to develop a substantive grounded theory explaining the development of a philosophy and the practice of leadership amongst young adults who had attended Hilton College and whom were exposed to their servant leadership development programme. The grounded theory method in this study was developed using conventions identified by Strauss and Corbin (1990) and relying upon a collection of incidents noted during interviews with former students, teachers, housemasters, headmaster and Hiltonian Society board members. In total thirty-six interviews were conducted over a period of four years in South Africa, the United Kingdom and Kenya. Using the grounded theory methodology, an understanding of the theoretical model emerged through the development of a personal philosophy and the practice of servant leadership. Related to the central phenomenon of individual leadership philosophy and practice, the causal condition of opportunity to lead, influenced how the individual philosophy and practice emerged. Strategies used by the participants to nurture their philosophy and practice of leadership were the leadership development programme, community service, feedback and reflection. The data identified the intervening conditions and conditions relating to the context of the leadership philosophy and practice. The consequences of developing a leadership philosophy and practice were related to leadership behaviour; self-esteem; growth; follower relations; empowering of others; and relationship to institutions. The theoretical model illustrated the holistic nature of an individual’s leadership philosophy and practice. In this instance, the nature of the data revealed that the individual's leadership philosophy and practice that developed amongst the participants was predominately servant leadership. The different approaches to leadership development were scrutinised with the intention of locating the grounded theory that developed in this study, within the available literature. The literature did provide some useful insights, in particular the social field theory of Bourdieu (1998), which offered a more encompassing explanation and showed much promise in providing an understanding of leadership development. Wheatley's (1999) interpretation of field theory further explained the influence of servant leadership in leadership development. Finally, the researcher developed a set of propositions and recommendations for practice and future research and discussed the value of this research.

Praktiese onderwys is onderrig aan leerders by skole. Die onderrigleier is die persoon wat die verantwoordelikheid vir die onderwysstudente by die skool aanvaar. Die doel van die navorsing is om vas te stel wat die rol van die onderrigleier in die opleiding van onderwysstudente by die skool is. As ‘n kwalitatiewe benadering is ‘n etnografiese ontwerp gebruik om vas te stel watter leierskaprol die geskikste sou wees vir die begeleiding van onderwysstudente by skole. Dienslewerende leierskap is as konseptuele raamwerk gebruik. In die navorsing van dienslewerende leierskap word die “SERVE”-model gebruik om die toepassing van dienslewerende leierskap te evalueer. Daar is gevind dat onderrigleiers wat dienslewerende leierskap toepas die onderwysstudene die beste dien deur hulle toekomsgerig voor te berei en deur professionele opleiding te bied wat gerig is op moontlike veranderinge en aanpassings in die onderwys. Die onderwysstudente moet voldoen aan die hoë verwagtinge wat gestel word deur die personeel by die skool. Dienslewerende onderrigleiers stel self die voorbeeld deur hulle leefwyse en professionele optrede in en buite die skool. Die onderrigleiers voldoen aan die verwagtinge van die universiteite en die Departement van Basiese Onderwys (DBO) deur dienslewerende leierskap aan te wend tot voordeel van die onderwysstudente. Die rol van die onderrigleiers is dus om die onderwysstudente te dien op alle vlakke van die onderwys. Die onderrigleiers moet in vennootskap tree met die universiteite en die universiteite adviseer oor tekortkominge en veranderinge in die voorgeskrewe kurrikulum wat die opleiding van onderwysstudente kan verbeter. Die onderrigleiers moet die verantwoordelikheid wat deur die DBO aan hulle opgedra is, nakom deur mentoronderwysers op te lei en te bemagtig sodat hulle saam met die onderrigleiers die onderwysstudente beter tot diens kan wees. / ENGLISH : Practical teacher training is the short-term “in-service training” (exposure to the teaching profession’s day-to-day tasks and responsibilities) of education students at schools. Practical teacher training is the responsibility of a specifically appointed instructional leader at a school. The purpose of the research is to determine what the role of the instructional leader should be in the practical training of education students at schools. As a qualitative approach an ethnographic design was used to determine what kind of leadership model would be most suitable for the instructional leader to utilise in the guidance of education students at the school during in-service training. Four case studies were used to assess the utilisation of the “SERVE” model (Blanchard en Miller, 1994) in the application of servant leadership by the instructional leaders during the practical teaching process at school. It was found that instructional leaders who use the “SERVE” model for the application of servant leadership serve their educational students best by preparing them for the future with a shared vision and through professional training and teaching them to be flexible so as to adapt to any changes and alterations in education. The education students will be able to satisfy the high expectations that are set by the staff at the school. Servant-instructional leaders set the example through their own way of life and their professional conduct in and outside the school. The instructional leaders are able to satisfy the expectations of the universities and the Department of Basic Education (DBE) through the application of servant leadership to the benefit of the education students. Therefore the role of the instructional leader at the school is to serve the education students on all levels of teaching. The instructional leaders must enter into a partnership with the universities to advise them about shortcomings and changes that can improve the practical teaching of education students. The instructional leaders must take up the responsibilities that the Department of Basic Education bestows on them by appointing mentor teachers who have been trained and empowered to assist the instructional leaders to best serve the education students. / Dissertation (MEd)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

Ledares olika ledarskapsstilar bidrar idag med olika tankar kring hur arbetet skall utföras, samt hur ledaren arbetar med sina medarbetare. Idag finns det flertalet olika typer av ledarskapsstilar, där vissa stilar fokuserar på utveckling av medarbetare, medan andra fokuserar mer på resultat. Dessa olika stilar bidrar på olika sätt till välmående bland medarbetare inom en organisation.Denna studie är begränsad till medarbetare i restaurangbranschen därför att restaurangbranschen lider av en hög personalomsättning, men ligger ändå under snittet när det kommer till arbetsskadeanmälningar. Studien grundar sig i tre ledarskapsstilar, transformativt-, transaktionellt-, och tjänande ledarskap, där de olika ledarskapsstilarna har olika betydelse för medarbetares välmående inom restaurangbranschen. Syftet med studien är att bidra med en ökad kunskap kring vilken betydelse olika ledarskapsstilar kan ha på medarbetares välmående, som i sin tur kan ha en betydelse för den höga personalomsättningen inom restaurangbranschen. Studien har utförts genom att studera de tre olika ledarskapsstilarna, kontroll-, krav-, stödmodellen, samt sedan intervjuer med medarbetare inom restaurangbranschen för att skapa en dialog tillsammans med medarbetarna och på så sätt kunna skapa ytterligare kunskap kring ledarskapsstilars betydelse för medarbetarnas välmående. Studien lyfter fram mängden kontroll, krav och stöd som ledarna ger till sina medarbetare, och vilken betydelse de kan ha för medarbetarnas välmående. Den indikerar även att medarbetare kan påverkas till den grad av mängden kontroll, krav och stöd att om det finns en avsaknad av dessa delar kan det resultera i försämrat välmående där medarbetare väljer att sluta på arbetsplatsen. Studien antyder även att ledarskapsstilar som främjar utveckling av medarbetare, arbete med gemenskap och relationer, samt att en kontinuerlig dialog mellan medarbetare och ledare tenderar att ha en betydelse för välmående hos medarbetarna. / Leaders' different leadership styles today contribute with different ideas about how the work should be performed, and how the leader works with his employees. Today, there are several different types of leadership styles, with some styles focusing on employee development, while others focus more on results. These different styles contribute in different ways to the well-being of employees within an organization. This study is limited to employees in the restaurant industry because the restaurant industry suffers from a high staff turnover, but is still below average when it comes to work injury reports. The study is based on three leadership styles, transformative, transactional, and serving leadership, where the different leadership styles have different meanings for employee well-being in the restaurant industry. The purpose of the study is to contribute with an increased knowledge of the significance of different leadership styles on the well-being of employees, which in turn may have a significance for the high staff turnover in the restaurant industry. The study was conducted by studying the three different leadership styles, the control, requirements, support model, and then through interviews with employees in the restaurant industry to create a dialogue with employees and thus be able to create additional knowledge about leadership styles' impact on employees. prosperous. The study highlights the amount of control, demands and support that managers give to their employees, and what significance they can have for the well-being of employees. It also indicates that employees can be affected to the extent of the amount of control, demands and support that if there is a lack of these parts, it can result in impaired well-being where employees choose to quit the workplace.The study also suggests that leadership styles that promote employee development, work with community and relationships, as well as a continuous dialogue between employees and leaders tend to have an impact on employee well-being.

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