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The paper studies democratic style of leadership and how the style influences the practices of leadership. Leadership can be categorized based on the level of involving team members and participating in the decision making process. The study is exploratory in nature and attempts to explore and analyze the democratic aspects of leadership style and its influence in the practices of leadership. The study adopts survey and interview techniques and 25 leaders of the state Manipur, India are considered as sample. The primary data are collected using interview cum questionnaire method from the top executives of the selected 25 organizations and also from two immediate subordinates of the sampled executives of the selected organizations and from two immediate subordinates of the sampled executives. The responses of the followers become essential to crosscheck the practices of the leaders. The study highlights how the democratic style influences the practice of leadership.

В статье рассмотрены особенности демократического стиля руководства организации. Определена сущность понятия «стиль руководства», проведен анализ психологических особенностей демократического стиля руководства. ; In the article the consider of a democratic style of leadership of the organization. Defined the essence of the concept of "leadership style", an analysis of psychological features of a democratic style of leadership.

PUBLISHER Dr. Esra SIPAHI CHIEF EDITOR ISSN NUMBER: 2717-7130 APRIL 2020 V1 I 2 This study determined how the democratic leadership style in improving employee performance in Islamic Religious and Religious Education, Regional Office of the Ministry of Religion in the Province of South Sumatera. This research is qualitative and it is used to meet the objectives of this study. The scope of this research is in the field of Islamic Religious and Religious Education, Regional Office of the Ministry of Religion, South Sumatera Province. Based on the results of the study that the Democratic Leadership Style in Improving Employee Performance has been implemented well; open leadership has been carried out; subordinates are providing useful advice in achieving organizational goals; In making decisions, it is more focused on deliberation to reach consensus; delegation to subordinates; Leaders often go down to do coaching as well as to observe the results that have been achieved by employees.

The Portuguese education system has witnessed, in the last two decades, the emergence of educational policy measures whose reformist agenda has attached growing importance to school management and leadership dimensions. Along this path, marked by trials and morphological adaptations of management bodies, one notes greater acknowledgement of the role leadership plays in the development of school autonomy. Perceived as a politically sound response to the plagues of rising school indiscipline, underachievement and dropout, the leadership theme has been gradually emerging as a fundamental variable in the quest for school excellence, strongly opposed to the historically rooted collegial management culture so widespread in Portuguese schools. Despite the clear the influence of neoliberal thinking in this attempt to reduce school life to the mere expression of indicators of manageralist nature, it is interesting, nevertheless, to study/examine the nature of the relationship between leadership and management styles and school outcomes and the impact this relationship has on the democratic development of the school. In this sense, based on the critical analysis of the external evaluation reports of secondary schools, the central aim of this paper is to discuss the meanings generally attributed to "good leadership", "good school organization and administration" to observe if it is possible to establish some form of link with school outcomes, to understand how the tensions unleashed by this evaluation process influence the organizational settings and practices of different school-objects. One question if this process may not, in fact, represent a "managerialist mission" whose "secret" agenda is to subvert and rewire the logic of autonomous and democratic decision making of ...

Democratic socialism has experienced a resurgence in the past decade. According to a 2019 Gallup poll, 43% of all Americans, and 58% of those between 18 and 34, believe that socialism would be a "good thing" for the country. A 2021 Gallup poll found that 65% of Democrats, compared with 14% of Republicans, have a positive view of socialism. Democratic Socialists of America has grown from about 6,000 members to about 100,000 members. A growing number of self-identified socialists have been elected to public office. But when people say they support the idea of socialism, what do they mean? Or do they even know what they mean? In 2000, I taught a new course called "Democratic Socialism, American Style" for the first time and have offered it several times since. The course examines democratic socialism in America from several angles – as a utopian vision, as a social and political movement, as a set of practical public policies, and in contrast to more progressive social democracies in other countries.

When classifying teaching styles of primary school teachers one starts from the use of their authority. In school theory and practice the two dominant teaching styles are as follows: autocratic and democratic ones. They are placed between the two extremes and each corresponds to a certain situation, circumstances and has both good and bad points. Teachers also use laissez-faire teaching style in their teaching. It refers to the minimal involvement of the teacher in pupils learning styles, apart from the situations when suggesting what literature and other teaching material should be used. On the basis of these hypotheses, a research was conducted by the use of a sample of 104 course and class teachers of primary schools of the city of Nis (Serbia). The data was collected by scaling and was processed by factorial analysis and t-test. Factorial analysis gave three factors relating to the three teaching styles of primary school teachers, as follows: autocratic, democratic and laissez-faire style. T-test shows that the teaching style of a course teacher is mainly autocratic, while democratic and laissez-faire styles are more present in the teaching of class teachers.

The autonomy of children is essential, and is linked to self-esteem and personal identity. For this reason, the autonomy derives from the communication with the parents and their democratic style. ; La autonomía de los niños es esencial, y está ligada a la autoestima y a la identidad personal. Por ello, la autonomía se deriva de la comunicación con los padres y del estilo democrático de los mismos.

Background: Measurement of financial performance of enterprises is an important part of balanced scorecard system. Previous research has indicated a relationship between leadership and financial performance of enterprises. Objectives: Purpose of the paper is to investigate the impact of leadership styles in Croatian enterprises to their financial performance. Methods/Approach: Survey research has been conducted on the sample of Croatian companies, measuring their financial performance and presence of leadership styles. Results: Overall, democratic style is the most often present in Croatian enterprises, followed by the authoritarian and laissez-faire styles. Conclusions: Small enterprises are more successful financially in the presence of the democratic style. Enterprises in the stagnation phase are more successful if all leadership styles are mixed together in practice, indicating the need to push the employees with all possible styles. Enterprises oriented towards international markets are more successful financially in the presence of the democratic style and the laissez-faire style.