No abstract

Transformational leadership, Labor organizations, Union citizenship,

This study empirically tests the relationship between spirituality, transactional leadership, and transformational leadership. Spirituality is conceptualized as an attitude or basic human need. Consistent with transformational leadership theory (Bass, 1985), it measures transformational and transactional leadership behaviors. As the study of spirituality in the workplace is still emerging (Giacalone and Jurkiewicz, 2003; Giacalone, Jurkiewicz, and Fry, 2005; Paloutzian and Park, 2005a) and the scientific study of the psychology of religion is a well established discipline (Allport and Ross, 1967; Gorsuch and McPherson, 1989; Hood, Spilka, Hunsberger, and Gorsuch, 1996; Paloutzian and Park, 2005b), it integrates a mature measure of religious orientation into a model to give support to the relationship between spirituality and leadership style. Results from a sample of 186 senior executives from industry and academia indicate that religious orientation strengthens the relationship between spirituality and transformational leader behaviors. Results also support the moderating role of religious orientation in the relationship between transactional leadership and transformational leader behaviors. The paper concludes with future research directions and managerial implications.

It is important to retain qualified teachers in any educational environment. This is especially true for teachers who work in a structured environment fraught with administrative, logistical, and political challenges. The principal is responsible for providing a supportive educational environment, which is necessary for an atmosphere where the teacher feels comfortable. This study suggests that leadership style influences the citizenship behaviors of teachers and student performance through a covenantal model that goes beyond economic, social, and psychological exchange models. Leadership style is measured with a triangulated design where the principal's self-reported leadership style is compared with administrators' and teachers' evaluations so that a top-down and bottom-up measure of leadership style is assessed. The covenantal model also shows a significant positive relationship to student performance as measured by the objective state assessment scores. Limitations of the study, implications for administrators, and directions for future research issues are discussed.