Assessing the spiritual leadership effectiveness: The contribution of follower's self-concept and preliminary tests for moderation of culture and managerial position

2013 ◽  
Vol 24 (1) ◽  
pp. 240-255 ◽  
Author(s):  
Chin-Yi Chen ◽  
Chun-I Li
Keyword(s):  
Leadership Effectiveness ◽  
Spiritual Leadership ◽  
Self Concept ◽  
Managerial Position

scholarly journals How Self-Concept Interferes Between Integrative Leadership and Leadership Effectiveness

2019 ◽  
Vol 8 (3) ◽  
pp. 4685-4690
Keyword(s):  
Higher Education ◽  
Leadership Effectiveness ◽  
Self Concept ◽  
Institutions Of Higher Education ◽  
Common Goal ◽  
Balanced Approach ◽  
The Status ◽  
The Common ◽  
Integrative Leadership ◽  
Mutual Action

This paper uses a qualitative study method, describing the association of Integrative Leadership and SelfConcept with Leadership Effectiveness. It attempts to explore the intersection of these concepts rooted in higher education Institutions at a deeper level. This can provide practitioners with clues on how to realistically apply the theory to everyday practice. Moreover, through integrative leadership and self-concept, this paper describes how leadership effectiveness can be ensured in a ways that can foster mutual action in order to achieve the common goal. This can be used to push back on the forces of individualism, neoliberalism, and “tyranny of the majority” that tend to undermine democracy and perpetuate inequality in the Institutions of higher education. While this paper suggests a more collective or communitarian view, the intent is not to reject individual and neoliberal values, but to create a more balanced approach for the status quo. This paper lays the foundation of a more comprehensive conceptualization of leading and self as both the fields include diversity of approaches and theories

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Stereotype Internalization, Math Perceptions, and Occupational Choices of Women With Counter-Stereotypical University Majors

2007 ◽  
Vol 66 (3) ◽  
pp. 169-178 ◽  
Author(s):  
Virginie Bonnot ◽  
Jean-Claude Croizet
Keyword(s):  
Academic Achievement ◽  
Negative Impact ◽  
Self Concept ◽  
Occupational Choices ◽  
Men And Women ◽  
Performance Expectancies ◽  
Subjective Value ◽  
Stereotype Endorsement

Based on Eccles’ (1987) model of academic achievement-related decisions, we tested whether women, who are engaged in mathematical fields at university, have internalized, to some extent, the stereotype about women’s inferiority in math. The results indicate that men and women do not assess their ability self-concept, subjective value of math, or performance expectancies differently. However, women’s degree of stereotype endorsement has a negative impact on their ability self-concept and their performance expectancies, but does not affect their value of the math domain. Moreover, members of both genders envisage stereotypical careers after university graduation.

Die Entwicklung und Validierung eines evidenzbasierten Kompetenzmodells effektiver Führung (LEaD: Leadership Effectiveness and Development)

2014 ◽  
Vol 58 (2) ◽  
pp. 80-94 ◽  
Author(s):  
Marion Schmidt-Huber ◽  
Stefan Dörr ◽  
Günter W. Maier
Keyword(s):  
Leadership Effectiveness

Die Entwicklung von Führungskräften und die dazu erforderliche Diagnostik von Führungskompetenzen stellen zentrale Inhalte jeder HR-Strategie dar. Viele Unternehmen greifen dabei insbesondere in der Diagnostik auf selbst entwickelte Instrumente zurück, ohne die Vielfalt praxisrelevanter Erkenntnisse der Führungsforschung zu berücksichtigen. Mit dem LEaD-Kompetenzmodell wurde im deutschen Raum einer der ersten Versuche unternommen, den Ansatz des evidenzbasierten Managements auf die Entwicklung eines praxisrelevanten Kompetenzmodells für Führungsaufgaben anzuwenden. Dieser Beitrag beschreibt den Prozess der theoretischen Herleitung und inhaltlichen iterativen Konzeption, skizziert die Inhalte des Kompetenzmodells und berichtet zentrale Ergebnisse der empirischen Studien (Interviewstudie, Prototypizitätsstudie, Pretest und Validierungsstudie). Die Ergebnisse der Validierungsstudie (N = 720) zur Konstrukt- und Kriteriumsvalidierung und inkrementellen Validität zeigen, dass das theoriebasierte Kompetenzmodell und zugehörige Diagnoseinstrument effektives Führungsverhalten reliabel und valide beschreiben und erfassen können.

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