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ERIC Number: EJ1135213
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Fostering Effective Leadership in Foreign Contexts through Study of Cultural Values
Schenck, Andrew D.
Journal of International Education and Leadership, v6 n1 Spr 2016
While leadership styles have been extensively examined, cultural biases implicit within research methodologies often preclude application of results in foreign contexts. To more holistically comprehend the impact of culture on leadership, belief systems were empirically correlated to both transactional and transformational tendencies in public schools from 38 different countries. Results revealed that desires to obey authority and tradition are strongly correlated to both leadership styles. These values may clarify expectations, thereby facilitating effective leadership and organizational behaviors on a global scale. Respect for others, a desire to work for social good, and a need to act both independently and creatively were significantly related to the transformational approach. These values indicate that an individualistic and egalitarian self-concept fosters transformational behaviors. Finally, lack of gender egalitarianism and emphasis on monetary gain predicted the presence of transactional strategies, suggesting that clear role differentiation is required to successfully utilize rewards and punishments. Collectively, study of cultural beliefs yielded new insights for the enhancement of educational leadership, training, and evaluation.
Descriptors: Transformational Leadership, Cultural Influences, Social Values, Beliefs, Compliance (Psychology), Traditionalism, Correlation, Global Approach, Self Concept, Sex Fairness, Rewards, Punishment, Attitude Measures, Individualism, Leadership Effectiveness, Foreign Countries, Surveys
Journal of International Education and Leadership. 432 Rittiman Road, San Antonio, Texas 78209. Tel: 210-519-9870; e-mail: firstname.lastname@example.org; Web site: http://www.jielusa.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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