The Path-Goal Theory of Leadership: A Partial Test and Suggested Refinement

Stinson, John E.; Johnson, Thomas W.

doi:10.5465/255527

Cited by 13 publications

(16 citation statements)

References 6 publications

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“…14 and 15, the least relevant to students. In view of the overabundance of stress research focusing on role conflict and ambiguity as the singular types of stress measured [Jackson & Schuler, 1985], including a few involving students as subjects [Randolph, 1981;Stinton & Johnston, 1975], this was all the more remarkable. Finally, it is noteworthy that only nine out of the 160 items gathered in the nominal groups reflected unfulfilled needs (such as having one's autonomy restricted, or one's performance being underevaluated), or excess capabilities (such as being underloaded).…”

Section: Resultsmentioning

confidence: 99%

Students' stress

Shirom

1986

High Educ

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The major objective of the present research was to identify stresses perceived by undergraduate students to characterize their university-related life sphere. Graduate students (n=16) served as the researcher's confederates. Each confederate solicited highly frequent and important stress conditions from a group of up to ten undergraduates, (total n = 108) using the nominal group technique.Each group provided a rank order of the ten most relevant stresses. Fifteen stresses were identified as appearing in most groups. For each of the fifteen stresses, its mean rank order was calculated across the relevant groups. The highest mean rankings were given to the group of stresses classified as examination related, followed by those which had to do with meeting class assignments and by those related to the teaching process. The results were interpreted as providing strong support to the conceptualization of stress as a condition appraised by the individual to pose threat or danger to himself or herself.

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Section: Resultsmentioning

confidence: 99%

Students' stress

Shirom

1986

High Educ

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“…According to Stinson and Johnson [55] found that directive leadership is effective with subordinates who have lower levels of education and weaker needs for achievement and independence.…”

Section: Resultsmentioning

confidence: 99%

Investigating the Effectiveness of Leadership Styles on Instructional Leadership and Teachers Job Expectancy in Kingdom of Bahrain

Hejres¹,

Braganza²,

Aldabi³

2017

EDUCATION

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“…House (1971) developed path-goal theory by recommending that leaders flexibly apply the leadership style most effective in a situation. Stinson and Johnson (1975) improved path-goal theory by proposing that high TO was most effective when tasks were unstructured, and followers had weak motivation, low independence, and low task relevant education and/ or experience. Low TO was most effective when tasks were unstructured, but followers had strong motivation, high independence and high task relevant education and/or experience.…”

Section: Modern Leadership Theorymentioning

confidence: 95%

“…Low TO was most effective when tasks were unstructured, but followers had strong motivation, high independence and high task relevant education and/or experience. Reddin (1970) and Blanchard (1972, 1993) Stinson and Johnson (1975) and Fiedler (1967). Followers with low maturity (weak motivation, low independence, low task relevant education and/or experience), low wage employees on an assembly line for example, should be managed with a dedicated style.…”

Section: Modern Leadership Theorymentioning

confidence: 96%

The Leadership Archetype: A Jungian Analysis of Similarities between Modern Leadership Theory and the Abraham Myth in the Judaic–Christian Tradition

Abramson

2006

J Bus Ethics

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Archetypal psychology suggests the possibility of a leadership archetype representing the unconscious preferences of human beings as a species about the appropriate relationships between leaders and followers. Mythological analysis compared God’s leadership in the Abraham myth with modern visionary, ethical and situational leadership to find similarities reflecting continuities in human thinking about leadership over as long as 3600Â years. God’s leadership behavior is very modern except that God is generally more relationship oriented. The leadership archetype that emerges is of a leader that develops his/her follower by reliably maintaining a vision, behaving according to firm ethical values even when it weakens the leader’s authority, accepting suffering when the follower is unreliable, and always forgiving even when the follower behaves with hubris in an attempt to overthrow the leader. If God’s leadership principles were mandatory in management, many dysfunctional leaders would be disqualified and many of the negative consequences of poor leadership might be averted. Copyright Springer Science+Business Media B.V. 2007archetypal psychology, archetype, Jung, leadership, visionary ethical situational forgiveness, God, Abraham, myth, narrative analysis, mythological analysis,

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The Path-Goal Theory of Leadership: A Partial Test and Suggested Refinement

Cited by 13 publications

References 6 publications

Students' stress

Students' stress

Investigating the Effectiveness of Leadership Styles on Instructional Leadership and Teachers Job Expectancy in Kingdom of Bahrain

The Leadership Archetype: A Jungian Analysis of Similarities between Modern Leadership Theory and the Abraham Myth in the Judaic–Christian Tradition

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