变革型领导者的理想化影响:黎巴嫩IB世界学校领导力的交际方法

Layla Yussef Itani, Nemr Freiha
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摘要

目的:本研究旨在检验教师的沟通策略是否揭示了Burns(1978)提出的领导品质,以及学生是否可以通过社会建构(主要是沟通)来体现这些策略,作为在学习型领导的幌子下揭示类似领导特质的手段。方法:本研究采用混合方法,结合定量(调查)和定性(观察和访谈)数据收集工具。调查项目包括领导特质以及口头和非口头沟通动作。观察记录了言语行为和非言语暗示,并得出了一个可解释的领导特质。它们还包括Galloway(1969)提出的教室的物理方面。访谈问题是根据Burns(1978)的变革型领导特征进行主题构建的。研究发现:有效的师生互动对领导素质的发展有正向影响。实践启示:所分析的数据不允许在教师领导语言表现及其对学生领导特质习得的影响之间存在无可辩驳的联系。尽管如此,它在某些方面还是有希望的。原创性/价值:通过观察、访谈和问卷调查,调查数据不支持教师领导语言与领导力发展之间的结论性联系
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Transformational Leaders’ Idealized Influence: A Communicative Approach to Leadership in Lebanon’s IB World Schools
Purpose: This study sought to examine whether teachers' communication strategies reveal leadership qualities put forth by Burns (1978) and whether students could embody these strategies as a means of revealing comparable leadership traits under the guise of learning leadership through social constructs, primarily communication. Methods: The study follows a mixed-method approach, incorporating data collection tools that are quantitative (surveys) and qualitative (observations and interviews). Survey items included leadership traits as well as verbal and nonverbal communication moves. Observations recorded speech acts and nonverbal cues and yielded an interpreted leadership trait. They also included the physical aspects of the classroom proposed by Galloway (1969). Interview questions were thematically constructed addressed Burns’ (1978) transformational leadership characteristics. Findings: The study reveals that effective teacher-student interactions have a positive effect on the development of leadership qualities. Practical Implications: The data analyzed do not allow for an irrefutable connection between the manifested teacher leader language and its impact on student acquisition of leadership traits. Nonetheless, it is promising in certain aspects. Originality/Value: Through observations, interviews, and questionnaires, the investigated data do not support a conclusive link between teacher leader language and the development of leadership
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