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THE EFFECTS OF TRANSFORMATIONAL LEADERSHIPON EMPLOYEESÃÃ&Ac
Title
THE EFFECTS OF TRANSFORMATIONAL LEADERSHIPON EMPLOYEESÂÂÂÂÂÂ' PERCEIVED LEADERSHIP EFFECTIVENESSIN PUBLIC ORGANIZATIONS: FEDERAL EMERGENCY MANAGEMENT AGENCY CASE.
Creator
KARACA, HASAN, KAPUCU, NAIM, University of Central Florida
Abstract / Description
As the capacity of public leaders to bring about change is increasingly questioned, public agencies have come under pressure to transform and innovate. More research is needed to identify how leaders who promote innovation, creativity, and adaptability affect the performance of public organizations. Constant improvement of organizations and individuals encourages leaders to innovate, evaluate risks as opportunities, and tackle the status quo. This raises the significance of how...
Show moreAs the capacity of public leaders to bring about change is increasingly questioned, public agencies have come under pressure to transform and innovate. More research is needed to identify how leaders who promote innovation, creativity, and adaptability affect the performance of public organizations. Constant improvement of organizations and individuals encourages leaders to innovate, evaluate risks as opportunities, and tackle the status quo. This raises the significance of how transformational leadership contributes to organizational performance and reacts to public agenciesÂÂÂÂÂÂ' environment, and how it might reorganize them. The present study examines the relationship between transformational leadership behaviors and perceived leadership effectiveness in public organizations, particularly Federal Emergency Management Agency (FEMA). The study specifically focuses on FEMA as an independent agency and as an agency under the Department of Homeland Security. It also measures transformational leadership behaviors and explores how they relate to public employeesÂÂÂÂÂÂ' perceptions of leadership effectiveness as reported by the 2002, 2006, and 2008 Federal Human Capital Surveys (FHCS). Confirmatory factor analysis was conducted to validate the construct validity for the perceived leadership effectiveness measurement model. Structural equation modeling was conducted to examine the study hypotheses. This study has found that transformational leadership behaviorsÂÂÂÂÂÂ--idealized influence, intellectual stimulation, and inspirational motivationÂÂÂÂÂÂ-- all have a significant relationship with perceived leadership effectiveness. Each dimension of transformational leadership has a positive effect on employeesÂÂÂÂÂÂ' perceptions of leadership effectiveness, with intellectual stimulation having the highest effect. The standardized regression weights of exogenous variables are: .24 for idealized influence, .48 for intellectual stimulation, and .29 for inspirational motivation. Overall, these predictor variables accounted for 86% of the variance in perceived leadership effectiveness. Findings of the study reveals several organizational, managerial, and policy implications relating to increasing the effects of transformational leadership behaviors on employeesÂÂÂÂÂÂ' perceived leadership effectiveness and organizational performance. The study points out the significance of communication and information sharing, and providing sufficient opportunities to do a better job in public organizations. The findings also confirm that the leaders are required to obtain inspirational motivation behaviors and use them to give a feeling of personal empowerment to the employees.
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Date Issued
2010
Identifier
CFE0003397, ucf:48421
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003397
Community College Faculty with Corporate Leadership Experience and Full Range Leadership Theory
Title
Community College Faculty with Corporate Leadership Experience and Full Range Leadership Theory.
Creator
Hardee, Gloria, Cintron Delgado, Rosa, Owens, J. Thomas, Cox, Thomas, Bowdon, Melody, University of Central Florida
Abstract / Description
Community colleges have developed into vital resources for affordable, easy access, high quality education. Community college instructors with previous leader experience possess the credentials needed to teach their curricula and to lead learning experiences in the classroom. Researchers have found that instructors who display transformational leadership qualities can influence student actions, awareness, and learning outcomes. This study was conducted to explore community college faculty who...
Show moreCommunity colleges have developed into vital resources for affordable, easy access, high quality education. Community college instructors with previous leader experience possess the credentials needed to teach their curricula and to lead learning experiences in the classroom. Researchers have found that instructors who display transformational leadership qualities can influence student actions, awareness, and learning outcomes. This study was conducted to explore community college faculty who possess transformational leadership qualities in relation to student extra effort, student perception of instructor effectiveness, and overall satisfaction with the instructor. The conceptual framework is the full range leadership theory which is one of the most broadly used comprehensive leadership theories. The measurement tool used was Avolio and Bass's (2004) Multifactor Leadership Questionnaire (MLQ), which measures nine factors of leadership skills through a quantitative survey. These findings present support for the recognition of the value of transformational leadership in the community college environment. Consistent with the findings of this study, transformational leadership has been viewed as the most revered leadership model in the full range leadership theory. Instructors have the ability to integrate critical components of transformational leadership behaviors to impact the student experience in the classroom, resulting in higher levels of student outcomes of extra effort, effectiveness, and satisfaction. The findings add to the body of literature and provide insight into the leadership skills of community college instructors from previous business experience.
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Date Issued
2014
Identifier
CFE0005502, ucf:50351
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005502
TRANSFORMATIONAL LEADERSHIP QUALITIES OF FLORIDA COMMUNITY COLLEGE STUDENT GOVERNMENT ADVISORS
Title
TRANSFORMATIONAL LEADERSHIP QUALITIES OF FLORIDA COMMUNITY COLLEGE STUDENT GOVERNMENT ADVISORS.
Creator
Rath, Thomas, House, Jess, University of Central Florida
Abstract / Description
College student government organizations (SGOs) have the important responsibility for achievement of purposes that serve students and the college community. They are also the student voice in higher education governance. Effective student leadership is vital to the effective fulfillment of these purposes, as is the role of the student government advisor in ensuring the success of student leadership and leadership development. Transformational leadership (Bass, 1985) is seen as a way of...
Show moreCollege student government organizations (SGOs) have the important responsibility for achievement of purposes that serve students and the college community. They are also the student voice in higher education governance. Effective student leadership is vital to the effective fulfillment of these purposes, as is the role of the student government advisor in ensuring the success of student leadership and leadership development. Transformational leadership (Bass, 1985) is seen as a way of reaching higher levels of leadership effectiveness and organizational performance, and it has been advanced for use in SGOs. This study examined the extent to which community college student government advisors who exhibited transformational leadership qualities had an influence on the organizational outcomes of community college student governments. Several research questions were formulated to guide this examination. Surveys which included an instrument to measure the effectiveness of reaching organizational outcomes and the Multifactor Leadership Questionnaire for Research (MLQ 5X) (Bass & Avolio, 1995, 2000) were given to Florida community college student government executive board members and their respective student government advisors. Anticipated findings included increased levels of organizational outcomes in those community college SGOs in which advisors exhibit greater levels of transformational leadership qualities. Analysis of the data yielded advisor and student government member demographics, and a strong level of fulfillment of organizational outcomes. Statistically significant positive correlations were found between student reported transformational leadership qualities of advisors and student ratings of achievement and importance of organizational outcomes. A statistically significant correlation was also found between student ratings of importance of organizational outcomes and student ratings of the achievement of organizational outcomes. This indicates the existence of a relationship between the transformational leadership qualities of Florida community college student government advisors and the perceived importance and achievement of student government organizational outcomes. Secondary results were also given. Results of this study suggest that Florida community college student government advisors who exhibited higher levels of transformational leadership qualities engendered higher levels of organizational outcomes in Florida community college student governments. Implications were discussed for the study findings, and recommendations for future research were made.
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Date Issued
2005
Identifier
CFE0000771, ucf:46557
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000771
THE EFFECT OF GENDER AND LEADERSHIP STYLES ON EMPLOYEE SATISFACTION
Title
THE EFFECT OF GENDER AND LEADERSHIP STYLES ON EMPLOYEE SATISFACTION.
Creator
Williams, Brittany, Ciuchta, Michael, University of Central Florida
Abstract / Description
To ensure the success of a company, it is essential for supervisors to interact effectively with the employees they oversee. Effective interactions between supervisor and employee go hand-in-hand with employee satisfaction, which can impact firm performance. The purpose of this thesis is to examine key drivers of employee satisfaction. Specifically, this thesis tests whether or not employees with supervisors of the same sex as themselves are more satisfied than employees with supervisors of...
Show moreTo ensure the success of a company, it is essential for supervisors to interact effectively with the employees they oversee. Effective interactions between supervisor and employee go hand-in-hand with employee satisfaction, which can impact firm performance. The purpose of this thesis is to examine key drivers of employee satisfaction. Specifically, this thesis tests whether or not employees with supervisors of the same sex as themselves are more satisfied than employees with supervisors of the opposite sex. It also compares and contrasts the level of satisfaction an employee has in correspondence with transformational and transactional leadership styles and whether this relationship is contingent on the employee's level of work experience.
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Date Issued
2012
Identifier
CFH0004285, ucf:44968
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004285
EDUCATIONAL VISION IN FLORIDA SCHOOL DISTRICTS: VISION ALIGNMENT AND LEADERSHIP STYLE
Title
EDUCATIONAL VISION IN FLORIDA SCHOOL DISTRICTS: VISION ALIGNMENT AND LEADERSHIP STYLE.
Creator
Sikkenga, Cindy, House, Jess, University of Central Florida
Abstract / Description
The purpose of this study was to address a gap in the organizational leadership research related to the sharing, or alignment, of leadership vision across organizational levels, with a focus on educational vision alignment in Florida K-12 public school districts. The study also sought to determine to what extent, if any, there were differences among Florida school districts exhibiting different levels of educational vision alignment. The broad question addressed by the current research was...
Show moreThe purpose of this study was to address a gap in the organizational leadership research related to the sharing, or alignment, of leadership vision across organizational levels, with a focus on educational vision alignment in Florida K-12 public school districts. The study also sought to determine to what extent, if any, there were differences among Florida school districts exhibiting different levels of educational vision alignment. The broad question addressed by the current research was this: To what degree are the educational visions of superintendents and principals aligned within Florida K-12 public school districts? The following research questions further guided the study: 1. What common themes can be found in the published vision statements of the 67 Florida K-12 public school districts? 2. To what extent, if any, do Florida K-12 public school district superintendents and their respective principals agree with one another on the importance of the common themes found in Florida school districts' published vision statements? 3. What is the relationship, if any, between educational vision alignment levels in Florida K-12 public school districts and principals' perceptions of their superintendents' leadership styles? 4. To what extent, if any, are there differences among Florida K-12 public school districts exhibiting different levels of educational vision alignment? The Florida Educational Vision Questionnaire Superintendent Form (FEVQ-S), a researcher developed questionnaire, was administered to all 67 Florida K-12 public school district superintendents. With superintendent approval, two additional questionnaires were administered to a sample of 242 principals in 23 school districts. The Florida Educational Vision Questionnaire Principal Form (FEVQ-P) and the Multifactor Leadership Questionnaire Form 5X Rater (MLQ-5X) (Avolio, Bass, & Jung, 1999) were returned fully completed by 105 principals in 21 districts. A total of 81 principal responses in 20 districts were usable, yielding overall usable response rates of 29.9% (superintendents) and 33.5% (principals). Comparisons of FEVQ responses of superintendents and principals in each school district were made using a researcher developed measure, the Educational Vision Alignment Index (EVAI). Within each district, the EVAI was compared with the superintendent's leadership style as measured by the principals' responses to the MLQ-5X. School districts were then compared using data obtained from the FEVQ demographic items, the Florida School Indicators Report (FSIR) (FLDOE, 2003a), the 2004 School Grades by District Report (FLDOE, n.d.), and the online Florida Public School Superintendents report (FLDOE, 2005c). The FSIR contains data on district characteristics such as operating costs, per pupil expenditures, school staff composition, student membership, student mobility rates, student stability rates, and teacher descriptors. The 2004 School Grades by District report contains both the school grades for each district and the total number of schools per district. The Florida Public School Superintendents report contains general school district information and superintendent status (i.e., elected or appointed) information. Detailed data analyses related to each of the four research questions indicated that: 1. Several common themes can be found in the published vision statements of the 67 Florida K-12 public school districts, 2. Florida K-12 public school district superintendents and their respective principals agree with one another on the importance of some of these common themes, 3. Several relationships exist between the educational vision alignment levels in Florida K-12 public school districts and principals' perceptions of their superintendents' leadership styles, and 4. There are differences among Florida K-12 public school districts exhibiting different levels of educational vision alignment. The current study illustrated that in Florida K-12 public school districts whose superintendents were perceived to be transformational leaders, a strong alignment of educational vision between the superintendents and their principals was also apparent, particularly in those districts having elected superintendents. Using the two researcher developed tools, the Florida Educational Vision Questionnaire (FEVQ) and the Educational Vision Alignment Index (EVAI), it was shown that this alignment pertained to specific content items, or themes, derived from an analysis of the educational vision statements of the 67 Florida school districts. These results indicate that the current emphasis in Florida on the development of transformational leaders who are knowledgeable in techniques for developing and communicating shared visions is therefore warranted.
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Date Issued
2006
Identifier
CFE0001349, ucf:46995
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001349