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AbstractThis study examines the role of secondary school leadership in enhancing student learning in Cameroon, focusing on Presbyterian school principals and their understanding of the relationship between learning context and student outcomes. Principals are expected to demonstrate professional skills and knowledge of how various components of student learning interact. However, the study highlights a significant gap in leadership training among Cameroonian principals, focusing predominantly on teacher-centric approaches rather than student learning. Utilising relational leadership theory, the qualitative research includes insights from six Presbyterian Church secondary schools. Findings indicate a lack of awareness among principals regarding the interplay between context and student learning, compounded by barriers hindering the establishment of positive learning environments. They underscore the need for enhanced leadership training, prioritising student learning, and establishing positive learning environments. The study advocates for strengthened policies and training initiatives prioritising school leadership development to improve student learning outcomes. [ABSTRACT FROM AUTHOR]

Leadership is a relational practice that influences early childhood teachers' (ECTs) capability for agency. Agency contributes to the job satisfaction, wellbeing, and retention of ECTs-which are of pressing importance in a climate of global early childhood workforce sustainability challenges. Empirical insights presented in this paper explore the qualities of supportive relationships between positional leaders and ECTs which afford agency. Findings from a qualitative multiple case study that analysed the relationship between ECT agency and retention are provided. Data were collected from six ECTs, five service leaders, and two policy agents working in Victoria, Australia. Through the theoretical lens of Sen's Capability Approach and Gramsci's theory of hegemony, it is argued that positional leaders must cultivate supportive relationships with ECTs despite the neoliberal hegemony that fosters a culture of managerialism. Supportive relationships involve leaders who recognise ECTs' personhood, cultivate encouragement, trust, and respect, and prioritise emotional and psychological safety. [ABSTRACT FROM AUTHOR]

In the complex landscape of healthcare, the fusion of scientific expertise and compassionate human interaction is essential for fostering a patient-centered approach. Radiology nursing, with its focus on diagnostic imaging, is an integral part of the healthcare ecosystem. The purpose of this paper lies in illustrating how a relational leadership approach such as human-centered leadership in health care supports the synthesis of science and humanity in radiology nursing. We will explore the technical and relational aspects of this nursing specialty and identify how human-centered leadership in health care enables radiology nurses to deliver technically excellent, meticulous care while remaining present and emotionally attuned to each patient as a unique human being. • Radiology nursing uniquely blends science, technology, and the human connection. • Relationships drive compassionate care in a technologically rich environment. • Radiology nurses share how they put Human-Centered Leadership into action. [ABSTRACT FROM AUTHOR]

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While several studies have highlighted the importance of leadership in fostering an environment where employees feel comfortable speaking up, "Relational Leadership" (RL) has received little attention when it comes to workers' promotive voice behavior (PVB). The PVB is extra-role behavior and refers to the expressing of change-oriented ideas, opinions, and suggestions to advocate the improvement at workplace. The study of such variables & relationships is much needed in today's recession era. Grounded on the Casual Attribution Theory, the said study aims to investigate the relationship between RL & employees' PVB, directly as well as indirectly through psychological empowerment (PE). The study classifies RL as inclusive, empowering, caring, visionary, and ethical whereas PVB is classified as supportive and constructive voice behavior. The data were gathered from two different sources i.e., workers and supervisors, and analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM) through Mplus 7. It is revealed that RL positively influences employees' PVB. Additionally, PE of the employees mediates the relationship between RL and PVB. These results have important implications for the field of leadership and psychology. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand what personal, environmental, and experiential aspects of undergraduate sorority engagement promote relational leadership development. A robust literature review and theories of relational leadership developed for application within the collegiate context provided the foundation for this inquiry. Through use of multilevel modeling, we analyzed a sample of 8,435 undergraduate National Panhellenic Conference sorority women from 172 institutions located within the United States. Results demonstrated the substantial importance of supportive sisterhood at both the individual and group level and showcased how variations in perceptions of sisterhood (e.g., accountability), student involvement (e.g., additional activities), and background characteristics (e.g., SES) affected undergraduate sorority members' relational leadership development. We close by discussing our findings and offering implications for future practice and research. [ABSTRACT FROM AUTHOR]

The capricious state of Australian educational leadership is evidenced in the publication, "The Australian Principal Occupational Health, Safety, and Wellbeing Survey 2022 Data", which highlights unsustainable adverse health outcomes for an increasing number of school leaders. According to this report, the accumulation of stress caused by the sheer quantity of work, the lack of time to focus on teaching and learning, a lack of sufficient teachers, and having to care for an increasing number of staff and students with mental health issues were the main causes of professional disillusionment and burnout among Australian school leaders. Moreover, the level of destabilisation and chaos that this situation could cause, should it continue to rise, is compounded by current research highlighting an ever-decreasing number of applicants for school leadership positions. To assign blame for this serious predicament on the excessive school leadership demands during COVID-19 is to ignore the abundant pre-existing evidence already pointing to this eventuality. However, the way in which Australian school leaders were able to constructively lead during the intensely demanding COVID-19 period does provide additional compelling support for the adoption of a far more relational foundation for leadership theory and practice. Hence, in response to this understanding, this article first presents during-COVID-19 and pre-COVID-19 Australian school leadership research literature to not only describe the evolving concerning issues but also to present the demand for a more relational approach to leadership. Then, the article proceeds to justify and illustrate a new relational approach to the practice of school leadership informed by our theory of organizational ecology. It is proposed that this new way of leading relationally will enable Australian school leaders to ultimately overcome the myriad of complex and stressful crises that now confront them. [ABSTRACT FROM AUTHOR]

This article explores the relationship between management and leadership development and leadership practice. Critical studies of management and leadership development programmes have mainly focused on such programmes as spaces for identity work and/or identity regulation. This article extends the literature by investigating the notion of organisation, the organisational view, in a large management and leadership development programme and how it works as a source of authority for the participating managers. Our inquiry is based on ethnographic studies of both an in-house management and leadership development programme in a large Danish public organisation and of the managerial practice of six participating managers. Drawing on a communicative constitution of organisations perspective, we analyse how the management and leadership development programme (re)produces a unitarist organisational text, an organisational view that assumes the members of the organisation have the same goals and perspectives. We further analyse how this organisational text shapes the authority relationships that managers engage in in their leadership practice. The article demonstrates how the unitarist organisational text fails in authorising participating managers as it clashes with the plurality of perspectives and interests in the organisation and is not recognised as a source of authority by employees and collaborators. [ABSTRACT FROM AUTHOR]

Managing grand challenges demands a relational leader who encourages collaboration, coordination, and trust with various stakeholders. Although leaders appear to play a critical role in addressing grand challenges, relatively little research exists about the factors that inform stakeholder perceptions of leaders during a grand challenge. To address this limitation, we integrate implicit leadership theory and gender role theory to consider stakeholders' gender prescriptive expectations when evaluating leader effectiveness during the COVID-19 pandemic. We theorize that stakeholders advantage female leaders based on mental schemas of what is required in a pandemic—relational leadership—and stakeholders' prescriptive expectations of female leaders as more relational. Using a laboratory experiment, we find that female leaders are perceived as more relational, and hence, more effective than their male counterparts. Our findings advance scholars' and practitioners' understanding of strategic leadership, stakeholder management, and grand challenges. [ABSTRACT FROM AUTHOR]

Objective: this study analyzes the theory of digital leadership, comparing it with other related theories in the field. This work results from 15 years of reflections by a group of researchers who have been studying leadership in Brazil. The question that guided this study was: Are new leadership attributes necessary, or will individuals capable of leading in the 4.0 Revolution combine existing attributes found in the literature? Methods: this is a theoretical study that provides a critical and comparative review of some theories in the field of leadership. Results: digital leadership reinforces several attributes highlighted in previous theories, whether in behavioral approach, by emphasizing the leader’s importance in creating conditions for people’s development; in relational theory, by establishing trust relationships with people, creating multilateral relational networks; in transformational theory, by articulating a collective vision legitimized by followers; or in situational theory, by being able to adapt to rapidly changing contexts. Therefore, the theory of digital leadership does not add anything really new. Conclusions: ‘digital leadership’ is a combination of behavioral, transformational, relational, and situational attributes with the addition of contextual variables from the 4.0 Revolution.

This study sought to examine the challenges experienced by Economics and Management Sciences (EMS) teachers during Continuous Professional Teacher Development (CPTD) in the Thabo-Mofutsanyane Education District, South Africa. This study adopted a relational leadership theoretical framework, which supports the need for school leadership to prioritize relationships when implementing CPTD. This study used a qualitative research approach, which is more interested in analyzing data with the aim of finding the truth than a statistical narrative. Within this study, a case study methodology involving six participants was selected through purposive sampling and snowballing from one school in the Thabo-Mafutsanyane district. The collected data through semi-structured interviews with those six participants was subjected to thematic analysis. This study is important as it shows that healthy school relations are gravely significant for the success of CPTD and that there is a dire need for subject advisors to harmoniously work together with teachers to ensure CPTD programs are effectively implemented.

Positional leaders, such as administrators, are often thought of as the “leaders” in higher education. However, accepting exceptional educators as relational leaders is vital as changes in higher education demand institutions provide value and quality to their stakeholders. Morrill Professors, an example of exceptional educators at our land-grant Midwestern university, model the elements of relational leadership. They are purposeful and empowering while engaging students in the learning process. They are inclusive and ethical in their approach so as to live up to the land grant mission to serve the people of the state. Finally, they are process-oriented, encouraging iterative learning so they can build on their strengths and take ownership of their thinking and contributions to community. While each Morrill Professor accomplished this distinction by perfecting a different aspect/niche in the classroom, their success in developing relationships with their students was paramount throughout this process. The Morrill Professors reflected the knowing-being-doing triad in that knowledge of their students, their discipline, the land-grant mission, their values of the importance of teaching, and their actions to create excellent learning environments contributed to their (and their students’) successes.

Administrators are viewed as the leaders in higher education. However, accepting exceptional educators as relational leaders is vital as changes in higher education demand institutions provide value and quality to their stakeholders. Exceptional educators at our land-grant Midwestern university are nominated and awarded the title of Morrill Professors in recognition of the Morrill Act. In this qualitative study using a narrative inquiry approach, we interviewed twelve Morrill Professors to find common teaching practices among these outstanding educators. Upon review of the transcripts, we realized that although they all practiced student-success teaching strategies, the emphasis on developing relationships with their students was paramount. Applying the framework of relational leadership to the interview transcripts, we identify ways in which the Morrill Professors exemplified the five elements of the model. The Morrill Professors interviewed were purposeful and empowering while engaging students in learning. They were inclusive and ethical in their approach to fulfilling the teaching component of the land-grant mission. Finally, they were processoriented, encouraging iterative learning that builds on the needs of the discipline. The results of this study can be used to emphasize building excellence in teaching through the relational leadership model rather than focusing solely on specific teaching strategies. University leadership can further elevate successful teachers as leaders within their institutions. [ABSTRACT FROM AUTHOR]

This article introduces a new perspective on Christian leadership. The theoretical framework critically integrates and transforms Gary Yukl’s theory of four meta-categories of leadership. It is argued that spiritual leadership should be defined as a distinct meta-category. Spiritual leadership includes self-transcendent practical wisdom (phronesis), occurring Coram Deo. This serves as the integrating center of the model. Furthermore, change-oriented leadership is reconceptualized as visionary leadership grounded in the Christian story. Yukl’s basic description of relational behavior is expanded through the lens of Christian virtue ethics. Effective leadership is understood as stewardship, requiring a balance between internal moral goods and external instrumental goods. The church’s external relations are defined in terms of missional or evangelistic hospitality. Consequently, Christian leadership comprises five key dimensions: spiritual, effective, relational, visionary leadership, and external relations, summarized in the acronym S-E-R-V-E.

Although a considerable amount of literature shows how entrepreneurs develop and utilize social capital to create and grow their ventures, there is scant learning on how nascent entrepreneurs with few ties actually create and utilize social capital to help turn their early ideas into ventures. This paper reveals the role of relational leadership in social capital development and shows how it enhances persistence among very early-stage nascent entrepreneurs, even when they have no employees or partners to lead. Learning from our 18-month in-depth case studies of early-stage nascent entrepreneurs in one European country is used to propose a theory of social capital development in nascent entrepreneurship. Implications for future research and for nascent entrepreneurial practice are discussed. © 2022 The Author(s). Published with license by Taylor & Francis Group, LLC. [ABSTRACT FROM AUTHOR]

The capricious state of Australian educational leadership is evidenced in the publication, “The Australian Principal Occupational Health, Safety, and Wellbeing Survey 2022 Data”, which highlights unsustainable adverse health outcomes for an increasing number of school leaders. According to this report, the accumulation of stress caused by the sheer quantity of work, the lack of time to focus on teaching and learning, a lack of sufficient teachers, and having to care for an increasing number of staff and students with mental health issues were the main causes of professional disillusionment and burnout among Australian school leaders. Moreover, the level of destabilisation and chaos that this situation could cause, should it continue to rise, is compounded by current research highlighting an ever-decreasing number of applicants for school leadership positions. To assign blame for this serious predicament on the excessive school leadership demands during COVID-19 is to ignore the abundant pre-existing evidence already pointing to this eventuality. However, the way in which Australian school leaders were able to constructively lead during the intensely demanding COVID-19 period does provide additional compelling support for the adoption of a far more relational foundation for leadership theory and practice. Hence, in response to this understanding, this article first presents during-COVID-19 and pre-COVID-19 Australian school leadership research literature to not only describe the evolving concerning issues but also to present the demand for a more relational approach to leadership. Then, the article proceeds to justify and illustrate a new relational approach to the practice of school leadership informed by our theory of organizational ecology. It is proposed that this new way of leading relationally will enable Australian school leaders to ultimately overcome the myriad of complex and stressful crises that now confront them.

Purpose: The purpose of this study is to investigate the effect of a pharmaceutical sales representative's experience with new product launches influences a preference for leadership style, a need for independence, and organizational satisfaction. New product launches are standard throughout the pharmaceutical industry, often creating stressful and tense work environments for employees. Lofty corporate goals, pressure, and expectations have led managers to lead through an authoritarian leadership approach, which may negatively impact employee performance, motivation, confidence, and organizational commitment. Relational and authentic leadership styles will be considered an alternative to generate positive and influential working environments among pharmaceutical sales representatives. Design/methodology/approach: The participants of this study included active pharmaceutical sales representatives that have participated in a recent new product launch within the pharmaceutical industry within the past 2 years. Each participant completed an anonymous survey to evaluate their preference for leadership style. Data was evaluated through a quantitative analysis utilizing a Pearson's correlation coefficient and multiple linear regression to determine the significance and correlation between the surveyed variables. Findings: The findings of this research indicate that pharmaceutical sales representatives have a preference for leaders that allow for representatives to have the autonomy and independence to make decisions within their roles. Authoritative leadership was found to have an unfavorable impact that decrease individual creativity. Representatives prefer a less hands-on approach. A micromanagement leadership style may not be an effective approach during a new product launch. Representatives prefer to utilize their experience, creativity, and have trust from their leadership team to perform at an optimal level. Originality: The originality of this research provides leaders with a reasonable approach to empowering employees through their work. While this study focuses on the pharmaceutical industry, the findings can be applicable across various industries. Employees strive to feel trusted and supported in their roles, which can be best aligned through an authentic or relational leadership style. [ABSTRACT FROM AUTHOR]

Purpose: Recent academic work on leadership has focused largely on organizational leadership. This study takes a close look at political leadership, especially that given to popular movements, and delineates a new model of transformational leadership. Design/methodology/approach: The current study borrows models from organizational leadership research and applies them to a specific case study to reveal critical concepts underlying transformational leadership. Application of these models to Bangladesh's founding father, Bangabandhu Sheikh Mujibur Rahman, during the two decades of the 1950 and 1960s, shows potential for a new flexible framework for transformational leadership with added significance on leader–follower relatedness, socio-historical context and charisma. Findings: This study presents clear evidence on the nature of leadership in popular movements and using a specific case study elucidates that movements pick leaders who meet distinct criteria specific to the movement, including a vision that resounds with key follower-groups and prototypicality. Research limitations/implications: This study presents a new lens under which political and popular leadership can be studied, focusing away from person, political party or rational choice and voting behavior-based ideas of political leadership. Originality/value: The findings reveal the importance of seeking new ways to fit leadership theory with burgeoning social phenomenon. [ABSTRACT FROM AUTHOR]

Aims: This discursive paper draws on three key leadership theories with the aim of outlining how styles of leadership impact the provision of fundamentals of care. Design: Discussion paper. Data sources key leadership theories, leadership and fundamentals of care literature. Implications for Nursing: The conceptualization of fundamentals of care is viewed through the lens of nursing leadership, and collective, compassionate and transformational leadership theory. The cognitive dissonance that nursing leaders encounter when trying to reconcile organizational, patient and nurses' needs is considered, and the pressure to deliver high‐quality fundamentals of care presents a challenge to nurse leaders. Conclusion: Leaders must align nursing and patient outcome data to drive forward and prioritize fundamental care. Focusing on key elements of relational leadership styles will ensure a workforce fit to provide fundamental care, which in the current climate must be an organizational and global nursing priority. Impact This discussion attempts to draw together overlapping leadership theories, emphasizes the importance of relational leadership in ensuring the provision of the fundamentals of care and acknowledged the impact of the COVID‐19 pandemic on nurses and nursing care, with leadership implications outlined, such as a need for role‐modelling, understanding shared values and giving nurses a voice. It will have an impact on nurse leaders, but also on those nurses providing direct care by issuing a challenge for them to confront their own nurse leaders, and to ask that they better resolve competing needs of both the nursing workforce and patients. [ABSTRACT FROM AUTHOR]

• The purpose of this phenomenological qualitative study was to understand the leadership experiences of eight women leaders of special education from diverse backgrounds. • This study expanded the depth of research by including women administrators of special education building on previous scholarship that focused on K–12 educational leadership and the sex of superintendents and principals. • The leadership experiences for the women administrators of special education in this study were understood as: (1) instructional, (2) activism, (3) political, (4) balance, and (5) collaborative-relational. • A dynamic collaborative-relationship leadership model central to women leadership in special education is proposed based on the findings from this study. [ABSTRACT FROM AUTHOR]

Universities should conduct research and provide services to the society in their environment. In this article, the relational leadership model was used to evaluate a University-Community partnership in a semi-rural context in South Africa. The relational leadership model is an aspirational model supporting a healthy, ethical, and effective group. It comprises five components necessary for sustainable positive change in an organization. The model advocates for five components of which four were used to evaluate the project which the article is based on. Data were produced through interviews with two main university leaders of the project and the results show that the partnership has lost momentum in recent years based on non-conformity to some of the principles of the components suggested by the relational leadership. Through the rich experiences from participants, the article reflects on methods and recommendations in which the threads facing the partnership can be circumvented. [ABSTRACT FROM AUTHOR]

This article introduces a new perspective on Christian leadership. The theoretical framework critically integrates and transforms Gary Yukl's theory of four meta-categories of leadership. It is argued that spiritual leadership should be defined as a distinct meta-category. Spiritual leadership includes self-transcendent practical wisdom (phronesis), occurring Coram Deo. This serves as the integrating center of the model. Furthermore, change-oriented leadership is reconceptualized as visionary leadership grounded in the Christian story. Yukl's basic description of relational behavior is expanded through the lens of Christian virtue ethics. Effective leadership is understood as stewardship, requiring a balance between internal moral goods and external instrumental goods. The church's external relations are defined in terms of missional or evangelistic hospitality. Consequently, Christian leadership comprises five key dimensions: spiritual, effective, relational, visionary leadership, and external relations, summarized in the acronym S-E-R-V-E. [ABSTRACT FROM AUTHOR]

This article addresses the question of the conditions under which chief executive officer (CEO) leadership may enhance the effectiveness of new technological implementation (NTI) and the mechanisms by which they may do so. Using a structured questionnaire collected from multiple source informants in 89 small- and medium-sized firms (89 CEOs, 65 implementation managers, and 305 employees), we consider a specific leadership style, labeled task-enabling leadership, and examine how task-enabling CEOs can facilitate the NTI process. The findings of multilevel structural equation modeling analysis indicate that CEO task-enabling leadership creates socio-psychological conditions of safety and availability which in turn enhance NTI effectiveness, and that this indirect effect of task-enabling leadership on NTI effectiveness, via socio-psychological conditions, is significant when the implemented technology is radical. [ABSTRACT FROM AUTHOR]

Relational leadership invokes an ethics involving a leader's affective engagement and genuine concern with the interests of others. This ethics faces practical difficulties given it implies a seemingly limitless responsibility to a set of incommensurable ethical demands. This article contributes to addressing the impasse this creates in three ways. First, it clarifies the nature of the tensions involved by theorising relational leadership as caught in an irreconcilable bind between an infinitely demanding ethics and the finite possibilities of a response to those demands. Second, it examines this ethical challenge in acknowledgement of the hierarchical discourses and power dynamics in which leadership relationships are constrained and enacted. Third, it proposes "ethical irony" as a way leaders can respond to the demand for ethics without resulting in either an escape from ethics, or being crushed by its burden. Three dimensions of ethical irony are examined: ironic perspective, ironic performance, and ironic predilection. [ABSTRACT FROM AUTHOR]

New Zealand secondary school principals were required to make changes to their leadership practices when schools were closed as part of a national lockdown in response to the COVID-19 situation in early 2020. Eighteen school principals from a range of secondary schools were interviewed about their experiences. The research found that principals engaged in leadership that was relational, distributed and collaborative. They prioritised the wellbeing of teachers and students, responded flexibly to the challenges faced, drew on expertise from both within and outside of the school, and took opportunities to refocus and try new ways of working.

Background: Increased complexity in the primary healthcare services has followed in the wake of health reforms and reveals the need for competence enhancement in the nursing services. Effective and visionary leadership, sufficiently qualified staff and cooperation among professionals are considered as key measures to safeguard quality in the services. Aims: To identify which leadership styles characterise first‐line nurse managers in Norwegian municipal in‐patient acute care (MipAC) units and to investigate how first‐line nurse managers' leadership styles are associated with team culture and documented nursing competence planning. Methods: A cross‐sectional survey was distributed to all the first‐line nurse managers in Norwegian MipAC units (n = 229). Data were collected between March and June 2019. The response rate was 80.5% (n = 182). First‐line managers' background information and data about their focus on team culture and competence planning were recorded. Furthermore, we noted organisational structural characteristics, and managers' transformational (relational) leadership and transactional (task‐oriented) leadership styles. Results: The managers exhibited a high degree of transformational leadership behaviour, which was significantly associated with team culture. No significant associations between leadership behaviours and documented competence planning were found. Notably, we found a significant correlation between transformational and transactional leadership styles, indicating that the managers adapt their leadership behaviours to actual requirements and situations. Organisational structural factors: the share of registered nurses (RNs) on the staff and having a position for a professional development nurse were positively associated with competence planning. Conclusion: A relational leadership style promotes team culture and both factors may empower the professional nursing environment. However, first‐line nurse managers need to acknowledge nursing competence planning as a central part of effective leadership. Having a professional development nurse position seems to complement leadership and ease the manager's responsibilities regarding team culture and competence planning. [ABSTRACT FROM AUTHOR]

This paper explores the use of coaching in supporting leadership development in a challenging team context. A case study methodology was used to uncover perspectives on the different coaching interventions incorporated in an 11-month round the world sailing race. The coaching was found to be supportive of contextually embedded team leadership development as skippers transitioned into the team leadership role. The study extends prior research by exploring how team leadership development is supported over time through a dynamic coaching intervention.

Despite the fact that rural communities across the United States are rapidly diversifying (Fusarelli & Militello, 2012), little research has examined the beliefs and practices of successful rural educational leaders, specifically in high poverty schools and districts where traditionally marginalized students demonstrate improving learning outcomes. The purpose of this study was to examine the beliefs and practices of a rural educational leader whose school or district met established study criteria for a high poverty, high performing school, in which traditionally marginalized students demonstrate increasingly productive learning outcomes. Interviews with the leader were conducted, and the data were coded and analyzed using a constant comparative method (Lincoln & Guba, 1985). The following research question guided the study: What impact do the beliefs and practices of a rural school district leader have on the learning outcomes of traditionally marginalized students in the Rocky Mountain West? The findings from this study contribute to the paucity of research on culturally responsive rural superintendent-principals. Identifying the rural leader’s beliefs and practices provides support for educational leaders who serve in that uniquely rural dual role, about which very little has been written. It informs leadership preparation programs, graduate students, researchers, and policy makers about the need for nuanced culturally responsive training for rural educational leaders.

Under turbulent environmental changes during the pandemic, organizational sustainability requires employees of all levels to perform innovative work behaviors in their daily jobs. Since virtual work environments could deteriorate the quality of collaborative interactions and interpersonal bonds among employees, organizations need to create more relation-focused contexts to trigger innovative behaviors from people. This study aims to explore the influence of supervisors' relational leadership on the contexts in which subordinates are drawn to innovative work behaviors. Particularly, this study explains the process of this relationship by considering the psychological contract construct as the mediating variable, assuming that the social exchange between employees and the organization influences their decision to perform innovative behaviors. A total of 237 newcomers from a Korean conglomerate participated in the study, and surveys were conducted at two time points for the same participant to detect changes over time. The results showed that the perception of supervisors' relational leadership was positively related to employees' performance in innovative work behaviors over time. This relationship was partially mediated by an individual's perception of employee promises, implying that a sense of obligation towards the organization could be an essential condition for innovative work behaviors. The theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Relationship-based approaches to leadership represent one of the fastest-growing leadership fields and help us to understand better organizational leadership. Relation-based approaches emphasize the relationship and interaction between the leader and the follower. The emphasis is placed on the way that they interact and influence each other at attaining mutual goals. It is known that leaders are linked to followers and vice versa in a sense of responding to other's needs toward the achievement of mutual goals. Leaders and followers are an essential part of this social process implying that they are losing their traditional identity rooted in the formal organizational structure (manager-subordinate) and become inseparable actors of a co-constructing process of leadership. What is less known though is the way that leadership actors are linked to each other and in particular how they try to understand how to do that in the workplace. What is even less understood is the importance and role of consciousness in this relationship. Especially since consciousness appears to be both a fundamental and a very elusive element in human relations. Therefore, this paper conceptually explores the concept of consciousness within the context of the social brain theory to argue that leadership actors need to rethink their approach to individuality and focus on mutually dependent relations with each other. This paper contributes to the field of Neuro-management by introducing the concept of Homo Relationalis. In this respect, we suggest that leadership is not just a socially constructed element but also a social brain constructed phenomenon that requires an understanding of the human brain as a social organ. We further recommend a new approach of applying cognitive style analysis to capture the duality of leader/follower in the same person, following the self-illusion theory. Finally, we conclude that we need to further emphasize a social brain-adjusted relational leadership approach and we introduce two new cognitive styles that can help capture the essence of it.

The turbulence of Brexit threatens to undermine England–European Union (EU) transborder cooperation at the subnational scale. This paper discusses the lived experience of city and regional leaders involved in developing cross-European cooperation during the early phase of the Brexit 'project'. It contributes to the idea of relational leadership as a framing device for studying leadership in transborder cooperation in the England–EU subnational setting, and surfaces challenges faced by subnational leaders in transborder cooperation during significant policy turbulence. Two main findings of the research have wider relevance for emerging city and regional (place) leadership theory and practice. First, the unanticipated shock caused by Brexit to the supra-national policy environment is impacting significantly on subnational leaders' ability to maintain good transborder working relationships; and second, continuing non-prejudicial dialogue and meaningful conversations between subnational partners are an antidote to the negative legacies of such policy disruption. [ABSTRACT FROM AUTHOR]