Gender, leadership orientation, and effectiveness: testing the theoretical models of Bolman & Deal and Quinn.
This study examined the differences in gender between a “balanced” or “unbalanced” orientation of leadership, leadership characteristics, and the perceived effectiveness of educational leaders through subordinate responses in the context of Bolman and Deal's (1991, 1997) four-frame leadership theory...
| Publicado en: | Sex Roles Vol. 42; no. 11/12; pp. 969 - 993 |
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| Formato: | Artículo |
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Springer Science & Business Media B.V.
June 2000
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507699600&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507699600 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 03600025 SXR jtl: Sex Roles issn: 03600025 maglogo: N pubinfo: dt: June 2000 vid: 42 iid: 11/12 pid: 237 pub: Springer Science & Business Media B.V. artinfo: ui: 507699600 ppf: 969 ppct: 24 formats: fmt: @attributes: type: P size: 22.1MB tig: atl: Gender, leadership orientation, and effectiveness: testing the theoretical models of Bolman & Deal and Quinn. aug: au: Thompson, Michael D. su: Deal, Terrence E. Quinn, Robert E. Bolman, Lee G. Leadership Gender differences (Psychology) Success School administration Vocational guidance sug: subj: Leadership Gender differences (Psychology) Success School administration Vocational guidance Deal, Terrence E. Quinn, Robert E. Bolman, Lee G. ab: This study examined the differences in gender between a “balanced” or “unbalanced” orientation of leadership, leadership characteristics, and the perceived effectiveness of educational leaders through subordinate responses in the context of Bolman and Deal's (1991, 1997) four-frame leadership theory and Quinn's (1988) competing values model. The findings suggests that any difference in the perceived effectiveness of educational leaders in the three leadership type groups are equally true for male and female leaders, and that male and female educational leaders were perceived to be equally effective in their respective organizations despite the stereotypical connotations asserted in previous research. In addition, no significant differences were found between men and women in their leadership characteristics, which stands in contrast to extant research-supported evidence. This study analyzed the ratings of 57 leaders (males = 31; females = 26) by 472 subordinate participants (males =234; females = 238) from lower, middle, and upper management levels in secondary and postsecondary institutions. Approximately 60% of the participants and one third of the educational leaders were African Americans. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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