The role of organizational learning in transformational leadership and organizational innovation

Leadership is an important factor affecting organizational innovation. Many studies show that transformational leadership has positive and significant influence on organizational innovation. Based on a literature review and previous work, this study aims to investigate the influence of transformational leadership on organizational innovation and to examine whether organizational learning is a mediator between their relationships. Structural equation modeling was used to test the model. The research sample consisted of 330 teachers in charge of administration in postsecondary schools. The findings of this study provide evidence that transformational leadership and organizational learning have significant positive relationship influence on organizational innovation. The research also demonstrates that there is significant effect on the role of mediation in organizational learning on the relationship between transformational leadership and organizational innovation. The study suggests that if school principals use the strategies of transformational leadership and organizational learning at the same time, organizational learning was highly effectiveness to achieve organizational innovation in the postsecondary schools.     

Transformational School Leadership Effects: A Replication

Most school restructuring initiatives assume significant capacity development on the part of individuals, as well as whole organizations; they also depend on high levels of motivation and commitment to solving the substantial problems associated with the implementation of restructuring initiatives. Transformational approaches to leadership have long been advocated as productive under these conditions, and evidence suggests that transformational practices do contribute to the development of capacity and commitment. Much less evidence is available, however, about whether these socio-psychological effects actually result in organizational change and enhanced organizational outcomes. Survey data from an achieved sample of 1818 teachers and 6490 students from 94 elementary schools in one large district were used to replicate an earlier study of the effects of transformational leadership practices on selected organizational conditions and student engagement with school. Similar in most respects to our earlier study, results demonstrated strong significant effects of such leadership on organizational conditions, and moderate but still significant total effects on student engagement.     

变革型领导对员工工作绩效的影响机理研究——基于员工变革准备的中介作用

文章以员工变革准备为中介变量,以变革合法性、员工情绪智力为调节变量,探讨变革型领导对员工工作绩效的影响机理。运用层级回归方法对问卷调查结果进行实证检验并得出结论：(1)变革型领导正向影响员工工作绩效;(2)员工变革准备在变革型领导和员工工作绩效路径中起部分中介作用;(3)员工情绪智力在变革型领导和员工工作绩效路径中起调节作用;(4)变革合法性在变革型领导和员工变革准备路径中起调节作用。因此,企业管理者应当重视员工变革准备和员工情绪智力的培育及变革合法性的积累,从而提高员工工作绩效。     

The role of transformational leadership, organizational culture and organizational learning in improving the performance of Iranian agricultural faculties

This empirical research was conducted to investigate the role of transformational leadership, organizational culture and organizational learning in improving the performance of Iranian agricultural faculties and leading them to become learning organizations. The research population consisted of all faculty members of public agricultural faculties affiliated with Iran’s Ministry of Science, Research and Technology. A sample of 329 faculty members was selected using stratified random sampling method with proportional allocation. Questionnaire was the main tool for data gathering. Validity of the questionnaire was verified using average variance extracted. Composite reliability coefficients were calculated for determining the reliability of the questionnaire. Collected data were analyzed by structural equation modeling technique using Lisrel 8.50 software package. The results showed that there was a positive and significant relation between contextual components (transformational leadership and learning organizational culture) and process component (organizational learning). These two contextual components could explain 87.3 % of the process component variance. Also, there was a positive and significant relation between process component and performance component, and the process component could explain 36 % of the performance component variance. Our findings support that transformational leadership and learning organizational culture with the effect on organizational learning process not only improve the agricultural faculty performance, but also change them to learning organizations.     

Can transformational leadership influence on teachers’ commitment towards organization,teaching profession,and students learning? A quantitative analysis

This study investigates the impact of transformational leadership as idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration on teachers’ commitment towards organization, teaching profession, and students’ learning. A quantitative survey method was applied, and four broadly hypothesized relationships were tested with a sample of 1,014 trained non-graduate and graduate teachers serving in twenty-seven secondary schools in Sarawak, Malaysia. The results indicate a moderate level of teachers’ commitment and a low level of transformational leadership qualities among the respondents. This study found that inspirational motivation, individualized consideration, and intellectual stimulation were the factors contributing towards teachers’ commitment to teaching profession, and there was no dominant factor influencing commitment to students’ learning. Moreover, it was discovered that inspirational motivation was a factor to teachers’ efficacy and teaching experience. Besides, teachers’ efficacy and teaching experience were predictors to teachers’ commitment to organization, teaching profession, and students’ learning, respectively. These findings revealed that there was a significant relationship between transformational leadership and teachers’ commitment to organization and teaching profession, but not students’ learning. The results of this study indicate the necessity for leadership development of school leaders so that they could systematically acquire and internalize the effective transformational leadership qualities that are crucial in changing teachers’ attitude and improving their commitment towards their profession.     

The effects of autonomy gap in personnel policy,principal leadership and teachers’ self-efficacy on their organizational commitment

School autonomy in personnel policy is important to effective personnel management. With increased autonomy in personnel policy, principals could wield their leadership to improve teachers’ organizational commitment. However, little is known about whether the given autonomy in personnel policy meets principals’ expectation and whether and how the gap in between has an effect on teachers’ organizational commitment. This research explores the effects of autonomy gap in personnel policy, principal leadership, teachers’ self-efficacy and school contextual factors on teachers’ organizational commitment. Multilevel analysis was used. The results show the effects of autonomy gap in personnel policy differ among areas. In particular, the autonomy gap in salary was found to be a significant antecedent of teachers’ organizational commitment. The results also highlight the importance of principal leadership in this process. Principals with a stronger leadership tend to perceive generally a larger autonomy gap in personnel policy. In addition, when transformational leadership increased, its positive influence on teachers’ organizational commitment became even stronger. Implications for developing efficacious leadership and autonomy policy in personnel management were discussed.     

Examining the relationship between teacher organizational commitment and school health in Turkish primary schools

The purpose of this study was to examine the relationships between teachers' perceptions of organizational commitment and school health in Turkish primary schools. The Organizational Commitment Scale and the Organizational Health Inventory were used to gather data from 323 randomly selected teachers employed in 20 primary schools in Ankara. Results indicated that teacher compliance commitment was negatively related to both identification and internalization. Three dimensions of school health, institutional integrity, principal professional leadership, and morale, negatively predicted teacher commitment based on compliance. However, teacher internalization commitment was positively predicted by these 3 health dimensions. Professional leadership was the only school health dimension that was significant in predicting identification commitment. Two other dimensions of school health, academic emphasis and resource support, were not significant predictors of the commitment factors. Results of the study are discussed in relation to developing the organizational health of schools and improving the organizational commitment of teachers.     

中小学校长领导风格对校长信息化领导力影响的研究——以变革型领导理论为视角

研究在证实变革型领导风格对校长信息化领导力存在显著正向影响的基础上,采用Bootstrap中介效应检验法分析组织氛围和自我效能感两个变量在变革型领导风格与校长信息化领导力之间的中介效应。通过量化分析发现:(1)变革型领导风格对校长信息化领导力存在显著影响;(2)组织氛围在变革型领导风格的四个子维度(愿景激励、德行垂范、个性化关怀、领导魅力)对校长信息化领导力的影响中存在中介效应,其中组织氛围在德行垂范与校长信息化领导力之间的中介效应最强,而且为完全中介;(3)自我效能感在变革型领导风格的三个子维度(愿景激励、个性化关怀、领导魅力)对校长信息化领导力的影响中存在中介效应,自我效能感在德行垂范对校长信息化领导力的影响中不具有中介效应。     

Distributed leadership and organizational change: Reviewing the evidence

This article explores the relationship between distributed leadership and organizational change. It draws upon the existing literature to consider whether distributed forms of leadership influence development and change in schools. The article examines the research base relating to distributed leadership and organizational outcomes. It focuses on how different patterns or configurations of distributed leadership contribute to organizational development. The article concludes by highlighting issues that require further study and more empirical confirmation. This article is based on a literature review commissioned by the Department for Education and Skills as part of a research project currently being undertaken by Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Leadership and student outcomes’ and Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Successful school leadership: What it is and how it influences pupil learning’. London, DFES.     

Predicting conflict management based on organizational commitment and selected demographic variables

The purpose of this study is to investigate the relationship between different levels of organizational commitment (compliance, identification, internalization) of teachers and their different conflict management strategies (compromising, problem solving, forcing, yielding, avoiding). Based on a questionnaire survey of 418 teachers, this study indicated that male teachers are more likely to experience commitment based on compliance, and are more likely to avoid conflicts than female teachers. As teachers get older they are more likely to experience commitment based on internalization and on identification, and they are more likely to use problem solving conflict management strategies than those who are younger. The results also revealed that both identification and internalization are significant determinants of the use of compromising and problem-solving conflict management strategies. Commitment based on compliance is the only significant predictor of forcing behavior. Commitment based both on identification and compliance are found to be the important determinants of avoiding behavior. Of these two, identification was found to be the most significant predictor of avoiding conflict behavior. Conflict resolution through yielding was not predicted by any level of organizational commitment.     

Fostering teacher learning in VET colleges: Do leadership and teamwork matter?

This study explores teacher learning in Vocational Education and Training colleges, combining organizational and psychological factors, such as transformational leadership, teamwork, and self-efficacy. 447 teachers participated in a survey study. Multilevel structural equation modeling was used to test 7 hypotheses derived from previous research. The results show that transformational leadership has direct and indirect effects on teacher learning as mediated by teamwork processes. Moreover, the impact of teamwork processes on teacher learning was mediated by self-efficacy. The study contributes to research on workplace learning by giving insight into the role organizational and psychological factors play in stimulating teacher learning.     

Building affective commitment to organization among Chinese university teachers: the roles of organizational justice and job burnout

In view of the benefit of improving employees’ organization commitment, it is important to study the major influencing factors of organization commitment. According to previous literature, organizational justice and job burnout have been considered two major influencing variables of affective commitment; however, little empirical research can be found to examine the relationship between job burnout, organizational justice, and affective commitment simultaneously among university teachers in China. Thus, the main purpose of the current study was to examine the above relationship in a cross-sectional design. The participants were 435 teachers from five universities in China. A series of structural equation modeling analyses were conducted by using Amos 19.0. The results showed that organizational justice was a strong predictor of affective commitment. Specifically, interactional justice predicted affective commitment the most strongly, whereas distributive justice, unexpectedly, had no significant influence on affective commitment. Furthermore, both emotional exhaustion and personal accomplishment were important partial mediators of the relationship between interactional justice and affective commitment.     

The influence of direct executive managers on lecturers’ perceptions on new organizational aims in times of academic drift

During educational change, managers can contribute positively to the professional’s sense of coping ability. The question remains as to whether the managers of lecturers can also influence the perception of lecturers on newly formulated organizational aims. Recently, the changes in many European institutes of higher professional education (HPE) have been considerable. The innovationsathand include the Dutch HPE institutes changing from teaching-only institutes toward hybrid organizations for teaching and research. The role of lecturers is central in implementing research into HPE, especially into the educational programmes. Hence, lecturers’ view on the new organizational aims are crucial. Based on a quantitative design, lecturers’ perceptions on the new organizational aims are measured. As part of a structural equation model, these perceptions are related to how lecturers perceive their direct executives’ leadership style, directly as well as mediated by executive-imputed organizational structures as collaboration systems and decision-making processes. The results show that the direct influence of executives based on their leadership style is limited, while initiating lecturers’ participation in decision-making processes is an important influence on lecturers’ perceptions on new organizational aims. More empirical insight into leadership factors and organizational structures can enlarge the improvement of goal achievement during organizational change.     

变革型领导对包容性创新的影响机制研究——基于组织惯例更新的中介作用与企业社会资本的调节作用

以组织惯例更新为中介变量,企业社会资本为调节变量,探讨变革型领导对包容性创新的影响机制。对收集的二百多份问卷,采用Mplus和SPSS17.0软件以及层级回归方法进行实证检验,得出结论:(1)变革型领导正向影响包容性创新;(2)组织惯例更新在变革型领导和包容性创新之间起到部分中介作用;(3)企业社会资本调节变革型领导与组织惯例更新之间的关系。因此,企业管理者应重视组织惯例更新和企业社会资本的积累,以促进包容性创新能力的提升。     

The impact of organizational learning capacity from the socio-cognitive perspective on organizational commitment

This study is to examine the impact of organizational learning on affective commitment in Korea. In particular, this study addressed the importance of organizational learning as an HRD strategy from the socio-cognitive perspective. Data were collected from four large companies located in the area of Seoul, South Korea. There were 233 usable questionnaires yielding a response rate of 61 %. Multiple regression analysis and principal factor analyses were applied to conduct a data analysis. The results showed that a linear relationship existed between the organizational learning capacity and affective commitment (R ² = .495). Four dimensions were statistically significant with the exception of “feedback.” Participative decision-making is the most important factor. Finally, the study discussed some implications for HRD theory and practice.     

工作满意度、组织承诺与关系绩效的关系实证研究

通过在成都、广州、深圳一些企业的实证研究,探讨组织承诺、工作满意度与关系绩效之间的关系,发现组织承诺三维度、工作满意度五维度与关系绩效两维度之间几乎都具有非常显著的相关关系;但是将工作满意度和组织承诺作为关系绩效的预测变量时,发现二者的因果关系非常不显著,因此推测工作满意度、组织承诺可能是关系绩效的前因中介变量或者调节变量。     

The Influence of Distributed Leadership on Teachers’ Organizational Commitment: A Multilevel Approach

ABSTRACT

In the present study the effects of a cooperative leadership team, distributed leadership, participative decision-making, and context variables on teachers’ organizational commitment are investigated. Multilevel analyses on data from 1522 teachers indicated that 9% of the variance in teachers’ organizational commitment is attributable to differences between schools. The analyses revealed that especially the presence of a cooperative leadership team and the amount of leadership support played a significantly positive key role in predicting teachers’ organizational commitment. Also, participative decision-making and distribution of the supportive leadership function had a significant positive impact on teachers’ organizational commitment. In contrast, distribution of the supervisory leadership function and teachers’ job experience had a significant negative impact.     

变革型领导、沉默行为及员工工作绩效关系的研究--以安徽省文化产业为例

通过对安徽省文化产业中228名员工的问卷调查,研究变革型领导与员工工作绩效之间的关系,尤其是员工沉默行为是否在变革型领导与员工工作绩效之间发挥中介作用,研究结果表明变革型领导与员工工作绩效存在显著的正相关关系,并且进一步发现员工默许性沉默、防御性沉默在变革型领导与员工工作绩效之间起部分中介的作用,而亲社会性沉默没有发挥中介作用。同时,员工沉默行为与员工工作绩效之间存在显著的负相关关系。     

教师转型:组织承诺与组织支持的共同作用

对转型发展典型高校X学院5名教师的扎根研究发现,教师转型是个体因素与组织因素良性互动的结果:教师出于对学校新办学理念、定位、目标等的认同和信任,形成较高组织承诺;在较高组织承诺推动或(和)组织支持拉动下,这些教师开启转型探索之路;在组织承诺支撑下,转型教师经过探索取得了一定转型效果,获得(更多的)组织支持,进而使转型向纵深发展;对转型成功教师保持或增加适当组织支持,可维持其组织承诺水平,稳定教师队伍和组织转型成果。建议转型高校注重培养和提升教师的组织承诺,构建"软硬结合"的"全员支持""全过程支持"机制。     

Examining organizational learning in schools: The role of psychological safety, experimentation, and leadership that reinforces learning

This study draws upon theory and methods from the field of organizational behavior to examine organizational learning (OL) in the context of a large urban US school district. We build upon prior literature on OL from the field of organizational behavior to introduce and validate three subscales that assess key dimensions of organizational learning that build upon and extend prior education research: psychological safety, experimentation, and leadership that reinforces learning. Data from 941 teachers across 60 schools in this urban district suggest that organizational learning is an underlying condition which is expressed by teacher perceptions of subfactors of psychological safety, experimentation, and leadership that reinforces learning. Implications for adopting the conceptual framework and methods employed in this research for studying organizational learning and school change are discussed.