Formational Leadership

This book addresses the problem of toxic leadership in Christian contexts. Toxic leadership behaviors of narcissistic and obsessive-compulsive leaders will be emphasized. To counteract toxic Christian leadership, this book proposes a leadership development model, called formational leadership, which is based mostly on Wesleyan spirituality, but also includes monastic and Pentecostal spiritualities. Formational leadership is an eclectic leadership development model that includes components of transformational, authentic, and primal leadership approaches. Formational leadership emphasizes the spiritual, emotional, and ethical development processes in the leader and includes an analysis of orthokardia, orthodynamis, and orthopraxis. These components have a circular relationship with one another. Orthokardia includes the concepts of spiritual and emotional maturity that a Christian leader needs to develop in order to become an ethical and effective leader. Orthodynamis includes right power and influence motives based on Christian affections that should inform formational leadership. Orthopraxis refers to “right” and “just” leadership behaviors informed by Wesley’s social holiness and justice values that need to be adopted as organizational core values. The implications of these components for leadership development are outlined in chapters 4–6 that include practical steps for helping toxic leaders change their dysfunctional and harmful intentions and behaviors.

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"This work provides a comprehensive analysis of contemporary leadership scholarship that examines how leadership is conceptualized within higher education"--

This volume presents the new contexts and challenges for contemporary police leaders and managers in the changing landscapes of policing. The governance of contemporary police organisations requires leaders and managers, even at the local level, to work in and understand complex social, political and organisational environments. The wide range of topics in this collection explores what is changing, what is known about the impact of these changes and what leaders and managers now need to be able to do or anticipate as a consequence. Operational policing is no longer the militaristic singular activity it once was, but embraces new models of 'partnership' and 'community' to manage crime and disorder. Equally, while command and control models are still an essential of many aspects of policing, managing police officers and staff increasingly depends on their professional development and encouraging enthusiasm and innovation. Policing takes place under conditions of intense scrutiny from the media and from the community; and crime and disorder is the subject of much political debate. Each of these broad areas are addressed and present a surprising range of perspectives. The volume is aimed at every level of management and leadership in policing, researchers of policing and students of police management and leadership.

New Perspectives in Educational Leadership examines educational administration and leadership within the complex social, political, and community contexts that inform and influence the work of today's educational leaders. With particular attention to the implications and larger contexts of shifting demographics, high-stakes accountability, and globalization on schools and society in the twenty-first century, this volume seeks to advance lines of inquiry presented in other areas of education research, that have yet to be fully explored or imagined in the field of educational leadership. This unique blend of empirical, theoretical, and conceptual research by both established and emerging scholars in the field directly acknowledges and addresses the demands of leading increasingly diverse and complex school communities. Topics include: the social and cultural dynamics of leadership, reflective practice, politics of equity and adequacy, critical servant leadership, and the possibilities of transformative leadership within these dynamic educational contexts. As a primary or supplementary text in educational administration, leadership, and foundations courses, New Perspectives in Educational Leadership provides a much-needed complement to the traditional topics of instructional leadership and education management given the expanding and increasingly complex conditions that face educational administrators and school leaders today.

Adopted at more than 1,000 colleges and universities worldwide, the market-leading text owes its success to the unique way in which it combines an academically robust account of the major theories and models of leadership with an accessible style and practical exercises that help students apply what they learn. Each chapter follows a consistent format, allowing students to contrast the various theories. Three case studies in each chapter provide practical examples of the theories discussed.

Covering an array of leadership theories and related topics, this volume examines the scriptural foundations of being a transparent or authentic leader, exploring themes such as communication, trust, gender, and technology. The book is organized into sections on self, honesty, and ethics to fully dissect the role of character in leadership and to show that the behavior of leaders is reflective of their, and by extension, the organization’s values. The chapters use biblical examples to show how openness and honesty relate to building trust with followers, how greater levels of transparency prevent organizational crises and contribute to greater organizational success, and the relationship between ethical leadership and organizational culture. Further, the book evaluates the impact of advanced technologies, social media, and other modes of rapid communication on transparency and authenticity in leadership. This book will add a new wrinkle to the leadership literature, highlighting how to use a biblical approach to cultivate transparent and authentic leadership.

Centred around the topic of school leadership, this book addresses the difficulties and challenges which present themselves to school leaders across the western world. All the evidence is primary and secondary school-based.