Unpacking transformational leadership: dimensional analysis with psychological empowerment

Abstract

Purpose Scholarly studies have criticized transformational leadership (TFL) for its lack of conceptual clarity and inadequate operationalization. This study endeavors to do a detailed examination of the dimensions of the construct to address the lack of conceptual clarity. Further, with respect to concerns regarding operationalization, the study does an exploratory evaluation of reconceptualized TFL's relationship with psychological empowerment, a construct through which TFL mostly has its beneficial outcomes.Design/methodology/approachRespondents (n = 335) from an Indian information technology (IT) services organization report on their psychological empowerment and the transformational behaviors of their supervisors using temporally separated (15 days) online questionnaires.FindingsAs expected, the dimensions of transformational leadership are not equally salient in influencing psychological empowerment; however, they explain variance in all dimensions of psychological empowerment. Visioning relates to meaning and impact; inspirational communication relates to all dimensions of empowerment; personal recognition relates to impact and competence; finally, intellectual stimulation relates to self-determination. Contrary to expectations, however, data did not support the relationship of intellectual stimulation and supportive leadership on competence.Research limitations/implicationsData collected from a single organization limit the claims of generalizability, and the use of a cross-sectional design prevents claims of causality. Given the significant variation in relational properties of individual dimensions, scholars can use dimensions of TFL, and therefore theorizing with these is possible.Originality/valueThis paper provides additional support for the unpacking of TFL, by hypothesizing and demonstrating the dimensional relationships between TFL and psychological empowerment.

Psychological empowerment and job satisfaction of accountants: the mediating effect of task performance

“…Meaning refers to a personal connection with the work according to an individual’s own beliefs, behavior and values (Carless, 2004; Mishra and Spreitzer, 1998; Rothmann and Olivier, 2007; Spreitzer, 1996). The meaning dimension was observed to be impacted by both, the vision of the firm and the inspirational communication (Minai et al , 2020). Meaning was also associated with high commitment and the energy needed to perform a task (Liden et al , 2000; Spreitzer, 1995).…”

“…The perception of being in control of working life helps to shape the work environment, eventually leading to actual empowerment (Spreitzer, 1995). As Minai et al (2020) showed, self-determination is influenced by inspirational communication and intellectual stimulation.…”

“…Impact is associated with a lack of withdrawal from difficult situations and high TP (Ashforth, 1989; Mahama and Cheng, 2013; Spreitzer, 1995). Minai et al (2020) asserted that impact is influenced by visioning, inspirational communication and personal recognition. Wang and Lee (2009) suggested that high levels of impact and choice may lead to high role expectations and, thus, may be exciting to employees.…”

Development of a behavioral taxonomy of agility in the workplace

“…In line with this, Parker et al (2015) have described the agile leader to become more of an adaptive leader who sets a direction, initiates collaboration, establishes rules and encourages constant feedback. It is also reasonable to suggest that agile leadership is related to concepts such as empowering, supporting, or transformational leadership, which have been described as an empowering leadership style in which leaders constantly provide feedback and lead through a shared vision (Minai et al, 2020). As several benefits are expected to come from an agile leadership, it might be worthwhile to further inspect what an agile leader should look like.…”

The influence of entrepreneurial leadership and sustainability leadership on high-performing school leaders: mediated by empowerment

“…Therefore, in the context of school organisation, social structural empowerment may be viewed as a leadership style where the school leader deliberately delegates decision-making and responsibilities, offering school teachers trust in the leader and perceived organisational support and performance (Minai et al 2020). In addition, empowerment revealed a positive correlation between school leaders with school teachers' work outcomes and job satisfaction, organisational and professional commitment, and self-management capability toward student achievement and school effectiveness.…”