In the current study, four hypotheses that predicted positive relationships between transformational leadership behaviors and effective followership behaviors were proposed. Data were collected from 100 middle managers across the United States. Multiple regression results showed significant positive relationships between transformational leadership behaviors and effective followership behaviors, after controlling for age, sex, race, educational level, tenure with current organization, and tenure with current supervisor. However, the transformational leadership behavior of Idealized Influence was not significantly related to the effective followership behavior of Building Trust, after controlling for demographics. The findings have important implications for leaders, followers, leadership educators, organizations, and researchers.

The Senegalese agricultural sector suffers from an inadequate number of skilled workers. On January 24, 2011, the United States Agency for International Development (USAID) launched the Education and Research in Agriculture (ERA) project to increase the number of skilled workers entering the agriculture supply pipeline. To achieve this goal, ERA provided professors with materials, resources, and the knowledge for incorporating learner-centered strategies in their curriculum. The purpose of this study is to describe the intentions of Senegalese agriculture professors in engaging in learner-centered instructional strategies. The theoretical framework guiding this study is Ajzen’s (1991) Theory of Planned Behavior, which identifies predictors that leads to an individual’s intention to engage in a certain behavior. Data were collected using survey questionnaire. Agriculture professors (n = 40) from three public universities and two training institutes affiliated with the universities completed the survey questionnaire. Purposive sampling was used to select professors from schools that had close involvement with the USAID-ERA project. Findings suggest that Senegalese professors are engaging or intend to engage in a few learner-centered (LC) instructional strategies; have a positive attitude but still suffer from cognitive dissonance; have some challenges with subjective norms; and lack adequate self-efficacy that is necessary for engaging in LC instructional strategies. Continuous trainings that delineate the positive outcomes of engaging in LC instructional strategies is recommended to resolve the cognitive dissonance that many still have. We recommend future studies to investigate the degree of influence as measured by attitude, subjective norms, and perceived behavioral control. Keywords: Senegalese professors, higher education, training and development, learner-centered instruction

In the current study, a mixed-method research design was used to explore how team members' transformational leadership and effective followership relate to teamwork quality. Data were collected from 10-student project teams (N [team] = 10; N [individual] = 84 team members) in a leadership class at a large-sized public university in the United States. As a follow-up, focus group interviews were conducted with two teams (n = 13 team members) to explore how team members' transformational leadership and effective followership work during team interactions. Correlation results showed that team members' transformational leadership was positively related to teamwork quality (r (82) = .84, p < .01). In the qualitative phase, findings showed that the team exhibiting centralized transformational leadership also exhibited passive team followership and low-quality teamwork. Low-quality teamwork was described as social loafing and polarization. In contrast, the team exhibiting shared transformational leadership also exhibited proactive team followership and

Organizations today are increasingly reliant on teams that consist of members that are geographically and culturally dispersed. As highlighted elsewhere in this book, global teams may consist of members who are raised in the democratic (but individualistic) culture of the Global North-West and those raised in the hierarchical (but collectivistic) culture of the Global South-East. Leadership scholars have suggested that effective teamwork requires individuals who are able to switch between effective leadership and followership behaviors and roles.

This research explores the of effective curriculum design for higher-ed in preparing agricultural education graduates for Nigeria’s labor market. The continuing professional education program planning theory serves as the framework guiding this study. The study involves a phenomenological inquiry into the conscientious meaning experience of the faculty and alumni in an agricultural education department. A purposeful sampling method of 14 participants (four professors and 10 alumni) was used to select participants since the study relied on individuals close to the phenomenon. Data was collected using a standardized open-ended questionnaire and the Department’s handbook. Three themes emerged: The Department's curriculum design/development; Stakeholder’s consultation; and Principles considered while designing the curriculum. Recommendations were made for the Department to continuously review and update the curriculum to reflect the current needs of the industry and students. Lastly, the current study was recommended to be replicated in other main agricultural institutions in Nigeria.