文献分享 命令式领导和参与式领导.pptVIP

研究目的 First, it aimed to enlighten our understanding of thebenefits of each leadership style . Second, this study sought to identify the specific motivational mechanism that is stimulated by each leadership style 研究模型 Based on previous research (e.g., Firestone Pennell, 1993; Sagie et al., 2002; Short, Greer, Melvin, 1994), two mechanisms seemed especially relevant to this study: 研究假设 Directive leaders are expected to lead by monitoring and managing those teams Goal-Setting Theory Participative leaders are expected to lead by encouraging team members to discover new opportunities and challenges, and to learn and to cope through sharing knowledge According to the path-goal theory(HouseMitchell, 1974), members under participative leadership are likely to strive to express opinions and propose solutions Hypothesis 1a: Directive leadership rather than participative leadership will be positively associated with school-staff team in-role performance. Hypothesis 1b: Participative leadership rather than directive leadership will be positively associated with school-staff team innovation. Organizational commitmen thas three basic components: identification，involvement，loyalty. Hypothesis 2a: Directive leadership will be positively associated with schoolstaff team organizational commitment and not with school-staff team empowerment. Hypothesis 2b: Participative leadership will be positively associated with both school-staff team organizational commitment and with school-staff team empowerment. Hypothesis 3a: School-staff team organizational commitment will mediate the directive leadership in-role performance relationship. Hypothesis 3b: School-staff team organizational commitment and empowerment will mediate the participative leadership–innovation relationship 研究方法 讨论 Each leadership style promotes a distinct but potentially complementary approach to managing school-staff teams, depending on the desired sc