This research is a meta-analytic review of the effects of transformational school leadership (TSL)-- a systematic, comprehensive synthesis of the quantitative research on transformational school leadership. The review method used in this research is standard meta-analysis supplemented by narrative synthesis and vote-counting methods. The types of effect sizes involved in meta-analytical calculations are correlation coefficients rs. The evidence reviewed was provided exclusively by unpublished theses or dissertations that were completed between 1996 and 2008. This study identified 33 dimensions of transformational leadership as developed by various scholars and captured by a variety of leadership measures, which were synthesized into 11 core leadership dimensions. This study meta-analyzed the effects of transformational school leadership and its dimensions on a large range of school outcomes, including 17 school conditions (e.g., school culture, shared decision-making processes), 23 teacher-related outcomes (e.g., teacher satisfaction), and five types of student outcomes. Transformational school leadership was most influential on teachers’ emotions and inner states. TSL had large effects on teachers’ individual inner states and their practices while it had small effects on their group inner states. Leaders effectively influence teachers’ psychological inner states and practices mainly through modeling good practices themselves, providing support and intellectual stimulation to teachers individually and setting shared school goals. TSL was also very influential on school conditions. It had large effects on four key school conditions. This review detected significant, positive small direct effects of TSL on student achievements. The indirect effects of TSL on student learning vary when different school or teacher variables are controlled. This review identified seven important moderators and three mediators that significantly contributed to student learning along with TSL. Specific leadership practices that effectively influenced school and student outcomes were also examined and discussed. Regarding the moderating effects of contextual and methodological factors, school level and leadership measures were found to moderate leadership impacts significantly in some cases. The findings of this study provide guidance for school administrators and policy makers who want to improve school leadership as a means of improving school quality.

This research is a meta-analytic review of the effects of transformational school leadership (TSL)-- a systematic, comprehensive synthesis of the quantitative research on transformational school leadership. The review method used in this research is standard meta-analysis supplemented by narrative synthesis and vote-counting methods. The types of effect sizes involved in meta-analytical calculations are correlation coefficients rs. The evidence reviewed was provided exclusively by unpublished theses or dissertations that were completed between 1996 and 2008. This study identified 33 dimensions of transformational leadership as developed by various scholars and captured by a variety of leadership measures, which were synthesized into 11 core leadership dimensions. This study meta-analyzed the effects of transformational school leadership and its dimensions on a large range of school outcomes, including 17 school conditions (e.g., school culture, shared decision-making processes), 23 teacher-related outcomes (e.g., teacher satisfaction), and five types of student outcomes. Transformational school leadership was most influential on teachers’ emotions and inner states. TSL had large effects on teachers’ individual inner states and their practices while it had small effects on their group inner states. Leaders effectively influence teachers’ psychological inner states and practices mainly through modeling good practices themselves, providing support and intellectual stimulation to teachers individually and setting shared school goals. TSL was also very influential on school conditions. It had large effects on four key school conditions. This review detected significant, positive small direct effects of TSL on student achievements. The indirect effects of TSL on student learning vary when different school or teacher variables are controlled. This review identified seven important moderators and three mediators that significantly contributed to student learning along with TSL. Specific leadership practices that effectively influenced school and student outcomes were also examined and discussed. Regarding the moderating effects of contextual and methodological factors, school level and leadership measures were found to moderate leadership impacts significantly in some cases. The findings of this study provide guidance for school administrators and policy makers who want to improve school leadership as a means of improving school quality.

Att lyckas som platschef i anläggningsbranschen Eva Karlsmyr  Bygg- och anläggningsnäringen brottas med lägre produktivitets­utveckling än andra industribranscher och utveckling av ledarskapet ses ofta som en väg framåt. Kunskap saknas dock om vad effektivt ledarskap i denna specifika kontext är. Denna studie avser bidra med sådan kunskap genom att i en tematisk analys med kvalitativ ansats studera ledarskap ur effektiva platschefers perspektiv i ett svenskt rikstäckande anläggnings­företag. Utifrån menings­koncent­rering av sju intervjuade plats­chefers berättelser har gemensamma aspekter av ledarskapet identi­fierats som respondenterna upplever avgörande för att lyckas i rollen. Studien har även undersökt hur dessa platschefer behöver påverkas av andra för att kunna utöva ett effektivt ledarskap. Analysen resulterade i sex aspekter avseende ledar­beteenden och tre aspekter avseende påverkan från andra som samtliga respon­denter nämnde. Dessa nio teman tolkades som avgörande för ett effektivt ledarskap i organisationen och ansågs ha relation till tre över­gripande teman, intresse för människor, kommu­nikation och relationer. Identifierade teman kunde också på ett tydligt sätt knytas till organisa­tionens ledarmodell och till trans­formativa ledarbeteenden. Studien bidrar därmed med kunskap om effektivt ledarskap, med betydelse för organisationens arbete med att rekrytera, utveckla och behålla denna kärn­kompetens i verksamheten samt förståelse för transformativa ledar­beteendens inverkan på ledarskapets effektivitet i bygg- och anläggnings­branschen. Keywords: Leadership, Transformational leadership, Interpersonal relationships, Interpersonal communication, Construction industry / To Succeed as a Site Manager in the Construction Industry Eva Karlsmyr The construction industry has a long history of lower productivity than other industries, and leadership is generally seen as one important path to improve efficiency. However, the knowledge of leadership in this context is modest at best. This study’s aim is to contribute to the field of research through a thematic analysis with a quality focused approach towards leadership challenges from a site manager’s perspective. For the purpose of identifying commonalities in management success, seven site managers of a nationwide Swedish construction company have given their views on the factors that improve their leadership efficacy. The result of the study focuses on six aspects concerning leadership behavior and three aspects concerning input from others. The nine aspects of leadership that are the focus of this paper have in common the themes of interest in a people-focused approach, interpersonal communication and interpersonal relationships. These themes for successful leadership imply a clear relationship with the company’s overall leadership policy and newer theories of transformational leadership. The study contributes to the body of research on transformational leadership in the construction industry and improves the strategic knowledge on how to recruit, develop and retain personnel with core competence in the organization. Keywords: Leadership, Transformational leadership, Interpersonal relationships, Interpersonal communication, Construction industry

Problem: The well-being and health of workers can decrease substantially when their place of work is closed down. A smooth transition and well-managed closedown process, however, has shown to ease these effects. Despite this, very little research has been conducted on how leaders can manage a closedown process well. The purpose of this thesis, therefore, was to examine whether the ‘authentic’ and ‘transformational’ forms of leadership could ease the negative experiences of employees during organisational closedowns. Method: Employee accounts of closedown processes were obtained by conducting semi-structured interviews. These were then analysed against the existing body of research on closedown processes, employee reactions to such processes and authentic and transformational leadership. Causal relationships were sought between the actions and behaviour of leaders and the reactions and experiences of employees. Findings: This study found features of authentic and/or transformational leadership in all of the employee accounts that were examined. From this data, it can be deduced that the leadership features that were found, at least partly, eased the negative experiences of employees during closedown processes. In particular, the following eight authentic and transformational leadership characteristics were shown to have eased employee perceptions of closedowns: self-awareness, relational transparency, individualised consideration, inspirational motivation, idealised influence, encouraging the heart, inspiring a shared vision and meaning through communication. Conclusion: When weighing the evidence, it can be concluded that certain aspects of the authentic and transformational leadership constructs can ease the negative experiences of employees during closedown processes. Authentic leadership features related to high relational transparency and high self-awareness were mentioned most frequently by the former employees interviewed, and can therefore be considered most important when seeking to ease employee experiences of closedown situations. With this being said, the many transformational leadership features mentioned by the interview respondents should not be disregarded. Although individual features attributable to transformational leadership were not mentioned as frequently, a greater range of such features was communicated by the respondents. It is argued, therefore, that a combination of the two concepts would be most effective when seeking to improve employee experiences and leadership during closedowns.

Across the world, the global economy that is emerging since the last decade of the 20th century has resulted in levels of complexity within the business environment, organization are undergoing changes in different form in response to a global competitive business environment. This business environment characterized by uncertainty, increasing risk and decreasing forecast ability may requires a new managerial mindset focused on flexibility, creativity, innovation and possible transformation (Crossan et al. 2008; Wu et al. 2007).The research study is stimulated within the management and development process in the organization that help leader think and work toward transformative possibilities, for organization to achieve effectiveness it is crucial that the unique talent of its employees be developed and utilized. Furthermore, organization involved in adapting, recreating and transformation might require a leader with transformative behaviors. However, the possibility of the leaders’ lack of time and knowledge in implementing his or her vision may require the organization to external sources and competences such as the consultant (Ciulla. 2004; Liden et al. 2008) The objective of the study is to understand the nature of transformation within organization, the processes involved and the possible roles consultants might play if any within the processes that lead to transformative possibilities. The theoretical framework of the research is built on the many researches by Bass (1998), Bass & Riggio (2006),Northouse (2004) of transformational leadership as an effective leadership development in the full range leadership model. The research methodology was qualitative by means of the grounded theory approach, case interviews of two consulting firms in Sweden was made. Unstructured open ended interview was conducted with four respondents. The empirical data analysis shows that consultants are involved in the transformational leadership processes within organization with the consultant being aware or not as a result of the peculiarity of the Swedish management style that embodies traits suitable and compatible with transformational leadership concept. In conclusion, there are many processes that the consultant can be useful within the organization in achieving effectiveness and the consultant may play different roles in different context within the processes of transformational leadership.

Abstract Due to personal experience, I¡¦m interested in the impact of the leading style on the employees. When I was reading related research, I found that the leading style didn¡¦t show positive correlation on job performance when using the relation-oriented and job-oriented as the independent variable. Modern research support transactional leadership and transformational leadership. Therefore I took leading style as the independent variable, job performance as the dependent variable and the moderating variable is psychological contract. Descriptive statistics, reliability, factor-analysis, Pearson correlation and regression were chosen for data analysis and hypothesis testing. The result is shown as the following: 1. Transactional leadership and transformational leadership have positive impact on job performance. 1.1 Transactional leadership and transformational leadership have positive correlation impact and significant impact on task performance. 1.2 Transformational leadership has positive correlation impact and significant impact on contextual performance. 2. Psychological contract has different impact on job performance. 2.1 On task performance 2.1.1 Balanced contract has positive correlation impact and significant impact on task performance. 2.1.2 Relational contract has positive correlation impact and no significant impact on task performance. 2.1.3 Transactional contract has negative correlation impact and no significant impact on task performance. 2.2 On contextual impact 2.2.1 Balanced contract has positive correlation impact and significant impact on task performance. 2.2.2 Relational contract has positive correlation impact and no significant impact on task performance. 2.2.3 Transactional contract has negative correlation impact and no significant impact on task performance. 3.Psychological contract has positive correlation with leading style and job performance. 3.1Relational contract has negative moderating effect between transformational leadership and task performance. 3.2 Relational contract has negative moderating effect between transformational leadership and contextual performance.

The purpose of this study was to explore the relationship between teachers¡¦ leadership behavior of elementary school and classroom management effectiveness. The subjects were sixth grade students of public elementary school in Kaohsiung. This study used stratified random sampling; 928 questionnaires were taken back including 895 ones valid, at a ratio of 96.44%. This study adopted questionnaire survey, ¡§Teachers¡¦ Leadership Behavior Scale¡¨ and ¡§Classroom Management Effectiveness Scale¡¨ were used as instruments. The collected data were analyzed by t-test, One-way ANOVA, Pearson correlation, and stepwise multiple regression analysis. The conclusions of this study were as follows: 1. The present status of elementary school teachers¡¦ leadership behavior is over the average. They perform best on ¡§intellectual stimulation¡¨ and ¡§active management-by-exception ¡¨ but worst on ¡§passive management-by-exception¡¨. 2. The present status of elementary school teachers¡¦ performance on classroom management effectiveness is over the average. They perform best on ¡§teaching quality¡¨ but worst on ¡§class manners¡¨. 3.Better performance in teachers¡¦ leadership behavior was found for the ones who were female, 6 to 10 years of serving, and at schools with the scale under 24 classes. 4. Better performance in classroom management effectiveness was found for the ones who were female, 6 to 10 years of serving, at schools with the scale under 24 classes,and with the number of students between 21-30 in class. 5. The better is the teachers¡¦ leadership behavior, the more outstanding is their classroom management effectiveness. There exists the strongest correlation between ¡§individualized consideration¡¨ and ¡§classroom atmosphere¡¨. 6. Teachers¡¦ leadership behavior is crucial in enhancing classroom management effectiveness. The prediction capability of ¡§individualized care¡¨ for the whole classroom management effectiveness is the most significant.

Human resource is an important resource to achieve organizational mission (McGregor, 1960). The impact of strong competition, dramatic changes in the external environment, the business enterprise has a certain degree of impact and influence. How to operate with sustainability in this changeable environment of intense competition would be the prior goal that a firm is pursuing. Under the context of rapidly-changing industrial paradigm, leaders face the critical issue of how to attract excellent employees and keep them dramatically influences the competitiveness of the company. The purpose of this study was to investigate the relationships among leadership style, work motivation, and job involvement, and also use the oranizational justice as a moderator. This research tries to find out the moderating effect of organizational justice on work motivation and job involvement. This research targeted the top 1000 companies in manufacturing industry and top 500 companies in service industry which were according to the year 2008 ranking of the Common Wealth Magazine, of that, 417 valid samples were returned. The study adopts the following statistical analysis techniques: The confirmatory factor analysis (CFA), the reliability analysis, the descriptive statistics, the independent t-test, the one-way ANOVA, the correlation analysis, and the hierarchical regression analysis. The finding were as follows. 1. Both transformational and transactional leaderships show significant positive effects on the extrinsic motivation. 2. Both transformational and transactional leaderships show significant positive effects on the intrinsic motivation. 3. The extrinsic motivation shows significant positive effects on the job involvement; but the intrinsic motivation shows no effect on the job involvement. 4. Both transformational and transactional leaderships show positive effects on the job involvement. 5. The extrinsic motivation has mediated effect between leadership style and job involvement. 6. The procedure justice has moderated effect between intrinsic motivation and job involvement. This study concludes by discussing for the implications of major findings, which would be a reference to the academy and industries, and make suggestions for further studies.

The Financial Crisis of 2008 not only impacted Wall Street but also the finance and insurance sectors in Taiwan. The significance of this financial downturn was such that even one of the largest and the most time-honored ¡§A¡¨ International Group could not escape hardship. The firm in question was a recipient of U.S. financial bailout by funding by the U.S. government. Due to the need to repay the loan, the ¡§N¡¨ Taiwan Insurance Company, a subsidiary of the U.S. ¡§A¡¨ International Group faced a major threat to its very existence: complete liquidation by the ¡§A¡¨ International Group. The parent ¡§A¡¨ International Group made the irrevocable decision to sell the ¡§N¡¨ Insurance Company, as the only means by which a portion of the bailout loan could be covered. The impact of this decision was immediately felt in Taiwan. But the sale process nearly three years and finalized as a merger with a local investment firm. Considerable organizational change occurred within the ¡§N¡¨ Insurance Company post-merger. It continued throughout the acquisitions period of the ¡§N¡¨ Insurance Company by other entities. Through in-depth interviews with different levels of employees and actual customers of the ¡§N¡¨ Insurance Company, the study analyzed how transformational leadership formed, and then actuated the organizational change which was to take place. In addition, this study offers a clear understanding of the connection between organizational change and overall performance by individual cases-by-case basis. The ¡§N¡¨ Insurance Company faced a three-year reversal-of-fortunes during the merger period. The company experienced many crises, including a collapse of productivity, immeasurable financial losses and a loss of market share as a main insurance provider in the lucrative Taiwan market. After the eventual sale, the company¡¦s case settled down and a newly appointed CEO who came from an investment bank and lead the organizational change, announced future directions and new operational strategies. By implementing numerous plans in all key areas of the company, business production rose 283% within the subsequent six months, and regained the ¡§Top 3 Spot¡¨ in Taiwan¡¦s competitive insurance marketplace. This study is based on the ¡§N¡¨ Insurance Company. A transformational model is presented which originated from research on related business materials and in-depth interviews. Furthermore, the leadership is examined regarding how organizational change was affected, how leadership penetrated the entire organizational structure, and how it lead to a rapid transformation resulting in substantial benefit through a singular vision. It is hoped that this study will provide some practical strategies and valuable experiences of the role of transformational management during a time of financial calamity.

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.