International Handbook of Educational Leadership and Administration

Leithwood, Kenneth; Hallinger, Philip; Furman, Gail C.; Riley, Kathryn; MacBeath, John; Gromm, P; Mulford, WR

doi:10.1007/978-94-009-1573-2

Cited by 104 publications

(1 citation statement)

References 6 publications

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“…Grace, 1995). Zásadné handbooky z nedávnej minulosti (Leithwood et al, 1996, Leithwood & Hallinger, 2002 síce ešte nesú v názvoch spojenie "Educational Leadership and Administration", v novších prameňoch je však už zriedkavejšie. Prostredníctvom rámcovej analýzy, v ktorej sme použili tak zdroje americkej, ako i medzinárodnej proveniencie sme sa pokúsili identifikovať tematicky zreteľné subkategórie líderstva v edukácii.…”

Section: Perception Of Motorbike Riding Safety In Taiwan and The Czecunclassified

Engagement in actions beyond basic professional duties – measurement and correlates

Bożek¹,

Malinowska²,

Tokarz³

2019

Sborník Konference Psychologie Práce a Organizace 2019

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Section: Perception Of Motorbike Riding Safety In Taiwan and The Czecunclassified

Engagement in actions beyond basic professional duties – measurement and correlates

Bożek¹,

Malinowska²,

Tokarz³

2019

Sborník Konference Psychologie Práce a Organizace 2019

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Cognitive‐Experiential Leadership Model: How Leaders’ Information‐Processing Systems Can Influence Leadership Styles, Influencing Tactics, Conflict Management, and Organizational Outcomes

Cerni¹,

Curtis

Colmar³

2014

J of Leadership Studies

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The current article provides empirical evidence in support of a new Cognitive‐Experiential Leadership Model. The foundation of the model is based on the integration of the Cognitive‐Experiential Theory (CET; Epstein, 2014), a personality‐based theory, and the Full‐Range Leadership Theory (FRLT; Bass, 1985). Results show a strong connection between the rational system and constructive elements of the CET’s experiential system, and transformational leadership and conflict‐handling styles. There is also preliminary evidence that developing leaders’ CET information‐processing systems could increase transformational leadership. Leaders who are high in rational thinking and constructive thinking may also elicit extra effort from their followers, effectively manage conflict, choose effective influencing tactics, and achieve positive organizational outcomes. Implications and future research directions examining the Cognitive‐Experiential Leadership Model are discussed.

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