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Transformational Leadership, Second Edition is intended for both the scholars and serious students of leadership. It is a comprehensive review of theorizing and empirical research that can serve as a reference and starting point for additional research on the theory. It can be used as a supplementary textbook in an intense course on leadership--or as a primary text in a course or seminar focusing on transformational leadership.New in the Second Edition:*New, updated examples of leadership have been included to help illustrate the concepts, as well as show the broad range of transformational leadership in a variety of settings.*New chapters have been added focusing specifically on the measurement of transformational leadership and transformational leadership and effectiveness.*The discussion of both predicators and effects of transformational leadership is greatly expanded.*Much more emphasis is given to authentic vs. inauthentic transformational leadership.*Suggestions are made for guiding the future of research and applications of transformational leadership.*A greatly expanded reference list is included

Considers what steps might be taken to improve the US National Incident Management System (NIMS), which did not perform well in response to Hurricane Katrina, & calls for transformational leadership as a necessary dimension of any reform. Figures, References.

This paper describes a transformational leadership review of women's leadership in Islam. This study aims to explain leadership concepts that combine women's leadership qualities (gentleness, balance, courage, feelings of compassion, wisdom and integrity) with several characteristics in transformational leadership theory which include moral, self-confidence, vision, environmental orientation, inspiring and charismatic and then integrate with the Qur'anic text on leadership in Islam. This review results that women adopt a participatory and democratic leadership style which is the character of transformational and Islamic leadership.

Purpose– The purpose of this paper is to investigate whether transformational leadership behavior is a function of the leader's own self-respect and his/her evaluation of being capable, significant, and worthy (self-esteem). It is also tested whether transformational leadership is related to innovation success.Design/methodology/approach– Data were collected from 411 entrepreneurs and managing directors of small- and medium-sized Austrian companies. The proposed hypotheses were tested using structural equation modeling (PLS).Findings– A strong and significant relationship between self-esteem and transformational leadership was found. Furthermore, data analyses revealed that transformational leadership has a positive impact on innovation success.Originality/value– This study reveals the important but heretofore neglected role of self-esteem, defined as a manager's overall self-evaluation of his/her competences, as an important predictor of transformational leadership.

Purpose – The study is a contribution to the validation of the 15 items and 5 subscales Transformational Leadership Scale (TLS) proposed by Rafferty and Griffin (2004).Design/methodology/approach – The sample includes participants from different levels of the Estonian Defence Forces (EDF) military hierarchy (N=2570). The structure of the TLS was examined by using exploratory and confirmatory factor analyses. Additionally ANOVA was used to compare the results between different subsamples.Findings – TLS showed satisfactory reliability. Confirmatory factor analyses found TLS as valid five dimensions instrument to measure transformational leadership in the Estonian military context. Different management levels showed different emphases among the dimensions of transformational leadership.Research and practical limitations/implications – TLS will be an important tool to use in transformational leadership research in the Estonian military context and beyond. Additionally, the current research contributes to the development of alternative measurement tools besides the most commonly used MLQ. The limitation of the work will be the rather homogenous sample from the Estonian military, however it will open the door for the subsequent research using different samplings.Originality/value – The current research found TLS to be a reliable and valid instrument, very short and therefore easy to administrate, having the possibility to use it with five dimensional and as one general transformational instrument as well.

Purpose – The study is a contribution to the validation of the 15 items and 5 subscales Transformational Leadership Scale (TLS) proposed by Rafferty and Griffin (2004).Design/methodology/approach – The sample includes participants from different levels of the Estonian Defence Forces (EDF) military hierarchy (N=2570). The structure of the TLS was examined by using exploratory and confirmatory factor analyses. Additionally ANOVA was used to compare the results between different subsamples.Findings – TLS showed satisfactory reliability. Confirmatory factor analyses found TLS as valid five dimensions instrument to measure transformational leadership in the Estonian military context. Different management levels showed different emphases among the dimensions of transformational leadership.Research and practical limitations/implications – TLS will be an important tool to use in transformational leadership research in the Estonian military context and beyond. Additionally, the current research contributes to the development of alternative measurement tools besides the most commonly used MLQ. The limitation of the work will be the rather homogenous sample from the Estonian military, however it will open the door for the subsequent research using different samplings.Originality/value – The current research found TLS to be a reliable and valid instrument, very short and therefore easy to administrate, having the possibility to use it with five dimensional and as one general transformational instrument as well.

In Mozambique the reform of the National Education System takes place through the de-centralisation, privatisation, and reorganisation of teacher training, revitalisation of Zones of Pedagogical Influences (ZIP's), creation of community schools, creation of capacity for intervention and support at the level of District Directorates, and curricular changes to include more relevant areas and teaching methods. The objective of educational reform which includes the decentralisation and curriculum reform is to make local bodies and schools more autonomous and increasingly responsible for formulating and implementing programmes. The decentralisation aims to create an atmosphere which is conducive to a more effective intervention of social partners such as the local government partners, community members, civil society, national and international organisations. Curriculum reform aims to create an environment that is conducive to a more learner centred approach and which improves the quality of education (MEC, 2006). Decentralisation brings many new roles and tasks for school leaders. Mozambican school leaders are being asked to take on unfamiliar tasks including curriculum development and to create a climate supportive of innovation and collaboration in their schools as well as to provide supplementary "on the job" training for their teachers, through classroom observation and subsequent discussion (MinEd, 1998). Schools are expected to become learning organisations, and transformational leadership practices are seen as having the potential to change a school's culture and create the conditions for improvement. It is unknown, however, whether school leaders take on these new responsibilities. The first question in this dissertation addresses this problem. Another important question is why school leaders do (not) take on these new roles. It is assumed, amongst others by the MinEd, that a large variation exists among school leaders' responses to these new roles. An interesting question then is to find out which factors appear to be responsible for this variation in school leaders' behaviour. Another research question deals with the impact of school leaders' behaviour. If school leaders exhibit behaviours aimed at school change and teacher professional development to improve organisational learning, individual teacher learning and teaching practices, is there actually evidence for improved organisational learning, individual teacher learning and teaching practices in Mozambican schools?