What are young Pacific peoples understandings of leadership in Aotearoa New Zealand?

<p>This thesis is an exploration of the way leadership is understood by young Pacific peoples. It looks at the possible relationship between leadership and education outcomes for young Pacific peoples. It is located in an interpretative paradigm, and uses qualitative methods and seeks phenomenological date. This is because individuals interpret experiences differently, therefore understanding how these young Pacific people interpret ideas can help answer the thesis question. As Pacific research it foregrounds Pacific concepts such as vā and Pacific methods such as talanoa. These features seek to alignment with the community participating in the study. The findings suggest that young Pacific peoples understand leadership as a negotiation between Pacific and Western ideas. This negotiation is performed contextually. However, young Pacific peoples are also redefining leadership for themselves and a way they are doing this is by combining their Pacific and Western understandings of leadership. From the research there were three implications found for young Pacific peoples. Firstly, too much focus on culture can become a problem. Secondly, the different contexts that young Pacific peoples are being raised in influences their leadership beliefs, especially compared to the older generation. Lastly, young Pacific peoples need to receive recognition for their ability to negotiate ideas between the Pacific and Western worlds. Therefore, recommendations for future research come under two main categories environment. This is focused on rethinking leadership, firstly for young Pacific peoples in New Zealand-Pacific context, then rethinking for young Pacific peoples in a Western context. The second recommendation discusses ways to improve leadership development programs for young Pacific peoples in New Zealand.</p>

What are young Pacific peoples understandings of leadership in Aotearoa New Zealand?

<p>This thesis is an exploration of the way leadership is understood by young Pacific peoples. It looks at the possible relationship between leadership and education outcomes for young Pacific peoples. It is located in an interpretative paradigm, and uses qualitative methods and seeks phenomenological date. This is because individuals interpret experiences differently, therefore understanding how these young Pacific people interpret ideas can help answer the thesis question. As Pacific research it foregrounds Pacific concepts such as vā and Pacific methods such as talanoa. These features seek to alignment with the community participating in the study. The findings suggest that young Pacific peoples understand leadership as a negotiation between Pacific and Western ideas. This negotiation is performed contextually. However, young Pacific peoples are also redefining leadership for themselves and a way they are doing this is by combining their Pacific and Western understandings of leadership. From the research there were three implications found for young Pacific peoples. Firstly, too much focus on culture can become a problem. Secondly, the different contexts that young Pacific peoples are being raised in influences their leadership beliefs, especially compared to the older generation. Lastly, young Pacific peoples need to receive recognition for their ability to negotiate ideas between the Pacific and Western worlds. Therefore, recommendations for future research come under two main categories environment. This is focused on rethinking leadership, firstly for young Pacific peoples in New Zealand-Pacific context, then rethinking for young Pacific peoples in a Western context. The second recommendation discusses ways to improve leadership development programs for young Pacific peoples in New Zealand.</p>

The development and practice of authentic leadership: a cultural lens

Purpose Despite increasing interest and scholarship on authentic leadership, definitions of the construct remain contested. In addition, limited research exists on its enactment in practice and its sustainability in a global context. The purpose of this study was to explore the practice of authentic leadership and understand more about how it is cultivated and sustained. Design/methodology/approach To address these issues, an international sample of leaders nominated by peers as exemplifying authenticity in their leadership was interviewed. This study used consensual qualitative research (CQR; Hill, 2012; Hill et al., 1997), a team-based, exploratory methodology, to conduct data analysis. Findings This study describes the results of the analysis, highlighting leaders’ beliefs, values and behaviors; their leadership development and the barriers and supportive factors they experienced as leaders. The findings from this exploratory analysis across all cases, including subgroups, may help contextualize the complexity of authentic and sustainable leadership and provide better understanding of authentic leadership development. Research limitations/implications Additional research on social identities and training in leadership are critical. The results of this study suggest new directions in studying the development of authentic leaders as well as in researching the experiences of organizations and team members. Practical implications This study provides insight and direction for individuals and organizations seeking to better understand the practice of authentic leadership, its development and how it can be sustained over time and across contexts and social identities. Originality/value This exploratory approach involving interviews with leaders around the globe provides information about the direct lived experiences of leaders identified as authentic by their peers. This study further highlights the leaders’ critical leadership beliefs and practices, as well as ways in which they cultivated and learned to sustain their leadership practices. This study also sheds light on ways in which experiences might differ across gendered and cultural contexts.

COMPONENT-STRUCTURAL ANALYSIS OF MARKETOLOGIST LEADERSHIP COMPETENCE

The article analyzes the views of domestic and foreign scientists on the essence of «leadership competence» concept, identifies and scientifically conditions the structure of leadership competence of future marketing analysts. As a result of the research the author states that, firstly, leadership competence is a steady integral component of supraprofessional competence of a marketing analyst; secondly, leadership competence of future marketing analysts, as well as its components in most cases is not a natural phenomenon, but emerges as a result of certain experience of a person, which runs on their positive attitude to this phenomenon, awareness of motives and needs in it, acquired knowledge, skills and personal qualities of people, which then find practical implementation in the form of leadership behaviour. Based on the analysis of psychological and pedagogical investigations we have identified the following structural components of leadership competence of future market analysts: motivational (motives, needs, emotions, values in regard to leadership), cognitive (knowledge, leadership beliefs), activity (actions, skills, abilities, leadership behaviour) and personality (complex of leadership qualities, reflexivity, empathy, emotional intelligence). According to the analysis of the primary positions that can be held by a bachelor of marketing, the functions and corresponding professional competences that require the formed leadership competency of a marketing analyst are identified and it is demonstrated how the leadership competency is realized in the marketing activity. Thus, leadership competence provides grounds for efficient activity in the field of marketing, creating conditions for manifestation of initiative, responsibility and active economic position of a marketing specialist and ensuring his/her professional mobility and competitiveness.

Instructional leadership beliefs among Filipino pre-service teachers

<span>In the teacher education context, there has been a call to pay attention to the preparation of pre-service teachers for instructional leadership roles necessary in today’s various school reforms. Nonetheless, because the integration of instructional leadership is relatively new in the Philippine teacher education curriculum, there is a dearth of research along with this aspect. With the increasing need for more research on instructional leadership, particularly on Teacher Education Institutions (TEIs), this exploratory study was undertaken. Using an in-depth interview, it examined the instructional leadership beliefs of Filipino pre-service teachers. Twelve (12) graduating pre-service teachers from a public university in Cagayan Province, Philippines became the study participants whose views, insights, and narratives were thematically analyzed. Interestingly, the results of the study revealed that pre-service teachers believe that instructional leadership is shared, learning-focused, a conversation, service-driven, and a pursuit of equity. These deepen the assertion that understanding the instructional leadership beliefs of pre-service teachers would promote instructional interventions that can empower them and advocate a viable instructional leadership framework not only in the Philippine context but in the ASEAN region as well.</span>

KERJASAMA TIM MEMEDIASI DAMPAK KEPEMIMPINAN TRANSFORMASIONAL DAN TRANSAKSIONAL TERHADAP KINERJA KERJA

The three main objectives of this study are: a) to test and analyze the effects of transformational and transactional leadership to teamwork positively; b) to test and analyze the effect of teamwork direct and positive impact on the performance of the work; c) to examine and analyze the influence of transformational and transactional leadership direct and positive impact on job performance. The study sample consisted of 121 (one hundred and twenty one) leaders who work in 17 (seventeen) private companies operating in the city of Bandung. Two of the five hypotheses are supported, which hypotheses were tested using Structural Equation Modeling (SEM). There are several findings from this study is the first transformational leadership positively affect teamwork, but does not affect the transactional leadership team cooperation positively. The second is teamwork does not affect the performance of work directly and positively. The third is transformational leadership directly affects job performance and positive, but transactional leadership does not affect job performance. The implications of this research was discussed as well as suggestions for future research. Keywords: Transformational Leadership; Transactional Leadership; Teamwork; Job Performance; Leadership Beliefs Inventory (LBI); Practice Environment Survey.

Leaders Changing how they Act by Changing how They Think: Applying Principles of an Anti-Racist Principal Preparation Program

Systemic racism and the impending inequities in schooling persist, making it apparent the concept of race still matters when it comes to educational leadership. In response, this chapter examines linkages between principal preparation programs, the orientations of the aspiring leaders enrolled within them, and the potential for program graduates to facilitate institutional change for racial equity. The concept of anti-racist leadership is explored to better understand how principal preparation programs can better prepare aspiring leaders to address how race, power, and individual, institutional, and cultural racism impact beliefs, structures, and outcomes for students of color. This preparation is accomplished by examining how a principal preparation program, adopting an anti-racist curriculum, further develops the racial consciousness of its predominantly White student cohort. The anti-racist curriculum made the impact of race more salient to students and had an impact on their leadership beliefs, decisions, and actions once they served in school leadership positions.