Most Admired Leader/Most Admired Follower

Baker, Susan D.; Anthony, Erica L.; Stites-Doe, Susan

doi:10.1080/15416518.2014.969366

Cited by 6 publications

(3 citation statements)

References 39 publications

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“…While there are a number of studies on leadership in principals and other senior administrators (e.g., see Baker, Anthony, & Stites-Doe, 2015;Drysdale & Gurr, 2011;Sugrue, 2015), there are few studies that have focused on sustainability coordinators or teachers who coordinate environment clubs as part of their teaching load. Henderson and Tilbury (2004) showed that school leadership is pivotal to the successful implementation of a school-wide sustainability program.…”

Section: Environment Clubs and Coordinatorsmentioning

confidence: 99%

The leadership role of teachers and environment club coordinators in promoting ecocentrism in secondary schools: Teachers as exemplars of environmental education

Smith

2020

Aust. J. environ. educ.

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This study of Naessian ecocentrism and anthropocentrism in three environment club coordinators/science teachers, their colleagues and some parents at three secondary schools uses deep ecology and relational fields as primary frameworks for open-ended interviews. The findings reveal new insights into the affective, cognitive and behavioural characteristics of coordinators who enhance environmental education in their schools. The work presents preliminary data on leadership among sustainability coordinators who run environment clubs. It fills a gap in the literature by showing that in addition to environmental educators requiring knowledge and attitudes regarding sustainability practices, affective qualities like connectedness and love for the environment may be important to their success as sustainability exemplars. Teachers emerge as sustainability exemplars in a relational field to implement sustainability across the secondary curriculum, galvanise students, teachers and parents to connect to the Earth, and help students, teachers and parents move away from anthropocentrism. Findings suggest that if schools commit resources and time to the coordinator’s role, students experience significant benefits by becoming closer to the Earth and more empowered to act for the environment in ways consistent with deep ecology.

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Section: Environment Clubs and Coordinatorsmentioning

confidence: 99%

The leadership role of teachers and environment club coordinators in promoting ecocentrism in secondary schools: Teachers as exemplars of environmental education

Smith

2020

Aust. J. environ. educ.

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“…Accordingly, the government must determine whether the food industry and social actors are eager to support the regulatory framework on food safety. According to Baker et al (2015), the tendency to follow the leader is a form of deference whereby the followers choose to take part in leadership processes actively. In this regard, leadership can be successful where the leader does not understand the followers and their behaviors (Uhl-Bien et al, 2014).…”

Section: Role Of Psychological Capital In Government Governancementioning

confidence: 99%

Psychological Capital in Food Safety Social Co-governance

Chen

2019

Front. Psychol.

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Social co-governance of food safety is an advocacy model to deal with current global food safety risks. Food safety co-governance involves the collaboration and partnership of government, industry, and society. The success of this collaboration is dependent on the construct of positive psychological capital. This paper discusses the concept of psychological capital and its four elements of self-efficacy, optimism, hope, and resiliency in line with co-governance in food safety. Accordingly, the paper proposes that great success in food safety co-governance would be realized if the government, industry, and society nurture positive psychological capital. Psychological capital can help corporates to instill organizational commitment on employees, thus promote food safety. Furthermore, positive psychological capital can help the government to appeal to the emotions of food companies and social actors to ensure self-efficacy toward food safety. The government can inspire hope by setting food safety goals and plans to achieve them, and a reward program will motivate food companies and promote self-efficacy in co-governance efforts. The government can also reinforce the efforts of companies in leveraging the elements of PsyCap in food safety, since the production of high-quality food is also dependent on the behaviors and attitudes of the workforce. Furthermore, the government can utilize social persuasion to improve the engagement of social actors in food safety regulations.

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“…In the current section, the constructs of motivation, followership, and outcomes for the organization are added to the model (Table ). The academic literature on leadership has recognized ultimately that followers affect leaders as much as leaders influence their followers (Agho, ; Baker, ; Baker, Anthony, & Stites‐Doe, ; Gardner et al, ; Howell & Mendez, ; Kelley, , ; Malakyan, ; Uhl‐Bien, Riggio, Lowe, & Carsten, ).…”

Section: Building the Modelmentioning

confidence: 99%

Introducing a Model of Transformational Prosocial Leadership

Tintoré

2019

J of Leadership Studies

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Transformational leadership is one of the most dominant and debated leadership theories in the last three decades. The current article introduces the concept of prosocial transformational leadership and distinguishes it from charismatic‐transformational leadership and transactional leadership. A review of the literature is made examining the three leadership styles (transactional, charismatic‐transformational, and prosocial transformational), and relating them to some organizational constructs such as motivation, followership, communication, decision‐making style, job satisfaction, emotional intelligence, and organizational culture. As a result of the analysis, theoretical models presenting the relationships of the different leadership styles with the organizational constructs are built. The models show that, depending on the style of leadership, organizational culture is developed differently, and it seems that the prosocial transformational model can contribute to building more individual and collective capacity. Prosocial transformational leadership develops a new insight of transformational leadership and, at the same time, has a lot in common with other kinds of leadership (e.g., positive leadership, authentic leadership, or transcendent leadership) and can contribute to the integration of similar leadership theories.

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Most Admired Leader/Most Admired Follower

Cited by 6 publications

References 39 publications

The leadership role of teachers and environment club coordinators in promoting ecocentrism in secondary schools: Teachers as exemplars of environmental education

The leadership role of teachers and environment club coordinators in promoting ecocentrism in secondary schools: Teachers as exemplars of environmental education

Psychological Capital in Food Safety Social Co-governance

Introducing a Model of Transformational Prosocial Leadership

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