The purpose of the study was to investigate the construct validity of the two instruments measuring readiness in Situational Leadership: the Readiness Scales--Manager Rating Form and Staff Member Rating Form--developed by Hambleton, Blanchard, and Hersey (1977). The study examined the relationships between readiness and achievement motivation, and between readiness and faculty education and work experience. The study also explored the concurrent validity of the two instruments measuring McClelland's (1961) achievement motivation: The Achievement Orientation Scale and The NachNaff Scale. The respondents were 66 department chairs and 156 faculty from 12 comprehensive institutions in the South. Data on faculty readiness were collected with the Readiness Scales. Data on achievement motivation were collected using the Achievement Orientation Scale and the NachNaff Scale. A faculty demographic questionnaire was used to collect data on faculty education and work experience: amount of education, length of teaching experience, publications and presentations, public service, and rank. The results of the study provided only partial support for the construct validity of the Readiness Scales. Faculty work experience was significantly correlated with faculty self-rated job readiness for teaching (r =.16, p $<$.05), research (r =.29, p $<$.001), and service (r =.23, p $<$.23). Significant differences were found in faculty self-rated job readiness for teaching (F (2, 143) = 5.08, p $<$.01) and for service (F (2, 139) = 4.33, p $<$.05) among full, associate, and assistant professors. Significant differences were also found in faculty self-rated job readiness for teaching (t = 2.59, p $<$.01) and research (t = 2.79, p $<$.01) between faculty with a doctorate and those with a master's degree. However, the study did not find any relationship between readiness and achievement motivation. From the results of this study, there was no evidence for the concurrent validity for the Readiness Scale--Manager Rating Form and the Readiness Scale--Staff Member Rating Form. There were no statistically significant correlations between faculty self-ratings and department chairs' ratings of faculty readiness. Additionally, no evidence was found for the concurrent validity of the two instruments of the Achievement Orientation Scale and the NachNaff Scale.

<p>The aim of this thesis is to explore from a cultural diversity perspective, students 'views on teachers' leadership styles in the classroom and what style of management students prefer. The study uses a qualitative methodology to interviewed focus groups of students consisting of a total of twelve students at a secondary school in Botkyrka municipality. The corpus was divided into three different groups. Overall, results showed that students seem to prefer an intercultural situational leadership style. This is based on the students expressed need of wanting to be understood on the basis of their cultural background. That means that the teacher according to their background,  situation and knowledge should adapt leadership. Teachers should also be leaders who maintain balance, responsiveness and flexibility in teaching style in order to increase the motivation of students.</p>

During the recent years the interest in entrepreneurial education has increased both in terms of research being made in the subject, but also in the extent of entrepreneurial courses in Swedish secondary schools, where as the concept Junior Achievement (JA) is particularly being used. A common goal of the entrepreneurial education is apart from teaching the students how to start and run a business, to develop the students’ entrepreneurial skills and competences. The main purpose of the essay is to describe and illustrate the role of the teacher in the entrepreneurial pedagogy being used in courses with the JA concept and to investigate which entrepreneurial skills are being developed by the students participating in these courses. There is also the purpose of investigate what the characteristics are of this entrepreneurial pedagogy being used in the courses using the JA concept. The main theoretical foundation underpinning this study is the pedagogical philosophy formulated by John Dewey and the theory of situational leadership. My study took place in a secondary school in the area ofStockholm, where the JA concept was used in economical and project work courses. Two teachers teaching on these courses were interviewed and a questionnaire survey was conducted to obtain data from the teachers’ students. The main findings from this study are that the entrepreneurial pedagogy being used in the courses with the JA concept show high similarities with the philosophy of John Dewey. The role of the teacher is to be a tutor, guiding the students through the work process, by being more directional and instructive at start, and more supportive and encouraging in the end. However, the results show that it‘s unclear if the amount of help and support the students receive from the teacher is sufficient. The entrepreneurial skills, for example communication ability and creativity are being developed the most when they are connected to economical work assignments. Regarding the cooperation ability it is unclear if the ability is being developed due to the fact that the results show that students tend to cooperate with their friends and the work load being unequally shared in the JA business.

The aim of this thesis is to explore from a cultural diversity perspective, students 'views on teachers' leadership styles in the classroom and what style of management students prefer. The study uses a qualitative methodology to interviewed focus groups of students consisting of a total of twelve students at a secondary school in Botkyrka municipality. The corpus was divided into three different groups. Overall, results showed that students seem to prefer an intercultural situational leadership style. This is based on the students expressed need of wanting to be understood on the basis of their cultural background. That means that the teacher according to their background,  situation and knowledge should adapt leadership. Teachers should also be leaders who maintain balance, responsiveness and flexibility in teaching style in order to increase the motivation of students.

Teachers' perceptions of their school leaders influence student achievement in their schools. The extent of this influence is examined in this study. This quantitative study examined teachers' perceptions of the leadership style of their principals as transformational, transactional or passive-avoidant in improving and non-improving schools in relation to student achievement. The study population was a purposeful sample of 143 teachers in 16 schools in one school district. Leadership behaviors, as perceived by the teachers, were measured using the Multi-factor Leadership Questionnaire. Student achievement was measured with the Florida Comprehensive Assessment Test results for each school using three years of results. Independent t-test, multiple regressions, and an open-ended question were used to analyze the research questions. The study found that teachers in improving and non-improving schools had minimal differences in how they perceived their principals' leadership styles. All three leadership styles were statistically significant predictors of student achievement. School status was not significant in predicting student achievement indicating no difference in student achievement between improving and non-improving schools. Transactional leadership had a negative relationship while transformational and passive-avoidant leadership style had a positive relationship with student achievement. Regression analysis of the MLQ subscales for each leadership style as perceived by the teachers and the school status with student achievement found that transformational subscale intellectual stimulation and school status had a statistically significant positive relationship with student achievement. Likewise, the transactional subscale management by exception-active was a significant predictor with student achievement but had a negative relationship. Passive avoidant style also had a positive relationship with student achievement. Teacher demographics of gender, age, years as a teacher, years at current school, and level of school (elementary, middle, high) were examined in relation to perceived leadership style and school status. Multiple regression analysis found that only years at current school that was significant in how they perceived their principal's transformational or passive avoidant leadership style. No demographic variables were significant for transactional style or school status. Overall, teachers were satisfied with the principal's leadership style and effectiveness. Teachers most often cited school culture as having an influence on student achievement in both improving and non-improving schools. Limitations of the study included self-reported teacher perceptions of principal leadership style from 16 schools in one school district which limits generalizability; no controls for teacher classroom performance and no verification of respondents actually observing principal behaviors; time of year survey was given; and, the use of one instrument to measure leadership style may not reflect the actual leadership style of the principal.

This study examines the situational leadership phenomena for Chief Administrative Officers (CAO) in Canadian local governments. CAO perceptions were solicited to explore how CAO strategic perspectives influence leadership preferences. A better understanding of the CAO leadership role is essential to maximize organizational effectiveness. A 45-item strategic contingency questionnaire was developed to reveal the CAO’s strategic context in terms of organizational/community and current/future dimensions providing an interpretive means to determine the reactive/proactive nature of strategic contexts facing CAOs. The CAO leadership approach was captured through a 48-item leadership competency questionnaire exhibiting a people/task-centred duality. Interviews with CAOs provide further insights to understand survey results. The survey data analyses produced reliable and robust factor structures to reduce instrument items to eight leadership clusters and four strategic contexts. Instrument testing confirms the utility of the study’s core local government functions, leadership style and strategic context matrices to organize and compare quantitative and qualitative data. The CAO observations of what is receiving organizational attention were not consistent with their aspirations of what should be important indicating an administrative bias. This strategic context duality is significant because community or external matters often draw CAOs into the political realm whereas organizational or internal matters enable them to stay in the administrative realm. The CAO interviews indicate reluctance on the part of CAOs to spend as much time as they do in the strategic direction and policy choice spheres. These results suggest a tension between CAO strategic aspirations and the strategic imperatives of local government. The empirical findings demonstrated that CAO strategic perspectives exhibit a patterned relationship to leadership preferences. A Community-oriented strategic context had a stronger association with task-centred leadership while a people-centred leadership approach was preferred for an organizational-oriented strategic context. A dual rating system indicated that prevailing situations cause a control leadership style that was at odds with their preferred flexible leadership competencies. The strategic context differentiates leadership requirements from leadership preferences depicting the nature of situated action dilemmas among CAOs. CAO functions and CAO leadership style impact their leadership approach. The CAO role is shaped by Organizational Size, Structure and Electoral Systems which influence the strategic contingencies they face. The mediating effect of Gender, Age and CAO Experience is shaped by CAO Roles in larger organizations associated with career advancement, rather than by personal demographics. Situational leadership is a conscious process subject to control or flexibility expectations of the CAO for the outcomes of their leadership approach. The relationship is a complex web rather than a hierarchical sequence of influences. Nevertheless, some generalizations can be made to produce a CAO situational leadership role framework to better understand the CAO situational leadership phenomena.

Enterprise Resource Planning (ERP) is a software solution which offers the opportunity to strengthen the company's effectiveness, integrating the business processes across functional areas. In order to obtain the expected benefit, a successful implementation of the ERP project is crucial.  The aim of this thesis is to understand which different leadership styles can be applied during the ERP implementation phase, how they influence the overall project outcome and what leadership style can lead to the successful overall project outcome. The research covers following questions. To begin we will study ​which different leadership styles are applied in ERP implementation projects and study the leader’s trait &amp; behavior through the project implementation process. ​Afterwards we will study how significant the leadership style is to achieve a successful overall project outcome and which style better suits the general context of an ERP implementation project.  Survey questions were prepared either to project managers with experience in ERP implementation projects within their company or managers working for consultancy service firms. Concepts from multi-grounded theory i.e. open-, axial- and selective coding for empirical grounding are used as a methodological approach in the thesis. After the empirical and theoretical analysis, the conclusion we could draw was that the task structure and demand for the given situation, in which different type of team members are involved, is determining the factors to achieve the leadership effectiveness and consequently it is considered to be the major element determining the leadership style to be applied during the project.

Digitalization has made working outside the office easier. When the physical meeting between manager and employee does not exist, another type of leadership is needed. Research has shown that, as the information society has advanced, leadership has evolved from a traditional, hierarchical leadership to a more decentralized coaching leadership. But what happens when a leader must lead and coach an employee that he or she does not physically meet? And does this leadership differ from a physically present leadership? The aim of this study has thus been to understand in what ways physically present and physically absent leadership resembles and differs from each other, based on the manager's perspective. This study is based on a qualitative perspective. The understanding of the perception of the subject has therefore been the starting point. In this study managers in the Stockholm area have been interviewed. Interview data has then been analyzed against theoretical frameworks within leadership and communication. Furthermore, the results of this analysis has been linked to previous research on the subject. The results of this study show that participating managers perceive themselves as being available to their employees, regardless whether they exercise physically present or physically absent leadership. Most of the managers emphasize a good relationship with their employees and the importance of seeing the individual in the employee. Our study shows that the physically distance between manager and employee affects which type of leadership the manager applies. Managers with physically present leadership show a more supervising leadership style compared to managers who exercise physically absent leadership. / Digitaliseringen har lett till att arbete på distans har blivit lättare. När det fysiska mötet mellan chef och anställd uteblir behövs ett ledarskap anpassat till detta. Forskning har visat, i takt med att kunskapssamhället har växt fram, att ledarskapet kommit att utvecklats från ett traditionellt, hierarkiskt ledarskap till ett mer decentraliserat, coachande ledarskap. Men vad händer när en chef ska leda och coacha en anställd som han eller hon inte träffar? och skiljer sig detta ledarskap mot ett fysiskt närvarande ledarskap? Syftet med denna studie har varit att förstå för hur ett fysiskt närvarande och ett fysiskt frånvarande ledarskap liknar och skiljer sig åt, utifrån chefers uppfattning. Studien har utgått från ett kvalitativt perspektiv och förståelsen för personers upplevelse av det studerade ämnet har därför varit utgångspunkten. I denna studie har chefer inom Stockholmsområdet intervjuats. Intervjudata har sedan analyserats mot teoretiska ramverk inom ledarskap och kommunikation. Vidare har analysresultaten kopplats mot tidigare forskning inom ämnet. Resultaten av denna studie visar att medverkande chefer uppfattar sig som tillgängliga för sina anställda, oavsett om de utövar ett fysiskt närvarande eller ett fysiskt frånvarande ledarskap. Merparten av cheferna betonar en god relation med sina anställda och vikten av att se individen i den anställde. Funna skillnader mellan de två ledarskapen är att den fysiska närheten eller distansen påverkar vilken typ av ledarskap som chefen tillämpar. Chefer med ett fysiskt närvarande ledarskap antar en mer övervakande ledarstil jämfört med chefer som utövar ett fysiskt frånvarande ledarskap.

Bemanningsbranschen är en växande bransch som präglas av en speciell trepartsrelation mellan konsultchef, kund och konsult. Inom denna trepartsrelation formas ett samledarskap mellan konsultchef och kund som tillsammans har ett delat ansvar över en eller flera konsulter. Syftet med denna studie är att förklara samledarskapet inom bemanningsbranschen i Jönköping. Vidare syftar studien till att undersöka samledarskapets konsekvenser i förhållande till relationen mellan kund och konsult. Uppsatsen är en kvalitativ fallstudie som utgår från en induktiv ansats. Studiens datainsamling grundas i semistrukturerade intervjuer med konsultchefer som arbetar på bemanningsföretag i Jönköping. Bidraget är således intressant eftersom den skildrar konsultchefers personliga erfarenheter. Genom studien har det identifierats teman och förhållningssätt som är nödvändiga för ett fungerande samledarskap. Identifierade teman har genererats genom tematisering i form av kodningsarbete där återkommande begrepp och uppfattningar har kategoriserats för att slutligen presentera ett sammanfattat resultat. De teman som diskuteras är samledarskapet mellan konsultchef och kund, anpassad stöttning, anpassning till kund, situationsanpassat ledarskap, situationsanpassad kommunikation samt kommunicerade förväntningar. Även konsekvenserna av samledarskapet i förhållande till relationen mellan kund och konsult diskuteras genom situationsanpassad ansvarsfördelning, förtroende i förhållande till relationen med kund samt engagemang i förhållande till relationen med konsult. Sammanfattningsvis mynnar det ut i att konsultchefers samledarskap präglas av situationsanpassning och kundens dikterande villkor i relationen. Konsekvenserna av samledarskapet i förhållande till relationen mellan kund och konsult blir förtroende i förhållande till kund och engagemang i förhållande till konsult. / The staffing industry is a growing line of business characterized by a special trilateral relationship between the consultant manager, the client and consultant. Within this trilateral relationship a co-leadership is formed between the consultant manager and the client whom exercise a shared responsibility for one or several consultants. The purpose of this study is to explain the co-leadership in the staffing industry in Jönköping. Furthermore, this study aims to examine the consequences of co-leadership in terms of the relationship to the client and consultant. The thesis is based on a qualitative case study based on an inductive approach. The data collection of the study is built on the form of semi-structured interviews with consultant managers working in the staffing industry in Jönköping. Thus, the contribution is interesting since it portrays consultant managers personal experiences. The study has identified themes that are necessary for a functioning co-leadership. Themes have been generated through thematization in form of coding work where recurrent concepts and perceptions have been categorized to finally present a summarized result. Topics discussed include co-leadership between the consultant manager and the client, customized support, customization for the client, situation-based leadership, situational communication as well as communicated expectations. The consequences of co-leadership in terms of the relationship between the customer and consultant are also discussed through situation-based division of responsibilities, trust in the relationship with the client as well as commitment in relationship with the consultant. In summary, consultant managers co-leadership is characterized by situation adaptation and the client's dictating conditions in the relationship. The consequences of co-leadership are trust in relation to the client and commitment in relation to the consultant.

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