{"title":"“Quiet Quitting” and “Quiet Thriving” – Flourishing in the Modern Organization","authors":"Laura Ellera, D. Jamali, Cam Caldwell","doi":"10.22543/1948-0733.1477","DOIUrl":"https://doi.org/10.22543/1948-0733.1477","url":null,"abstract":"","PeriodicalId":203965,"journal":{"name":"The Journal of Values-Based Leadership","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128165882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"\"Shaped but Not Fixed\" -- The Gift of Leadership","authors":"Joseph P. Hester","doi":"10.22543/1948-0733.1468","DOIUrl":"https://doi.org/10.22543/1948-0733.1468","url":null,"abstract":"","PeriodicalId":203965,"journal":{"name":"The Journal of Values-Based Leadership","volume":"231 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122675942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paul’s writings in the Bible, although primarily intended to serve spiritual ends, were found to also contain practical leadership wisdom long before these concepts were developed and formalized in secular leadership literature. Seven leadership themes emerged out of this conceptual study, namely: concepts of authority, responsibility, and accountability; the need for personal integrity among leaders; the need to build ethical organizations; situational leadership; fostering unity in diversity; the teaching role of leaders; and ensuring organizational continuity and organizational growth. This paper will benefit leadership theory along the line of increasing confidence in the use of the Bible as a source of leadership knowledge. It will also support leadership practice by providing a model of how effective leadership can be practiced despite operating in a turbulent ancient environment devoid of the resources, systems, and technologies of today’s post-modern organizations. Although the contexts in Paul’s epistles were churches, the leadership lessons they contained can be applied to business organizations, government entities, educational institutions, and society in general.
{"title":"Dominant Leadership Themes in the Pauline Epistles","authors":"Jaime V Cortez","doi":"10.22543/1948-0733.1451","DOIUrl":"https://doi.org/10.22543/1948-0733.1451","url":null,"abstract":"Paul’s writings in the Bible, although primarily intended to serve spiritual ends, were found to also contain practical leadership wisdom long before these concepts were developed and formalized in secular leadership literature. Seven leadership themes emerged out of this conceptual study, namely: concepts of authority, responsibility, and accountability; the need for personal integrity among leaders; the need to build ethical organizations; situational leadership; fostering unity in diversity; the teaching role of leaders; and ensuring organizational continuity and organizational growth. This paper will benefit leadership theory along the line of increasing confidence in the use of the Bible as a source of leadership knowledge. It will also support leadership practice by providing a model of how effective leadership can be practiced despite operating in a turbulent ancient environment devoid of the resources, systems, and technologies of today’s post-modern organizations. Although the contexts in Paul’s epistles were churches, the leadership lessons they contained can be applied to business organizations, government entities, educational institutions, and society in general.","PeriodicalId":203965,"journal":{"name":"The Journal of Values-Based Leadership","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133855418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The teachers in early childhood education and preschool have a significant influence on curriculum and daily practices in the class, therefore, have a dominant influence on the implementation of values education. Deeming values as a social construct, this small-scale qualitative case study was carried out to explore the priority values of early childhood education teachers and their ways of teaching values in a school in northern Pakistan. Interviews and classroom observations were conducted to gather in-depth data from the school leadership and the teachers. Teachers were found primarily focused on the inculcation of societal values, behaviors and life skills needed for children to successfully adjust to society. In this school, teachers are playing a dominant role in the values education of the young children through role modeling, daily practices and routines and interactions with the parents. School leadership is focused on values education. While doing so, they are aspiring for other stakeholders to accept the upper hand of the school values and expect them to facilitate the inculcation of these values in young children. The school and teachers are facing the problem of the reluctance of parents to take full responsibility for the values education of their children. Introduction Values are the commonly recognized and approved principles, convections, and standards of society that are transcending specific situations. Therefore, “values appear to be an allembracing element of human life; that is, values are connected both to the human mind and action, and they emerge at the levels of individuals, cultural groups, and societies” (Johansson, Emilson, & Puroila, 2017, p.14). These principles are the foundation of the social structure (Dasari, 2017) to cultivate and ensure harmony, peace, and prosperity in the social order. Hence, values are the “determiners of how people will live in harmony and peace without hurting one another and become virtuous individuals within the community” (Khathi, Govender, & Ajani, 2021, p.404). Human societies are steadily transferring these principles, convections, and standards to the next generations to ensure a constructive, peaceful, and prosperous society. This transformation of values to the young generation is taking place at multiple stages of the family, school, and broader society. School is considered a value-laden context where implicit and explicit values education is imparted to young children (Ulavere & Tammik (2017). The schools which are explicitly teaching values education have structured a concrete plan, and overtly included it into their school curriculum whereas, the schools which are following the implicit route, are embedding values education in their daily practices and ethos but it is not included in their formal curriculum (Thornberg, 2016). In ABIDA BEGUM
{"title":"The Role of Teachers in Values Education in Pakistan: A Case of Early Childhood Education and Development from Pakistan.","authors":"Sharifullah Baig, A. Begum","doi":"10.22543/1948-0733.1460","DOIUrl":"https://doi.org/10.22543/1948-0733.1460","url":null,"abstract":"The teachers in early childhood education and preschool have a significant influence on curriculum and daily practices in the class, therefore, have a dominant influence on the implementation of values education. Deeming values as a social construct, this small-scale qualitative case study was carried out to explore the priority values of early childhood education teachers and their ways of teaching values in a school in northern Pakistan. Interviews and classroom observations were conducted to gather in-depth data from the school leadership and the teachers. Teachers were found primarily focused on the inculcation of societal values, behaviors and life skills needed for children to successfully adjust to society. In this school, teachers are playing a dominant role in the values education of the young children through role modeling, daily practices and routines and interactions with the parents. School leadership is focused on values education. While doing so, they are aspiring for other stakeholders to accept the upper hand of the school values and expect them to facilitate the inculcation of these values in young children. The school and teachers are facing the problem of the reluctance of parents to take full responsibility for the values education of their children. Introduction Values are the commonly recognized and approved principles, convections, and standards of society that are transcending specific situations. Therefore, “values appear to be an allembracing element of human life; that is, values are connected both to the human mind and action, and they emerge at the levels of individuals, cultural groups, and societies” (Johansson, Emilson, & Puroila, 2017, p.14). These principles are the foundation of the social structure (Dasari, 2017) to cultivate and ensure harmony, peace, and prosperity in the social order. Hence, values are the “determiners of how people will live in harmony and peace without hurting one another and become virtuous individuals within the community” (Khathi, Govender, & Ajani, 2021, p.404). Human societies are steadily transferring these principles, convections, and standards to the next generations to ensure a constructive, peaceful, and prosperous society. This transformation of values to the young generation is taking place at multiple stages of the family, school, and broader society. School is considered a value-laden context where implicit and explicit values education is imparted to young children (Ulavere & Tammik (2017). The schools which are explicitly teaching values education have structured a concrete plan, and overtly included it into their school curriculum whereas, the schools which are following the implicit route, are embedding values education in their daily practices and ethos but it is not included in their formal curriculum (Thornberg, 2016). In ABIDA BEGUM","PeriodicalId":203965,"journal":{"name":"The Journal of Values-Based Leadership","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127452656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Critical Lessons About Leadership from Dr. Martin Luther King, Jr.","authors":"M. Sayyadi, Michael J. Provitera","doi":"10.22543/1948-0733.1473","DOIUrl":"https://doi.org/10.22543/1948-0733.1473","url":null,"abstract":"","PeriodicalId":203965,"journal":{"name":"The Journal of Values-Based Leadership","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129244540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"U.S. Leadership - What Biden has Done So Far... A Report Card","authors":"Elizabeth F. R. Gingerich","doi":"10.22543/1948-0733.1463","DOIUrl":"https://doi.org/10.22543/1948-0733.1463","url":null,"abstract":"","PeriodicalId":203965,"journal":{"name":"The Journal of Values-Based Leadership","volume":"34 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127984846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Review: Christian Social Ethics","authors":"Obiora F. Ike","doi":"10.22543/1948-0733.1478","DOIUrl":"https://doi.org/10.22543/1948-0733.1478","url":null,"abstract":"","PeriodicalId":203965,"journal":{"name":"The Journal of Values-Based Leadership","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115737416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Purpose","authors":"Joseph P. Hester","doi":"10.22543/1948-0733.1470","DOIUrl":"https://doi.org/10.22543/1948-0733.1470","url":null,"abstract":"","PeriodicalId":203965,"journal":{"name":"The Journal of Values-Based Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125195622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper aims to advance an understanding of the relationship between servant leadership and attachment styles. This paper provides a review of servant leadership and attachment styles to explain how this understanding can be used to confront challenges faced by leaders due to a crisis. A proposed conceptual model is posited to investigate the moderating effect of followers' attachment styles on the relationship between servant leadership and desired follower outcomes. Additionally, this study adds support to the criticism of the leader-centric approach of research by investigating the moderating role of followers' characteristics, such as followers' attachment styles. The practical implications of this study highlight how servant leadership can positively revolutionise relationships at work, thereby making it an interesting field for research and practice. Introduction The need for leadership arises out of the desire of organisations to accomplish their objectives in the most effective way. Organisations need effective leaders “to plan, organise, provide direction, and exercise control over organisational resources, material, and human, in order to achieve the organisation’s objectives” (Kanungo, 2001, p.257). Abusive supervision is the “subordinates’ perceptions of the extent to which superiors engage in the sustained display of hostile verbal and nonverbal behaviours, excluding physical contact” (Tepper, 2000. p.178) is a pervasive issue in workplaces today. Some major characteristic behaviours include invasion of privacy, inappropriately assigning blame, ridiculing publicly, rudeness, and taking undue credit (Tepper et al., 2006). Research has found abusive supervision is associated with lower employee job satisfaction, lower life satisfaction, lower normative and affective commitment, higher family-to-work conflict, higher employee depression, anxiety, and emotional exhaustion (Tepper, 2000). An employee’s view on what accounts for good leadership has dramatically changed. The idea of a hierarchical-oriented heroic leader with primary regard to shareholders needs to be replaced with leadership that is both virtuous and ethical, a leadership that prioritises altruism, humility, ethical behaviour, and agape love through service to other people (Van Dierendonck & Patterson, 2010). Servant Leadership might be able to deal with the challenges of our modern-day workplace, which may be the reason why organisations that implement servant leadership continue to rise (e.g., Southwest Airlines, Starbucks, Container Store, Zappos), thus encouraging more research into Servant Leadership (Eva et al., 2019). STACY MENEZES GOA, INDIA
{"title":"Power of Attachment Styles in Servant Leadership: A Conceptual Paper","authors":"Stacy Menezes","doi":"10.22543/1948-0733.1456","DOIUrl":"https://doi.org/10.22543/1948-0733.1456","url":null,"abstract":"The paper aims to advance an understanding of the relationship between servant leadership and attachment styles. This paper provides a review of servant leadership and attachment styles to explain how this understanding can be used to confront challenges faced by leaders due to a crisis. A proposed conceptual model is posited to investigate the moderating effect of followers' attachment styles on the relationship between servant leadership and desired follower outcomes. Additionally, this study adds support to the criticism of the leader-centric approach of research by investigating the moderating role of followers' characteristics, such as followers' attachment styles. The practical implications of this study highlight how servant leadership can positively revolutionise relationships at work, thereby making it an interesting field for research and practice. Introduction The need for leadership arises out of the desire of organisations to accomplish their objectives in the most effective way. Organisations need effective leaders “to plan, organise, provide direction, and exercise control over organisational resources, material, and human, in order to achieve the organisation’s objectives” (Kanungo, 2001, p.257). Abusive supervision is the “subordinates’ perceptions of the extent to which superiors engage in the sustained display of hostile verbal and nonverbal behaviours, excluding physical contact” (Tepper, 2000. p.178) is a pervasive issue in workplaces today. Some major characteristic behaviours include invasion of privacy, inappropriately assigning blame, ridiculing publicly, rudeness, and taking undue credit (Tepper et al., 2006). Research has found abusive supervision is associated with lower employee job satisfaction, lower life satisfaction, lower normative and affective commitment, higher family-to-work conflict, higher employee depression, anxiety, and emotional exhaustion (Tepper, 2000). An employee’s view on what accounts for good leadership has dramatically changed. The idea of a hierarchical-oriented heroic leader with primary regard to shareholders needs to be replaced with leadership that is both virtuous and ethical, a leadership that prioritises altruism, humility, ethical behaviour, and agape love through service to other people (Van Dierendonck & Patterson, 2010). Servant Leadership might be able to deal with the challenges of our modern-day workplace, which may be the reason why organisations that implement servant leadership continue to rise (e.g., Southwest Airlines, Starbucks, Container Store, Zappos), thus encouraging more research into Servant Leadership (Eva et al., 2019). STACY MENEZES GOA, INDIA","PeriodicalId":203965,"journal":{"name":"The Journal of Values-Based Leadership","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123284822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Review: The Courage to Lead Through Values: How Management by Values Supports Transformational Leadership, Culture, and Success","authors":"Nidhi Aggarwal, Nana Manu, Eya Mahouachi, Jyoti Aggarwal","doi":"10.22543/1948-0733.1450","DOIUrl":"https://doi.org/10.22543/1948-0733.1450","url":null,"abstract":"","PeriodicalId":203965,"journal":{"name":"The Journal of Values-Based Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123836241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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