SAGE Readings

Article 1: Shatzer, R. H., Caldarella, P., Hallam, P. R. and Brown, B. L. Comparing the effects of instructional and transformational leadership on student achievement: Implications for practice. Educational Management Administration & Leadership 42(4), 445-459.

Questions that apply to this article:

Describe the main components of the instructional leadership model.
How are the instructional leadership model and transformational leadership model similar?
Choose three of the principal behaviors listed on page 12 of the article and describe how they are similar to three of the factors in the full-range model of transformational leadership.

*a. Answers vary.

***

Article 2: Lee, J. & Jensen, J. (2014). The effects of active constructive and passive corrective leadership on workplace incivility and mediating role of fairness perceptions. Group & Organization Management 39(4): 416-443.

Questions that apply to this article:

What concepts from the Full-Range Model of Transformational Leadership relate to the “active constructive leadership” and “passive corrective leadership” discussed in the article?
Describe the mediating effects of interpersonal fairness in the relationship between leadership and workplace incivility.
What did the researchers find about the relationship between passive corrective leadership and workplace incivility?

*a. Answers vary.

***

Article 3: Everett, L.Q. and Sitterding, M.C. (2011). Transformational leadership required to design and sustain evidence-based practice: A system exemplar. Western Journal of Nursing Research 33(3), 398-426.

Questions that apply to this article:

In the Nursing Leadership Vision section of the article the authors outline the reorganized vision of nursing structure in this healthcare organization. Describe how the creation of this vision is a transformational leadership process.
A sense of loss of autonomy and accountability over nursing practice and the thought that nursing leadership no longer valued nurses input made to patient care manifested in lack of spirit and/or passion among the nursing staff. What principles of transformational leadership did the CNE use to reverse the apathy and reenergize the staff?
How is encouraging nurses at all levels to be involved in evidence-based practice research a transformational leadership practice? What was the effect of this on the nursing organization within this healthcare system?

*a. Answers vary.

***

Article 4: Smith, B.N., Montagno, R.V. and Kuzmenko, T.N. (2004). Transformational and servant leadership: Content and contextual comparisons. Journal of Leadership and Organizational Studies 10(4), 80-92.

Questions that apply to this article:

Describe the similarities between servant and transformational leadership in the charismatic component of leadership.
In Table 1 there is not much overlap between servant and transformational leadership related to intellectual stimulation. Why do you think this is the case? Based on your knowledge of transformational and servant leadership, could there be an overlap in shares leadership, builds community and values people? Give an example of an overlap in one of these categories.
Which model, servant or transformational, did the authors find worked best in a not-for-profit or religious organizational context? What do the authors say about the importance of “context” for each model?

*a. Answers vary.

***

Article 5: Mulla, Z.R. and Krishnan, V.R. (2011). Transformational leadership: Do the leader’s morals matter and do the follower’s morals change? Journal of Human Values 17(2), 129-143.

Questions that apply to this article:

Describe the components of moral development. How are these different from moral judgment?
Describe how transformational leaders can positively impact moral sensitivity and development in their followers.
What was the effect of the leader-follower relationship duration on transformational leadership effecting follower’s moral sensitivity?

*a. Answers vary.

Leadership: Theory and Practice