جستجوی مقالات مرتبط با کلیدواژه « سبک رهبری تحولی » در نشریات گروه « مدیریت »

The purpose of this study was to investigate the relationship between transformational leadership style and organizational creativity with the mediating role of organizational structure. The present research was based on the purpose of the applied type and in terms of quantitative method is of the descriptive-correlation type, which has been studied in a survey using standard tools in the field of research variables using the structural equation model. The study population included all primary school teachers in District 1 of Shiraz. Using Morgan table and regular random sampling method, 134 people were selected as the sample. The research tool consisted of three standardized questionnaires; ‌ Transformational leadership style, which includes four dimensions of mental motivation, ideal influence, inspirational motivation and personal consideration and the reliability of this tool with Cronbach's alpha method, is equal to 0. 95 and its face and content validity has been confirmed by experts; Organizational structure questionnaire which includes two dimensions of complexity and formality and the reliability of this method by Cronbach's alpha is equal to 0. 92 and its face and content validity has been confirmed by experts and the organizational creativity questionnaire includes two dimensions of sensitivity and self-confidence and the reliability of this test by Cronbach's alpha method is equal to 0. 88 and its face and content validity has been confirmed by experts. These tools were distributed among the sample of teachers and principals and finally 134 questionnaires were collected. The results showed that: There is a significant relationship between transformational leadership style, organizational structure and organizational creativity of teachers. Path analysis to determine the mediating role of organizational structure showed that organizational structure plays a negative mediating role for transformational leadership style in the sense that organizational structure is a competing mediating role between transformational leadership style and organizational creativity of employees. The general fit indices also showed the fit of the implemented model. In general, it can be said that the transformational leadership style of managers is a positive and meaningful predictor of the organizational structure of teachers' work environment and the transformational leadership style is a direct predictor of positive and indirectly mediated by the organizational structure.

Leadership style is one of the requirements of an entrepreneur organization which provides the way for creative and entrepreneurial people. To forget bitter experiences while learning from them for not making past mistakes is necessary to move in the direction of organizational entrepreneurship. In other words, the organization should consciously forget in order to facilitate the emergence of new knowledge and experiences. This deliberate forgetfulness requires a precise and effective leadership style in order for the organization to be innovative and entrepreneur.

Reviewing the literature reached little empirical evidence regarding the relationship between leadership styles and organizational forgetting and entrepreneurship. In fact, previous research has investigated paired relationships between variables, but unlike the current research, not simultaneously investigated the three mentioned variables. Therefore, we primarily seek to find a leadership style that is consistent with organizational entrepreneurship. Then, we are to investigate the relationship between leadership styles and organizational forgetting as a mechanism to leave aside the outdated knowledge and improve organizational learning. Finally, we are looking for examining the mediating role of organizational forgetting in the relationship between leadership styles and organizational entrepreneurship.

The research type is applied in regard to purpose and is descriptive-correlational in terms of method. The statistical population was comprised of all managers and employees of Shiraz University 288 of which were selected by conducting stratified random sampling based on Morgan's table. The research instrument, after reaffirming the validity and reliability, includes four measures of transformational leadership style, servant leadership style, organizational forgetting, and organizational entrepreneurship.

Based on obtained results, for Shiraz University staff, there existed positive significant relationships between all variables and components of transformational leadership (subjective encouragement, idealistic influence, inspiring motivation, individual conservation), servant leadership (servicing, humility, reliability, affinity), organizational forgetting (random, purposeful), and organizational entrepreneurship (organizational activities, individual attitude, flexibility, reward status, entrepreneurial leadership, and entrepreneurial culture). The transformational and servant leadership styles of Shiraz University managers were both positively associated with employees’ organizational entrepreneurship. In addition, servant leadership was positively associated with organizational forgetting while the positive relationship between transformational leadership and organizational forgetting was not statistically significant. Therefore, servant leadership directly affected organizational entrepreneurship and indirectly through organizational forgetting. The indirect effect of transformational leadership on organizational entrepreneurship was accordingly removed from the final model.

The present era is the age of knowledge and continuous learning that change is an integral part of it and organizational environments are constantly becoming more dynamic and competitive. According to obtained results, by strengthening transformational and servant leadership styles and their components, it is expected for the organizations to forget the past bitter experiences and pave the way to increase organizational learning and entrepreneurship. Since the current research was limited to a specific university, the other researchers are recommended to perform it on other universities in order to better explaining the relationships. In addition, it is recommended to explore the opinions of faculty members towards the association of these three variables as well as to investigate the opinions of higher education authorities around the mediating role of purposeful organizational forgetting in regard to organizational entrepreneurship.

The general aim of this research is to determine the relationship between transactional-transformational leadership style of principals and organizational silence of teachers at middle school of Shahr-e-Rey in academic year of 2012-2013. The descriptive and correlation methodswere applied. Statistical universe consisted of all teachers (1374people) of Guidance schools in Shahr-e-Rey including 468 men and 906 women، and finally 312 teachers including 198 women and 114 men، were selected by Stratified Random Sampling. The applied tools in this research for measurement are two questionnaires including multifactor questionnaire of leadership by Bass and Avilio (2000) and the researcher-made questionnaire for organizational silence. Stability of leadership questionnaire was 0. 91 and it was 0. 93 for organizational silence which were determined by Cronbach''s Alpha. The research data was studied and analyzed by inter and stepwise regression. The most important results of this research are as follows: The organizational silence is predicted 0/10 by transactional and transformational leadership styles respectively. A mong transformational leadership style dimensions، intellectul stimulation dimension is a negatively and significantly relationship by organizational silence. A mong transactional leadership style dimensions، management-by-exception passive dimension is a positively and significantly relationship by organizational silence.

This research was seeking for the relationship between thinking style and transformational leadership among educational administrators. The research then was descriptive and correlation method. Statistical population for the study was all 1027 principals and teachers in Nishaboor from whom 72 principals and 270 vice principals and teachers were selected by simple random sampling method as sample population. Instrument for the study were Strenberg-Wagner's of Thinking Styles Questionnaire (1992), responded by the principals and Bass and Olive's Transformational Leadership Questionnare (1985), responded by teachers and vice principals. The reliability of questionnaires received 0.92 and 0.93 by Chronbach's Alpha. Data was analyzed by use of mean, std. deviation, one- sample t-test, pairedsamples t-test, independent-samples t-test, Pearson Correlation Coefficient. The results showed that school principals received higher scores in judicial style, liberal style, executive style, external style compare to other thinking styles. School principals received high scores in two dimensions of transformational leadership, namely inspirational and individual respects. Yet, there was found no significant relationship between thinking styles and transformational leadership of school principals.

The purpose of this study was to assess the direct and indirect impacts of transformational leadership style, learning culture and organizational learning on organizational intelligence in Islamic Azad University (zone:8). The sample population for the study were 311 scientific board members of Islamic Azad University. Scientific board members completed organizational intelligence, learning climate, organizational learning Audit and multifactor leadership questionnaire. Lisrel project software was applied for confirmatory factor analysis (CFA) and Structural Equation Modeling (SEM).Based on the tested structural equation model, transformational leadership style, organizational learning and learning culture; Latent variables have direct and indirect impact on organizational intelligence. Transformational leadership, organizational learning and learning culture enhance organizational intelligence.The tested model had a good fit. The findings suggest that these factors must be considered in plans and programs for promoting organizational intelligence.