LEADERSHIP AND TEAM PERFORMANCE AS DEVELOPMENT TOOL FOR CREATING SUSTAINABLE EDUCATION

Anna Kvelde

doi:10.17770/sie2021vol6.6351

Authors

Anna Kvelde RISEBA (LV)

DOI:

https://doi.org/10.17770/sie2021vol6.6351

Keywords:

productive team performance, sustainable education, transformational leadership

Abstract

Team performance is important at work and in organizational psychology as it aims to promote human energy. The human energy is more than just a “New Age” concept, it has a substantial and predictable effect on performance and innovation in organizations. The aim of the study is to examine relations between leadership style and team performance and mediating role is played by the productive organizational energy. The study is based on literature and quantitative and qualitative research methods. A theoretical framework is assessed in the empirical study in Latvian organizations in 2019. The study was accomplished in co-operation with America company "The Energy Project" and the University of Arizona. The article reveals the model of human energy as a scientifically-based approach and transformational leadership as a development tool, which already has spread in all sectors of western societies, including educational organizations. The materials and recommendations can be used to assist organizations in identifying practices, processes and initiatives, which can have a positive impact on team performance and organizational energy. The general conclusion is that the transformation leadership lays a positive dynamic in the development of the team performance for sustainable education. The educational organizations can progress productive performance and create sustainable education in a particular manner by focusing on their human resources; considering their growth, development and well-being.

References

Adams, C. M., Olsen, J. J., & Ware, J. K. (2017). The school principal and student learning capacity. Educational Administration Quarterly, 53(4), 556-584.

DOI: https://doi.org/10.1177/0013161X17696556

Baker, W. E. (2019). Emotional Energy, Relational Energy, and Organizational Energy: Toward a Multilevel Model. Annual Review of Organizational Psychology and Organizational Behavior, 6, 373–395. DOI: https://doi.org/10.1146/annurev-orgpsych-012218-015047

Bass, B. M. (1998). Transformational leadership: Industrial, military, and educational impact, 54-69. Mahwah, NJ: Lawrence Erlbaum Associates.

Carmeli, A., & Spreitzer, G. M. (2009). Trust, Connectivity, and Thriving: Implications for Innovative Behaviors at Work. Journal of Creative Behavior, 43(3), 169-191.

Cole, M. S., Bruch, M. H., & Vogel, B. (2008). Productive energy in the workplace: a measurement validation and linkage to collective outcomes, 82-95. New York: Fort Worth, TX. DOI: https://doi.org/10.1002/job.759

Freudenberger, H. J. (1975). The staff burn-out syndrome in alternative institutions. Psychotherapy; Theory, Research and Practise, 12(1), 73-82. DOI: https://doi.org/10.1037/h0086411

Eisenberg, A., Ignatjeva, S., Iliško, Dz., & Rauckiene-Michaelsso, A. (2018). Adaptation of the organizational learning culture (OLC) dimension methodology in the Israeli local authorities context. Discourse and Communication for Sustainable Education, 9, 91-112.

DOI: https://doi.org/10.2478/dcse-2018-0004

Helou, M. E., & Nabhani, M. (2016). Teachers’ views on causes leading to their burnout. School leadership and Management, 36(5), 1-17. DOI: https://doi.org/10.1080/13632434.2016.1247051

Jacobson, D. A. (2016). Causes and Effects of Teacher Burnout. Walden University. Dissertations and Doctoral Studies Collection at Scholar Work. Retrieved from https://scholarworks.waldenu.edu/dissertations/2835

Kenny, V., & Nnamdi, S. (2019). Employee productivity and organizational performance: A theoretical perspective. Retrieved from https://mpra.ub.uni-muenchen.de/93294/

Khumalo, S. S. (2019). The Role of Transformational School Leadership in Promoting Teacher Commitment: An Antecedent for Sustainable Development in South Africa. Discourse and Communication for Sustainable Education, 10(2). 22-32. DOI: 10.2478/dcse-2019-0015

Leme, A., & Maia, I. (2015). Evaluation of fatigue at work in teachers using modern resources in the classroom. ScienceDirect, Procedia Manufacturing, 3, 4852-4859. DOI: https://doi.org/10.1016/j.promfg.2015.07.601

Lexico. (2021). Oxford English and Spanish Dictionary, Thesaurus, and Spanish and English Translator. Retrieved from https://www.lexico.com/definition/energy

Leithwood, K., Tomlinson, D., & Genge, M. (1996). Transformational School Leadership. International Handbook of Educational Leadership and Administration, 1, 785-840. DOI: https://doi.org/10.1007/978-94-009-1573-2_23

Luthans, F., & Avolio B. J. (2009). The “point” of positive organizational behaviour. Journal of Organizational Behaviour, 30(2), 291-307. DOI: https://doi.org/10.1002/job.589

Masiliauskienė, E., & Lenkauskaitė, J. (2020). (Re)constrution of the educational experience in future teachers' visios of their professional activity. SOCIETY. INTEGRATION. EDUCATION, Proceedings of International Scientific Conference, 2, 77-86.

Retrieved from:http://journals.rta.lv/index.php/SIE/article/view/5101

Rich, B. L., LePine, J., & Crawford, E. R. (2010). Job engegament: Antecedents ands effects in job perdomance. Academy of Management Journal, 53, 617–635. DOI: https://doi.org/10.5465/amj.2010.51468988

Rowold, J. (2005). Multifactor Leadership Questionnaire. New York: Mind Garden, Inc. Retrieved from http://www.mindgarden.com/documents/MLQGermanPsychometric.pdf

Ryan, R. M., & Frederick, C. M. (1997). On energy, personality and health: Subjective vitality as a dynamic reflection of well-being. Journal of Personality, 65, 529-565. DOI: https://doi.org/10.1111/j.1467-6494.1997.tb00326.x

Schwartz, T., Gomez, J., & McCarthy, C. (2010). The Way We’re Working Isn’t Working: The Four Forgotten Needs that Energize Great Performance, 67-74. New York: Free Press.

Sun, W., Xu, A., & Shang, Y. (2014). Transformational leadership, team climate, and team performance within the NPD team: Evidence from China. Asia Pacific Journal of Management, 31, 127–147. DOI: https://doi.org/10.1007/s10490-012-9327-3

Simane, M. (2019). Sustainable education on the example of establishment of Czech Primary minority Schools in interwar Czechoslovakia. Discourse and Communication for Sustainable Development, 10(1), 91-112. DOI: https://doi.org/10.2478/dcse-2019-0008

Swaen, B. (2015). Conceptual framework: Mediating variables. Retrieved from https://www.scribbr.com/dissertation/mediator-variables/

Whetten, D.A., & Cameron, K.S. (2002). Developing management skills Upper Saddle River, 5dn edition. New York: Prentice-Hall.