{"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}
{"title":"Avert Suicidal Thoughts to Lead an Exciting and Meaningful Life","authors":"M. Rao","doi":"10.22543/1948-0733.1474","DOIUrl":"https://doi.org/10.22543/1948-0733.1474","url":null,"abstract":"","PeriodicalId":203965,"journal":{"name":"The Journal of Values-Based Leadership","volume":"52 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":"114825903","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：