Master of Science (M.S.), Xavier University, 2023, Psychology

This study examined the relationship between different leadership styles (humble leadership and transactional leadership) and how they influenced the relationship between OCBs and organizational commitment. A total of 121 participants participated in this vignette-based study and were recruited from Prolific.com. The results showed a positive correlation between organizational commitment and OCBs, with leadership style acting as a moderator of the relationship. Specifically, the presence of a humble leader strengthened the connection between organizational commitment and OCBs, compared to the presence of a transactional leader, emphasizing the role of humility in effective leadership. However, the current study did not find evidence of leadership style influencing employee intention to engage in OCBs. Further research is needed on humble leadership and how it impacts employee behaviors.

Committee: Morrie Mullins Ph.D. (Committee Chair); Dalia Diab Ph.D. (Committee Member); Leann Caudill Ph.D. (Committee Member) Subjects: Organizational Behavior; Psychology

Doctor of Management, Case Western Reserve University, 2010, Weatherhead School of Management

We explore the effect of leadership styles on organizational innovation, focusing on the lived experience of leaders and investigating the impact of organizational leadership, learning and innovation on financial performance. In the first part, we interview seventeen leaders to explore their experience of using strategic conversations to yield innovative outcomes. Although these organizational leaders uniformly espoused emergent conversation, whereby they prefer to collaborate with their teams in an experiential learning process, their conversations were primarily leader-driven directed discussions with specific outcomes in mind. Moreover, they emphasized the critical role of multiple strategic conversations distributed over time, with varied participants and purposes. In the second part, we use a global sample of public companies to examine the relationships among transformational and transactional leadership, exploration and exploitation and performance. We found that balancing transformational and transactional leadership drives innovative learning more effectively than engaging in any single style separately. Additionally, “where” ideas are sourced and “how” they are shared fully mediates the relationship between leadership and performance, suggesting a strong correlation between idea sharing effectiveness and earnings growth. Leaders must balance innovative idea sourcing (exploration and exploitation) with entrepreneurial idea sharing to unleash their organization's collective learning to drive successful performance.

Committee: Nick Berente, Ph.D. (Advisor); Richard Boland, Ph.D. (Advisor); David A. Kolb, Ph.D. (Advisor); Kale Lyytinen, Ph.D. (Advisor) Subjects: Organizational Behavior

Doctor of Education (EdD), Ohio University, 2017, Educational Administration (Education)

This multiple-methods study explored the influence that leadership style has on philanthropy and fundraising, and investigated how behaviors and characteristics associated with leadership style promote successful fundraising in three P-12 independent schools. Research was conducted via a multiple-methods design in which qualitative and quantitative approaches were used. Initially, qualitative interviews were conducted with the head of school, the director of development, and a major donor to the respective school. Subsequently, quantitative data were collected using the Multifactor Leadership Questionnaire for a more complete understanding of each head of schools' unique leadership style. Findings revealed that heads of school utilize both transformational and transactional leadership behaviors and characteristics. Additionally, results indicated that the ability of independent heads of schools to delegate leadership tasks, thereby utilizing a distributive leadership approach in addition to transactional and transformational leadership achieved maximum success in their fundraising efforts.

Committee: Charles Lowery (Committee Chair); Krisanna Machtmes (Committee Member); Leonard Allen (Committee Member); Renee Middleton (Committee Member) Subjects: Education Finance; Education Policy; Educational Leadership

Master of Arts (M.A.), Xavier University, 2015, Psychology

Ideal leadership style preferences in the workplace is an issue that has received a large amount of attention; yet, the vast amount of literature remains inconsistent about the type of leadership that most subordinates prefer. Previous research has indicated that men and older generations prefer task-oriented leadership styles, whereas women and younger generations prefer interpersonally-oriented leadership styles. The aim of this study was to investigate the interaction between generation and gender on ideal leadership style preferences. The sample consisted of 272 participants who completed an online survey, consisting of the initiating structure and consideration subscales of the Leader Behavior Description Questionnaire – Ideal and the transformational and transactional subscales of the Multifactor Leadership Questionnaire – 5X – Short Form via Amazon's Mechanical Turk. The results of this study provided evidence that men, women, and all generations preferred significantly more transformational leadership behaviors than transactional leadership behaviors. This has several implications for organizations in how they should recruit, hire, and train potential managers, so that leadership styles are conducive to subordinates' leadership style preferences.

Committee: Mark Nagy Ph.D (Advisor); Morrie Mullins Ph.D (Committee Member); Dalia Diab Ph.D (Committee Member) Subjects: Gender; Gender Studies; Organizational Behavior; Psychological Tests; Psychology; Social Psychology; Social Research; Sociology; Teaching; Womens Studies

Doctor of Philosophy (PhD), Ohio University, 2013, Counselor Education (Education)

The purpose of this study was to examine and compare personality attributes of counselor educators to further the understanding of characteristics most likely related to transformational leadership style and transactional leadership style. A geographically stratified random sample was used to obtain a sample of 182 counselor educators. Participants completed three questionnaires: The Multifactorial Leadership Questionnaire (5x Short Form) (Avolio & Bass, 2004), The Big Five Inventory (John, Donahue, & Kentle, 1991), and a demographic questionnaire. A discriminant analysis and one-way and 2x2 factorial MANOVA were used to analyze the data. Results of the study indicated a significant relationship between personality attributes and transformational and transactional leadership styles. A low score on Neuroticism and high scores on Extraversion, Openness to Experience, Agreeableness, and Conscientiousness distinguished Transformational leaders. Extraversion, Agreeableness, and Openness to Experience were the strongest predictors of a Transformational leadership Style. High scores on Extraversion and Openness to Experience distinguished Transactional leaders. Contrary to prior studies (Costa, Terraciano & McCrae, 2001; Saarnio, 2010; Zheng & Zheng, 2011), no gender differences were found in the personality attributes of Transformational or Transactional leaders. Lastly, no racial differences were found in the personality attributes of Transformational or Transactional leaders. Implications for this study are presented for counseling departments and educational programs that are working toward identifying, encouraging, and developing transformational leadership characteristics in faculty and students. Specific suggestions for developing leadership in female counselor educators, racially and ethnically diverse female counselor educators, and counseling students are offered.

Committee: Christine Bhat (Committee Chair) Subjects: Counseling Education

PhD, University of Cincinnati, 2012, Business: Business Administration

Although research has examined the relationship between employees' justice perceptions of authorities and their subsequent attitudes and behaviors, inadequate efforts have been taken to integrate leadership theories and justice research. Using data from China, this dissertation simultaneously examines how supervisor-focused procedural, distributive, interpersonal, and informational justice perceptions affect the effectiveness of transformational leadership, transactional leadership, and paternalistic leadership. In addition, due to the profound socio-economic changes in the past few decades in China, Chinese employees' values have become more diverse and may affect the effectiveness of different leadership styles. Thus, this dissertation also examines how the Chinese cultural values of traditionality and modernity moderate the relationships between the three leadership approaches and supervisor-focused justice perceptions. The results of this study reveal that when the three leadership approaches are juxtaposed, they display differential total effect on in-role performance and organizational citizenship behaviors (OCB). Transactional leadership has a weak positive total effect on in-role performance while transformational leadership shows a strong positive total effect on OCB but not on in-role performance. However, paternalistic leadership does not display any significant total effect on the performance variables. This study also suggests that the three leadership approaches have differential impacts on the followers' justice perceptions. Transformational leadership is the most influential antecedent of all four dimensions of supervisor-focused justice perceptions whereas paternalistic leadership only positively influences supervisor-focused informational justice. Transactional leadership has no significant effect on supervisor-focused justice perceptions when transformational leadership and paternalistic leadership are controlled for. The findings also indicate (open full item for complete abstract)

Committee: Suzanne Masterson PhD (Committee Chair); Lawrence Gales PhD (Committee Member); Wei Pan PhD (Committee Member) Subjects: Organizational Behavior

Doctor of Philosophy, The Ohio State University, 2009, ED Physical Activities and Educational Services

Transformational and transactional leadership are known to be related to organizational variables, including organizational commitment, job satisfaction, organizational citizenship behavior (OCB), turnover intention, and job performance. As these relationships are relevant to intercollegiate sports in the United States, the purpose of this study was to investigate athletic director's transformational and transactional leadership and its impact on the five variables reported by followers (i.e., head coaches) in intercollegiate sports. This study employed transformational and transactional leadership as antecedents, and organizational commitment and job satisfaction as mediators bridging leadership and three organizational outcomes (OCB, turnover intention, and job performance). Using a census method, the researcher asked 2,627 head coaches at NCAA Division II institutions to respond to a web survey questionnaire. The questionnaire contained items from the Multiple Leadership Questionnaire developed by Bass and Avolio (1995), and items to measure job satisfaction, commitment, OCB, turnover intention, and job performance. A total of 359 (13.7%) usable responses were collected and used for the analysis. Regarding the results of this study, confirmatory factor analysis was used to investigate relationships among the leadership and other variables. Transformational leadership exhibited direct and positive relationships with organizational commitment and job satisfaction, an indirect and negative relationship with turnover intention through organizational commitment and job satisfaction, and an indirect and positive relationship with OCB through organizational commitment. Transactional leadership exhibited direct and positive relationships with organizational commitment and job satisfaction, and an indirect and negative relationship with turnover intention through organizational commitment. Two important implications arose from the findings from this study: the importa (open full item for complete abstract)

Committee: Brian Turner (Advisor); Packianathan Chelladurai (Committee Member); Donna Pastore (Committee Member) Subjects: Education; Physical Education

Doctor of Education (Ed.D.), Bowling Green State University, 2012, Leadership Studies

Social service programs have existed in society for decades, with many contemporary services tracing origins in Elizabethan times and practices to assist the vulnerable and poor. Philanthropic and government dollars have funded many of these programs. And while programs and social problems have changed over the years, the core of the system to address these issues has not. And while the services and programs have changed over time, the goal and purpose of these have always been to assist clients to change and improve their lives. These services and programs are provided under the umbrella of many nonprofit social services agencies by front line workers. These front line workers provide a myriad of tasks within the structures of both the funding entity, the organization that employs them, and the supervisors and leaders who provide leadership to guide the process. The purpose of this study was to explore the relationships between the front line workers' perceptions of their supervisors' styles of leadership and the self-efficacy level of those front line workers who motivate social service program clients to change and improve their own lives. The research question generated the following hypotheses: Perceived leadership styles relate to the front-line social service worker's levels of self-efficacy; Transformational and Transcendental/Spiritual leadership styles will have a stronger relationship to front-line worker levels of self-efficacy than transactional and Laissez-faire non-leadership styles; and there will be differences in levels of self-efficacy between subgroups based on gender, age, years in relationship to the supervisor, and education level. Through the integration of several conceptual frameworks, including leadership theories and self-efficacy, this study used a random sampling method of United Way funded partners in major metropolitan cities in several Midwestern states. United Way funded agencies were invited to participate because of the Live Unite (open full item for complete abstract)

Committee: Patrick Pauken (Advisor); Stephen Ball (Committee Member); Sandra Faulkner (Committee Member); Joyce Litten (Committee Member); Judy Zimmerman (Committee Member) Subjects: Behaviorial Sciences; Educational Leadership; Ethics; Management; Organization Theory; Organizational Behavior; Social Work; Spirituality; Welfare

Doctor of Education (Ed.D.), Bowling Green State University, 2010, Leadership Studies

This study examined the relationships between undergraduate leaders' self-perceptions of their transformational and transactional leadership behaviors and their sources of work motivation. The sample was comprised of 145 elected and appointed leaders at a mid-west university. The survey included both the Motivation Sources Inventory and the Multifactor Leadership Questionnaire. Other survey items collected demographic and leadership-experience data. Participants overall scored higher for transformational self-perceived behaviors than for transactional, and higher for intrinsic motivation than extrinsic. Intrinsic motivation related positively to transformational self-perceived behaviors, and extrinsic motivation related positively to transactional self-perceived behaviors. By understanding undergraduates' self-perceptions of their leadership behaviors and motivation, models and methods can be developed to foster and strengthen perspectives that embrace situational application of transformational and transactional behaviors.

Committee: Mark Earley (Advisor); William Arnold (Committee Member); Judith Jackson May (Committee Member); Dafina Lazarus Stewart (Committee Member) Subjects: Education; Educational Theory; Gender; Higher Education; Organization Theory; Teaching

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2017, Higher Education Administration

The purpose of this study was to explore the relationship between the perceived leadership behaviors of upper-level student affairs officers and levels of psychological ownership among entry-level employees working in student services roles in higher education in the United States. Specifically, this study identified whether there are leadership behaviors, as measured by the Multifactor Leadership Questionnaire (Bass & Avolio, 2004), that relate to higher feelings of psychological ownership as measured by the Psychological Ownership Questionnaire (Avey & Avolio, 2007) among entry-level professionals. The relationships between institution type and leadership style and psychological ownership were also assessed. Both the MLQ and POQ are valid and reliable instruments (Avey, Avolio, Corssley, & Luthans, 2009; Bass & Avolio, 2004); however, the responses of the participants in this study did not align with the models as proposed by the developers of the instruments. Based on the results of exploratory factor analysis, the models were modified. The new modified models reflected the overarching theoretical constructs of the original models. Significant results were found in the relationship between participants' perceptions of leadership as measured in the MLQ and their feeling of psychological ownership as measured in the POQ. Additionally, there were several combinations of MLQ predictor variables which resulted in higher levels of psychological ownership, including Inspirational Motivation, Intellectual Stimulation, Management-by-Exception Active, Individual Consideration, and Laissez faire. Surprisingly, neither perceptions of leadership nor feelings of psychological ownership were influenced by the type of institution were participants were employed. The results of this analysis provided support for Avey et al. (2009), who suggested that a relationship exists between psychological ownership and transformational leadership. Based on this research, it appear (open full item for complete abstract)

Committee: Patrick Pauken Ph.D. (Advisor); Judith Jackson May Ph.D. (Other); Christina Lunceford Ph.D. (Committee Member); Hyun Ro Ph.D. (Committee Member) Subjects: Educational Leadership; Higher Education

PHD, Kent State University, 2015, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

There are numerous challenges faced by early childhood educators striving to think, speak and act democratically within the context of American public schools. Not least of which are the dogmatic thought traditions, mastery oriented discourses, and authoritarian structures of management that have become engrained into our cultures of curriculum. For a teacher of young children to engage in practices that are ethically consistent with the democratic rhetoric of their institutional mission statements, they must think, voice and act upon non-dogmatic and thus counter-cultural ideas. The focus of this research is to shed light upon the ethical commitments expressed through the truth telling stories of six public school early childhood teachers' who work with and against the grains of their cultures of curriculum. Structured by Pinar's (2012) notion of currere, a collective narrative was composed utilizing a critical bricolage methodology with six early childhood teachers' accounts, including my own. Simultaneously deconstructing mastery oriented discourses and reconstructing discourses of event, this research embraces an immediate empiricism that is more germane to the everyday life happenings of public school early childhood teachers in the United States. As such, a transactional process of knowing is employed for analyzing the teachers' narratives, which is put in dialogue with a democratic ontology and enacted through Alain Badiou's (2001) notion of ethical fidelity. Data analysis first underscored teachers' truth telling stories, which constituted their encounters with events that invoked them to think against the conventions of dogmatism and voice ideas that challenge dominant discourse. Situated within their cultures of curriculum, early childhood curriculum workers' truth telling narratives served as invocations for them to express their various stories of becoming subjects to truth processes. Expressed as “subjective universals”, teachers' reflections (open full item for complete abstract)

Committee: James Henderson EdD (Committee Co-Chair); Martha Lash PhD (Committee Co-Chair); Frank Ryan PhD (Committee Member) Subjects: Curriculum Development; Early Childhood Education; Education; Teacher Education; Teaching

PhD, University of Cincinnati, 2011, Nursing: Nursing - Doctoral Program

Strong nursing leadership is needed to create and maintain a healthy and safe practice environment for both nurses and patients. Acute care hospitals are fundamentally complicated organizations where nurse leaders must answer to numerous stakeholders and meet performance goals across multiple levels of achievement such as quality, cost, and satisfaction. Furthermore, in a recent study of chief nursing officers it was found that 62% of nurse leaders plan to retire, leave the profession, or change jobs within the next five years (Jones, Havens, & Thompson, 2009). This scenario of change requires an in-depth look at options for optimizing the development of highly skilled nurse leaders. Transformational leadership is identified as an empowering leadership style that can be used within today's hospital and nursing environment to improve organizational outcomes (McGuire & Kennerly, 2006). Coaching is believed to encompass several key characteristics of transformational transactional leadership and may be an effective means of developing and/or expanding the leader's skills and of guiding leader development of followers (Humphreys & Einstein, 2003; Kowalski & Casper, 2007). Using a correlated, non-experimental design, this research study explored the relationships between transformational and transactional leadership, coaching, and the impact of the leader-follower coaching relationship on followers' work performance, job satisfaction, work relationships, and job commitment. The sample consisted of 53 chief nurse leaders in hospital organizations and 301 of their direct nurse reports. The Multifactor Leadership Questionnaire (5X – Short) developed by Bass and Avolio (1999), a researcher-developed Coaching Behavior Measure (Ellinger, Ellinger, & Keller, 2003), and four researcher-developed visual analogue surveys of work-related outcomes were used to measure the variables of interest. Data analysis revealed the nurse leaders were dominantly transformational and used coa (open full item for complete abstract)

Committee: Susan Kennerly PhD (Committee Chair); Cheryl Hoying , (Committee Member); Nancy Evers PhD (Committee Member); Denise Gormley PhD (Committee Member) Subjects: Nursing