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Building a School Culture that Supports Teacher Leadership

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Building a School Culture that Supports Teacher Leadership

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How Leaders Influence the Culture of Schools

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How Leaders Influence the Culture of Schools

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Leaders need to focus on solutions, not problems

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Leaders need to focus on solutions, not problems

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This column is part of Globe Careers' Leadership Lab series, where executives and experts share their views and advice about leadership and management. Follow us at @Globe_Careers. Find all Leadership Lab stories at tgam.ca/leadershiplab

Leadership, an elusive quality, is clearly identifiable in those displaying it and seemingly missing from those struggling with it.

One of the most important experts on achieving success is Dr. Jason Selk, author of the best sellers 10-minute Toughness and Executive Toughness. Most known for his work as director of mental training for the St. Louis Cardinals, Dr. Selk was in Toronto recently, and last discussed the ' perfect schedule' in the Leadership Lab.

We can learn a great deal about leadership from Dr. Selk's concepts for achieving success. One of his most outstanding ideas - which has made him a celebrated performance coach - is his methodology to develop and practice relentless solution focus (RSF). He advises moving from constantly dealing with problems to focusing only on solutions. A 60-second practice of replacing all negative thinking with solution-focused thoughts will guarantee a happier and healthier life.

The challenge for an organization's leaders is how to turn these strong principles into a process - one that creates a winning team. A leader is the driver; the processes need to be delegated and shared. Here are 10 thoughts about how to make it happen.

1. Bring the concept of process over problems into your executive team. There are goals, and problems to solve, but they will not be achieved until solutions are first considered.

2. Think of solutions as the organization's major goal. Any improvement - however small - is a success, Dr. Selk said. Acknowledge it and build on it. It feels good. That's important.

3. Recognize that feeling good is an essential team goal. Why is that? Feeling good contributes to self-esteem. Positive self-esteem builds confidence. Self-confidence leads to success. Negativity detracts from achievement.

4. Winners feel self-confident. They have achieved goals and won. They know they've achieved and are ready for the next victory.

5. The leader must create a climate of many victories. There can't be big victories all the time. Some small successes - every day - are what leaders need to highlight. As Dr. Selk often says, "Maybe you can't make 40 calls a day but you can make five. That's a process you can live with each and every day."

6. Process is everything. Many leaders know this intuitively but confuse the need to achieve bigger goals, year-end totals and quotas, with the more important means of process to get there.

7. Think about the daily small victories, or solutions, in your personal and professional life. Be mindful of what you commit to.

8. Recognize that the leader is the driver, therefore delegation in this plan for success becomes even more important. You as the leader have arrived; you are in the major leagues, the NFL, the NBA, the NHL. Your team aspires to move up and with increased self-confidence, they can. Their victories along the way will accelerate both their personal growth and that of the company.

9. Nobody ever said that winning is easy. It's hard. Developing new habits and attitudes never happens overnight. A leader has to be thinking about the top of the mountain as a goal but the strategy to get there is even more important. Do you remember Al Pacino's football coach in Any Given Sunday - talking about 'inch by inch?' That's the model we are talking about.

10. If success isn't easy, focus is even harder. Relentless solution focus is even harder than that - the most difficult but rewarding path to business success. We all owe it to ourselves as leaders, myself included, to dig deep and be relentless, to attack and never give up. There isn't an in between.

In this leadership scenario, process is everything, and RSF is nothing less than a process that teams need to adopt every day. In thinking small with RSF, you can achieve large, and enjoy better health - and that's the secret to leadership success.
Leon Goren (@LeonGoren) is president and chief executive officer of Presidents of Enterprising Organizations, a leadership training organization.

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Leaders need to focus on solutions, not problems

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This column is part of Globe Careers' Leadership Lab series, where executives and experts share their views and advice about leadership and management. Follow us at @Globe_Careers . Find all Leadership Lab stories at tgam.ca/leadershiplab Leadership, an elusive quality, is clearly identifiable in those displaying it and seemingly missing from those struggling with it.

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While servant leadership is a timeless concept, the phrase "servant leadership" was coined by Robert K. Greenleaf in The Servant as Leader, an essay that he first published in 1970. In that essay, Greenleaf said:

"The servant-leader is servant first... It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions...The leader-first and the servant-first are two extreme types. Between them there are shadings and blends that are part of the infinite variety of human nature.

"The difference manifests itself in the care taken by the servant-first to make sure that other people's highest priority needs are being served. The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?"

A servant-leader focuses primarily on the growth and well-being of people and the communities to which they belong. While traditional leadership generally involves the accumulation and exercise of power by one at the "top of the pyramid," servant leadership is different. The servant-leader shares power, puts the needs of others first and helps people develop and perform as highly as possible.

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What is Servant Leadership? - Greenleaf Center for Servant Leadership

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While servant leadership is a timeless concept, the phrase "servant leadership" was coined by Robert K. Greenleaf in The Servant as Leader, an essay that he first published in 1970. In that essay, Greenleaf said: "The servant-leader is servant first... It begins with the natural feeling that one wants to serve, to serve first.

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Understanding the Differences: Leadership vs. Management

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Understanding the Differences: Leadership vs. Management

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Understanding the Differences: Leadership vs. Management

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The main difference between leaders and managers is that leaders have people follow them while managers have people who work for them.

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ESSA Pressures States to Assure all Students have Good Teachers

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ESSA Pressures States to Assure all Students have Good Teachers

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Every student, no matter their race or family income level, should be taught by an effective teacher, the Every Student Succeeds Act declares.

Exactly how to define what makes an effective teacher and how to implement this ambitious goal has been left up to the states-and their track records on getting started have been mixed. In fact, not all states have even publicly reported the data that experts deem necessary to ensure low-income and minority students are not disproportionately being taught by ineffective and inexperienced teachers.

ESSA, which goes into full practical effect this fall, scrapped the "highly qualified teacher" mandates under its predecessor, the No Child Left Behind Act, the previous version of the main federal K-12 law. The revised statute also banned the U.S. secretary of education from deciding how states grade their teachers.

Over the past two years, about a half-dozen states have moved away from the inclusion of student-growth data or other value-added measures in their teacher-evaluation systems. This shift in policy has reignited a debate between district administrators, union officials, and state politicians about what indicators, including test scores, should be considered when defining an ineffective teacher, which the federal law requires states do.

At the same time, states must also describe in their ESSA plans how they will make sure that poor and minority students aren't being taught by a disproportionate number of those ineffective or inexperienced teachers.

"We think this provision is among the most important in the law itself," said Elizabeth Ross, the managing director of state policy for the National Council on Teacher Quality, a Washington-based research and advocacy group. "We know that great teaching matters-great teaching matters the most for students who are most behind."

But across the board, states have paid little attention to that provision in the ESSA plans they submitted to the federal government last year, she said. An NCTQ analysis found that more than half of the states failed to publicly report all required data on educator-equity gaps in their initially submitted plans. Only seven states, including New Jersey and New Mexico, had specified a timeline to eliminate the identified gaps.

Instead, many states included lofty goals in their ESSA plans that could take a decade or more to be realized, such as improving teacher preparation, said Andy Baxter, the vice president of educator effectiveness for the Southern Regional Education Board, an Atlanta-based nonprofit.

"What worries me about this approach is that in the meantime, until you get to that point, the students who are low-income, the students of color, are bearing the burden of poor instruction," he said. "The promising approaches are taking the long view and also looking at short-term ways to correct some of the inequities."

U.S. Secretary of Education Betsy DeVos has approved 37 state plans so far, along with those of the District of Columbia and Puerto Rico. Last month, speaking generally, she scolded state chiefs for pushing forward plans that "only meet the bare minimum required by the law."

And ensuring all students have equitable access to qualified teachers was already written into law in 2002, under No Child Left Behind, and in 2009, under the American Recovery and Reinvestment Act, said Liz King, the senior policy analyst and director of education policy of the Leadership Conference on Civil and Human Rights, a lobbying group based in Washington.

"States have no excuse not to address this problem," she said.

Digging Into the Data

The first step for state department officials should be to compile and analyze data to understand where ineffective and inexperienced teachers are clustered and how students are being shortchanged, Baxter said.

For example, Massachusetts has compiled a student learning experience report to analyze district-level data about the quality of instruction students are receiving. The report will shed light on problems that are often hiding in plain sight, Baxter said-like when a student has been assigned to an ineffective teacher two years in a row. (Massachusetts does not explicitly define what an ineffective teacher is in its ESSA plan, but its evaluation system ranks teachers as "exemplary," "proficient," "needs improvement," and "unsatisfactory." The data the state collects looks at the rates at which certain groups of students are taught by teachers who receive a "needs improvement" or "unsatisfactory" rating.)

Massachusetts is in its first year of making this report available to districts across the state, a state education department spokeswoman said.

School and district leaders need to be aware of that granular data, Baxter said, so they can make sure the student has an effective teacher the following year. "That's a much more immediate fix than waiting 20 years for teacher preparation to be revamped," he said.

Although ESSA doesn't specify the level of data disaggregation at which states must calculate and report educator-equity gaps, NCTQ recommends reporting data at the student level, as Tennessee and South Carolina are doing.

And while the federal law requires states to determine educator-equity gaps for low-income and minority students, other states are going beyond that requirement. States such as Kentucky and New York calculate and report additional data on student subgroups, such as English-language learners and students with disabilities. Pennsylvania, meanwhile, also calculates turnover rates of educators, teacher pay, and state funding of districts to get the bigger picture of educator-equity gaps.

Although ESSA doesn't require states to use objective measures of student growth when defining educator effectiveness, Ross, of the NCTQ, said she hopes states will still consider collecting that information to look for systemic patterns of inequity.

Making the Findings 'Meaningful'

In New Mexico, officials said the data from its evaluation system is instrumental in meeting the state's three-year goal, outlined in its ESSA plan, to eliminate educator-equity gaps.

"The foundational underpinning of all this work is actually knowing who your exemplary teachers are ... who your minimally effective teachers are," said Matthew Montaño, the state's deputy secretary of teaching and learning.

The evaluation system, which researchers have called the toughest in the country, is based on student-growth data, along with teacher absences, classroom observations, and other measures. About a quarter of New Mexico's 22,400 teachers were labeled as "minimally effective" or "ineffective" in 2017.

Many teachers of all rating levels have said the system is unfair. Last year, in response to some of those criticisms, the education department scaled back the student-growth component from 50 percent to 35 percent of a teacher's overall rating, in addition to other tweaks.

Department officials said knowing teachers' performance reviews not only helps districts weed out the failing teachers, but it also helps them retain high-performers.

Teachers with an "exemplary" rating are achieving about 24 months of student progress in a single year, said Christopher Ruszkowski, the New Mexico education secretary. Only 4.5 percent of teachers are labeled exemplary, and the state legislature just approved a merit pay plan to reward those teachers with bonuses of up to $10,000.

"To retain all of our exemplary teachers through professional development, compensation, and teacher leadership opportunities is a moral imperative," Ruszkowski said.

In Arkansas, efforts to assure equitable levels of teacher quality include piloting the Opportunity Culture model in certain Title I schools. That initiative, led by Public Impact, an education policy and management-consulting firm in Chapel Hill, N.C., seeks to give more students access to high-quality instruction through putting highly effective teachers in charge of a teaching team and giving them coaching responsibilities.

Ensuring Local Context

Arkansas did not include a timeline to eliminate educator-equity gaps in its state plan, because the state wanted to maintain local autonomy, officials there said.

"We didn't want a cookie-cutter system where we hold all the districts to the same target dates, because we understand all the districts have different needs," said Jeremy Owoh, the assistant commissioner of educator effectiveness and licensure in Arkansas.

To that end, the state education department has started hosting day-long "equity lab" workshops for school districts that have substantial educator-equity gaps, though the support is available for all districts in the state. The department is conducting three equity labs this spring.

Department officials will show district administrators all the district's data-the district's percentages of ineffective, inexperienced, and out-of-field teachers, as well as student achievement and growth data and teacher attrition numbers. District officials will be able to see which of their schools have the largest equity gaps: Are their high-poverty, high-minority schools being served by the least-experienced or least-effective teachers?

Then, district leaders will pick one of their equity issues to analyze for what's causing the problem and how they can fix it, said Cheryl Reinhart, the director of educator licensure for the state.

Department officials will share possible strategies and research that the district can use in their next steps.

"It's not just a one-and-done workday, it's the beginning of a process," Reinhart said.

King, of the Leadership Conference on Civil and Human Rights, said states need to make this work part of a holistic approach to equity.

"We see disparities in funding, we see disparities in salaries, we see disparities in [access to resources]," she said. "No one should be surprised that we see disparities in access to [effective] teachers."

Published in Print: April 4, 2018, as ESSA Puts Heat on States to Outline Ways to Assure All Have Access to Good Teachers

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ESSA Pressures States to Assure All Students Have Good Teachers

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Every student, no matter their race or family income level, should be taught by an effective teacher, the Every Student Succeeds Act declares. Exactly how to define what makes an effective teacher and how to implement this ambitious goal has been left up to the states-and their track records on getting started have been mixed.

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Achievement Flattens as Gaps Widen Between High and Low Performers

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Achievement Flattens as Gaps Widen Between High and Low Performers

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Across the board, struggling American students are falling behind, while top performers are rising higher on the test dubbed the " Nation's Report Card."

A nationally representative group of nearly 585,000 4th- and 8th-graders took the National Assessment of Educational Progress in 2017, the first time the tests were administered digitally. The results, released Tuesday, show no change at all for 4th grade in either subject or for 8th graders in math since the tests were last given in 2015. Eighth graders on average made only a 1-point gain in reading, to 267 on the NAEP's 500-point scale.

That meager gain in reading was driven entirely by the top 25 percent of students. During the last decade, 8th grade reading was the only test in which the average score for both high and low performers rose. By contrast, in math, the percentage of students performing below basic (30 percent) and those performing at the advanced level (10 percent) both increased significantly since 2007. The same pattern emerged in 4th grade math and reading.

Those changes were all statistically significant, and they point to what NCES Associate Commissioner for Assessment Peggy Carr called a "bifurcation" of student performance. American students' performance on international assessments such as the Progress in International Reading Literacy Study and the Trends in International Math and Science Study show the same spreading gaps.

"That's disappointing and concerning-not that high achievers are going up, but that low-achieving students are declining," said Scott Norton, deputy executive director of the Council of Chief State School Officers. "I think regardless of the reasons for that gap increase ... all of our members are concerned about that and want to look at it more closely."

Achievement gaps remained stubbornly wide for particular student groups, too. In grade 4 math, the average achievement fell by four scale points for students with disabilities, two points for urban students, and one point for students in poverty. No other grade or subject showed changes for individual student groups.

Over the past decade, the results for students with special needs have been grimmer. Students with disabilities nationwide had an average scale score of 214 out of 500 in 4th grade reading in 2017, right at the cutoff for NAEP's "basic" level of performance. That's the lowest average performance for this group since 2003. At 8th grade, students with disabilities had an average score of 247, about the same as a decade ago, and down from a high of 250 in 2011. Similarly, 8th grade English-language learners have not improved significantly in reading since 2003.

Few Changes for States

The results are coming under intense scrutiny from states, both because of the change in testing format from paper and pencil to computers and because they are being released at a time when many states are transitioning to new assessment systems under the Every Student Succeeds Act.

"[NAEP] is our only really solid national trendline that we have nowadays," Norton said, "so tracking that is very important."

Average scores for most states remained unchanged from 2015 in either grade or subject, and more states saw declines than improvements. Florida was the only state to improve on average in both 4th and 8th grade math and 8th grade reading from 2015.

Puerto Rico saw gains in math at grade 4, while schools run by the Department of Defense also saw reading improvements at 8th grade. In reading, no states improved at 4th grade, but nine states-California, Florida, Georgia, Hawaii, Indiana, Massachusetts, Mississippi, New Jersey, and Washington-and the Defense Department schools improved at 8th grade.

Of the 27 large urban districts that also participated in a targeted NAEP study in 2017, none declined in reading, and a few-San Diego's 4th graders and 8th graders in Albuquerque and Boston- improved over their 2015 scores.

"Looking more closely at the results indicates that instructional changes and professional learning support are paying off in some districts. However, more professional support is needed for teachers in order to see more broad-based benefits nationwide," said Matt Larson, the president of the National Council of Teachers of Mathematics, in a statement on the results. "We need to ensure that we are providing each and every student with access to high-quality mathematics curriculum, instruction, and expectations."

Digital Transition Causes Waves

About 80 percent of students in 2017 took the NAEP on digital devices, while 20 percent used traditional pencil-and-paper tests. The National Center for Education Statistics compared students' answers to the same questions in digital and print tests both in 2017 and 2015 to link the two formats and account for so-called "mode effects" in the 2017 results.

State schools chiefs, including John White of Louisiana, voiced concern that states whose students had less experience taking computer-based tests would be at a disadvantage; Louisiana was among the states with the biggest declines in 4th grade math and reading. Both White and the Council of Chief State School Officers sent NCES requests for more information on states' mode effects, and CCSSO's Norton said states are reviewing those data.

A technical analysis by the Johns Hopkins Institute for Education Policy found that states that had not previously used online testing with their students showed larger average declines between 2015 and 2017 in grade 4 reading and math and grade 8 reading than states that had used online testing before. The study estimated these differences could account for 15 percent of differences in test score changes for 4 th grade reading, and 11 percent of changes in 4 th grade math, though the report noted those findings were preliminary.

Both NCES Commissioner James Woodward and Associate Commissioner Peggy Carr said they were confident in the results, which had been adjusted for the national mode effect. "We're going to learn a lot more about what students know and can do-not just students' answers, but how they arrived at those answers-through the digital platform."

Other national and international tests have also seen differences in student performance when they moved from print to digital formats.

NCES has been studying the transition to digital testing for more than 15 years, according to Sean P. "Jack" Buckley, a former NCES commissioner and now senior vice president for research and evaluation at the American Institutes for Research. "I know it's something NCES agonized over. ... It's not overblown; it's a real area of concern," he said, noting that the NAEP's writing assessment found the difference in students' digital writing performance warranted starting a new trend line for the study.

Yet the Council of Chief State School Officers also noted that most states use computer-based assessments for their own tests, and students' familiarity with digital devices in and outside of school has dramatically increased, even in the last five years. "At some point paper and pencil become archaic," Buckley said. "There's an ability to test constructs [digitally] that are more relevant to what students are actually doing. Sometimes you just can't avoid the transition."

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Nation's Report Card: Achievement Flattens as Gaps Widen Between High and Low Performers

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Across the board, struggling American students are falling behind, while top performers are rising higher on the test dubbed the " Nation's Report Card." A nationally representative group of nearly 585,000 4th- and 8th-graders took the National Assessment of Educational Progress in 2017, the first time the tests were administered digitally.

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The Challenges of Staffing Urban Schools with Effective Teachers

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The Challenges of Staffing Urban Schools with Effective Teachers

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What is Charisma and Charismatic Leadership?

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What is Charisma and Charismatic Leadership?

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Many of history's most effective leaders are labeled charismatic. Yet there is a great deal of controversy about whether charisma is made or born, and if charismatic leaders are actually effective. A while back, I was interviewed as part of a celebration of the life of Martin Luther King, Jr. Many of the most frequently asked questions about charismatic leadership were part of that interview.
Martin Luther King Jr., Gandhi, and Winston Churchill were known as dynamic, charismatic and inspirational leaders. What particular traits or qualities did someone like MLK possess that allowed him to lead and inspire so many people?
Charismatic leaders are essentially very skilled communicators - individuals who are verbally eloquent, but also able to communicate to followers on a deep, emotional level. They are able to articulate a compelling or captivating vision, and to arouse strong emotions in followers.
Is charisma something that you are born with - you either have it or you don't? Do you think most leaders, politicians, and inspirational figures have charisma, and is it that quality which makes them stand out?
Charisma is really a process - an interaction between the qualities of the charismatic leader, the followers and their needs and identification with the leader, and the situation that calls out for a charismatic leader, such as a need for change or a crisis. But when it comes to the charismatic qualities of leaders, the emphasis is on how they communicate to followers and whether they are able to gain followers' trust, and influence and persuade them to follow.

Most politicians, particularly on the national scene, have developed their ability to communicate effectively - to make speeches, "work the room" with potential donors and supporters, etc. So many seasoned politicians have a lot of "personal charisma."
What are the important characteristics every leader should possess?
A model that I think represents the very best leaders, and research bears this out, is transformational leadership. You can think of transformational leadership as going beyond charisma, because two of the components of transformational leadership deal with charisma. They are:

Idealized Influence, or the leader's ability to be a positive (and moral) role model for followers. The transformational leader also "walks the talk," and is on the "front line" working with followers (think MLK Jr.), or leaders who sacrifice along with their followers. In business, the charismatic/transformational leader sometimes serves as the "face" of the company or the movement (think Steve Jobs).

Inspirational Motivation is the second quality, and it is what charismatic leaders are noted for - the ability to inspire and motivate followers to perform at high levels, and to be committed to the organization or the cause.

The other two elements of transformational leadership are Intellectual Stimulation - challenging followers to be creative and think outside of the box - and Individualized Consideration, or being responsive to the feelings and developmental needs of followers.

Transformational leaders are charismatic, but they are also noted for leading high-performing groups and teams and developing followers' leadership capacity as much as for helping the group or organization to change and innovate.
What are some behaviors or traits that might derail a leader/politician's career or stand in their path to success?
The biggest thing that can derail a leader is arrogance, and a lack of concern or responsiveness to followers and constituents. We have seen politicians' and CEOs' arrogance - thinking they are above the law and committing ethical violations lead to their demise. Also, a leader needs to succeed more often than not, and to learn from mistakes and setbacks.
Are leaders born or made?
This isn't something that requires my opinion, because the question has been well researched. Twin studies by Richard Arvey and his colleagues have estimated that leadership is about two-thirds "made" and one-third "born." This makes sense, though, if we see much of leadership as a set of learned skills and competencies - the ability to communicate, to strategize, to problem solve, etc. These take time to develop.

This question would have broad implications for leadership, for if it were all (or mostly) born, then our efforts should be directed toward identifying and selecting leaders, and we would be wasting our time on leader development programs. But, the research suggests that putting resources into leader development makes sense, and recent meta-analyses of these programs suggest that, in general, they work and lead to positive gains.
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What Is Charisma and Charismatic Leadership?

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Many of history's most effective leaders are labeled charismatic. Yet there is a great deal of controversy about whether charisma is made or born, and if charismatic leaders are actually effective. A while back, I was interviewed as part of a celebration of the life of Martin Luther King, Jr.

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What is authentic leadership?

It continues to surprise me how many leaders attempt to be one way at work, while their "true" personality emerges outside of work. Once a CEO reminded me, "Leadership is acting." And it surprises me when these same leaders seem shocked or confused when their employees don't trust them, don't like them, and can't really wait to work elsewhere.

Authenticity has been explored throughout history, from Greek philosophers to the work of Shakespeare ("To thy own self be true." -Polonius, Hamlet). Authentic leadership has been explored sporadically as part of modern management science, but found its highest levels of acceptance since Bill George's 2003 book, Authentic Leadership.

But what is authentic leadership?

While different theorists have different slants on the concept, most agree that:

1. Authentic leaders are self-aware and genuine. Authentic leaders are self-actualized individuals who are aware of their strengths, their limitations, and their emotions. They also show their real selves to their followers. They do not act one way in private and another in public; they don't hide their mistakes or weaknesses out of fear of looking weak. They also realize that being self-actualized is an endless journey, never complete.

2. Authentic leaders are mission driven and focused on results. They are able to put the mission and the goals of the organization ahead of their own self-interest. They do the job in pursuit of results, not for their own power, money or ego.

3. Authentic leaders lead with their heart, not just their minds. They are not afraid to show their emotions, their vulnerability and to connect with their employees. This does not mean authentic leaders are "soft." In fact communicating in a direct manner is critical to successful outcomes, but it's done with empathy; directness without empathy is cruel.

4. Authentic leaders focus on the long-term. A key tenet in Bill George's model is the company leaders are focused on long-term shareholder value, not in just beating quarterly estimates. Just as George did as CEO of , and as Bezos has done for years at Amazon, leaders realize that to nurture individuals and to nurture a company requires hard work and patience, but the approach pays large dividends over time.

__________

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Kevin Kruse is a NY Times bestselling author and serial entrepreneur. For insider tips and exclusive content, join his newsletter at kevinkruse.com.

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What is authentic leadership? It continues to surprise me how many leaders attempt to be one way at work, while their "true" personality emerges outside of work. Once a CEO reminded me, "Leadership is acting." And it surprises me when these same leaders seem shocked or confused when their employees don't [...]

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Impact of Transformational Leadership on Job Performance 

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Impact of Transformational Leadership on Job Performance 