Integrating transformational and participative versus directive leadership theories
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose The purpose of this study is to investigate the extent to which male and female leaders report engaging in participative versus directive intellectually stimulating transformational leadership behaviour across three different contexts (business, government and military). Design/methodology/approach Semi‐structured interviews were conducted with 64 senior leaders (29 female and 35 male) across Canada. Findings Leaders were more likely to describe using a participative versus directive approach to intellectual stimulation. Gender similarities and differences also appeared across contexts: government leaders reported almost twice as many directive examples as business leaders, and men and women in both of these contexts were very similar in their reports about how they enacted intellectual stimulation. In contrast, men and women in the military diverged, with male leaders reporting more participative behaviour than female leaders. Research limitations/implications This study extends the leadership literature through an integration of participative and directive leadership theory with transformational leadership theory. Sample size and self‐report data are possible limitations. Practical implications Findings provide insight into the behaviours leaders engage in to enhance creative thinking and problem solving within organizations across different contexts and suggests that this aspect of transformational leadership is most likely to be enacted in a participative way by both male and female leaders. Originality/value This is one of the first studies to empirically investigate participative versus directive transformational leadership behaviour. Gender differences between contexts are worthy of further study, specifically regarding the implications of these findings for female leaders’ promotion and career progression.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it