Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
34,969
result(s) for
"Leadership Responsibility"
Sort by:
How to be a Snow Queen : leadership with Elsa
\"Being a queen is a tough job. You need skills in leadership to rule a kingdom. It also takes responsibility, creativity, confidence, and much more to look after your citizens. Join Elsa as she learns how to be a great snow queen of Arendelle. You'll also learn about some real-life jobs and how workers use some of the same skills to do their jobs well\"--Back cover.
Book
Understanding educational leadership during times of crises: a scoping review
PurposeThis paper presents a review of empirical research on educational leadership during times of crises in K–12 schools. This review aimed to map the recent literature and identify key characteristics of educational leadership during crises to understand how this type of leadership is different from current understandings.Design/methodology/approachA scoping review of empirical research from 2010 to 2020 on how school leaders have managed and responded to crises in K-12 was completed. The empirical research was analysed and synthesised by using the preview, question, read and summarise (PQRS) system.FindingsThe findings draw attention to the fact that the notion of crisis leadership has been a neglected aspect of educational leadership research. Additionally, the review reveals six emerging characteristics which depict how school leadership has been enacted during different types of crisis across a range of contexts and crisis phases.Originality/valueThe findings add to current practical understandings of educational leadership by illustrating the complexity and multi-layered nature of leading during times of crisis. Furthermore, these findings contribute to the field by identifying how leading during a crisis is different from current understandings. Lastly, they highlight the need to develop theories and models that account for how leadership is used to deal with the unpredictable nature of crises that schools across the globe face today and into the future.
Journal Article
Inclusive school leaders – their role in raising the achievement of all learners
PurposeThis article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and policy frameworks that support inclusive leadership across the whole education system are explored.Design/methodology/approachThis paper reports on a current Agency project, Supporting Inclusive School Leadership (SISL), a cross-national project that considers how best to ensure that school leaders meet the needs of all learners in their school communities. The SISL project examines current theories of school leadership together with the core functions of school leaders in participating countries in order to develop a model specifically focused on inclusive school leadership.FindingsAgency projects such as SISL focus on research findings and policy developments that support countries to chart their own course toward a common goal. This process of cross-national working permits member countries with their distinctive national, ethnic, cultural and linguistic diversities to work together on common goals. In this project an ecosystem model of inclusive education was adapted to reflect on the policy context needed to enable school leaders to fulfill the complex responsibilities associated with inclusive school development.Originality/valueAlthough the Agency is strongly associated with the education of children with special educational needs and disabilities, all member countries have the shared vision to support inclusive education systems so that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community. While its projects are firmly rooted in the 2006 UN Convention on the Rights of Persons with Disabilities, its work is also influenced by the concept of inclusion as promoted in the UN Sustainable Development Goal (SDG) 4) “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”
Journal Article
People first leadership : how the best leaders use culture and emotion to drive unprecedented results
\"Braun introduces a new vision of leadership: the new CEO [as] someone who puts people, cultures, and emotions first. Through thousands of hours of conversations with world-class leaders, Braun has identified 5 key roles leaders can use to inspire people to strive for greater success, and in turn change the world for good\"-- Provided by publisher.
Book
Environmental Leadership, Green Innovation Practices, Environmental Knowledge Learning, and Firm Performance
Environmental leadership has received continuous attention from the business sector in recent years, yet few studies have examined the internal mechanisms and contingent conditions that link environmental leadership to firm performance. The aim of this article is to advance research by investigating the relationship between environmental leadership and firm performance by considering the mediating role of green innovation practices and the moderating role of environmental knowledge learning. A questionnaire survey is used to collect data from 353 agricultural products corporations in China. Empirical results show that environmental leadership has a positive relationship with the two dimensions of firm performance, namely, environmental performance and financial performance. Results also indicate that green innovation practices (including green innovation strategy and actions) play a mediating role between environmental leadership and firm performance. Meanwhile, it is also found that environmental knowledge learning positively moderates the effect of environmental leadership on green innovation practices. This study adds value to the environmental management literature by introducing leadership style as an antecedent variable to examine the impact of environmental leadership on firm performance in China. And the study also highlights the important moderating effect of environmental knowledge learning on the relationship between environmental leadership and green innovation practices. The findings of this article could be important in terms of both management and policy implications.
Journal Article
Leadership styles and organizational commitment: literature review
Purpose
– The purpose of this paper is to examine the relationship between Bass’s (1985) leadership dimensions (transformational, transactional, and laissez-faire) and several outcome variables (employee extra effort, employee satisfaction with leader, leadership effectiveness) and organizational commitment.
Design/methodology/approach
– This is a systematic literature review.
Findings
– This review briefly discusses the conceptual framework and the Full Range Leadership Model (Bass, 1985) which include transformational leadership, transactional leadership, and laissez-faire leadership. Also discussed in this section were the abilities and the characteristics of transformational leaders. The leadership section was concluded with discussion on previous researches on transformational leadership. This review also provides a literature review on organizational commitment.
Originality/value
– Described in this paper are the various definitions of organizational commitment and the three-component model of commitment. This paper also described the antecedents and outcomes of organizational commitment obtained from previous researches. This paper concluded with a discussion on the impact of transformational leadership on employee organizational commitment.
Journal Article
COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy
The role of two leadership factors (autonomy-supportive and autonomy-thwarting leadership) and one personal resource (workplace buoyancy) were examined as predictors of three teacher outcomes: somatic burden, stress related to change, and emotional exhaustion. Data were collected from 325 Australian teachers in May, 2020 during the first wave of COVID-19. During this time, many Australian children were being taught remotely from home, while other students were attending schools in-person. Findings showed that autonomy-supportive leadership was associated with greater buoyancy and, in turn, lower somatic burden, stress related to change, and emotional exhaustion (while controlling for covariates, including COVID-19 work situation). Autonomy-thwarting leadership was positively associated with emotional exhaustion. In addition, autonomy-supportive leadership was indirectly associated with the outcomes. The findings provide understanding of factors that may be harnessed to support teachers during subsequent waves of COVID-19 and other future disruptions to schooling that may occur.
Journal Article