Bibliographic record
Abstract
serrant leadership model, first proposed in the sixties and seventies by Robert Greenleaf, but with historical references to concepts dating back to ancient philosophy, appears to be the model of choice in the new millennium. purpose of this investigation is to examine the perceptions of servant leadership and job satisfaction in different staffing levels of large educational institution. Organizational Leadership Assessment was used to collect the data. results of the study demonstrate that those in all groups with strong perceptions of servant leadership express job satisfaction, although the senior leadership group demonstrates somewhat incongruous results. Possible sources of the discrepancy and potential explanations for findings are discussed, and recommendalions for further research are proposed. Introduction Although living in new millennium, educators are still governed for the most part by old notions and paradigms. Top-down, hierarchical leadership is relic from an industrial age when only managers thought and workers simply did: yet, it is still the norm today. Antiquated pedagogical theories of knowledge dissemination still prevail in many institutions of higher education, failing to celebrate and capitalize on human learning potential. Revolutionary scientific discoveries on brain function and the nature of change inform only few leaders and educators. Even language reflects outdated assumptions in American culture and entertainment. In order to negotiate this impasse, it is important to examine not only the meaning of work in society, but also to consider some leadership theories and their overt and subtle consequences. In time of enormous upheaval and challenge, technological skills and educational groundwork are briskly being eclipsed, employees of the new millennium have different expectations of the workplace than in previous eras, and the fervent search for meaning in one's life plays crucial role in the choices people make. In the information or knowledge age, job satisfaction will grow from paradoxical circumstances or concepts of interdependent opposites. Bennis (2000) describes change as burdensome and exhilarating. Plett (1997) calls servant leadership two equal concepts joined in paradox. McGee-Cooper and Trammell (2002) assert that the servant leadership model is ideally suited to illuminating paradox and creating workplace of vitality and transformation. Wheatley (1999) redefines change as natural process within the environments of living systems-bodies, minds and organizations. participants in the present study are employed at large community college in Toronto, one of the most cosmopolitan cities in the world. As well as being employees in new age, they are also educators and administrators. For growing number, success is no longer merely defined in terms of prestige and money, but rather in terms of the impact of work on family, society, and the environment (McGee-Cooper and Trammell, 2002). purpose of the study is to examine the perceptions of servant leadership and job satisfaction in large, metropolitan educational institution. Definition of terms Community Naylor, Willimon, and Osterberg (1996) define community as a partnership of free people committed to the care and nurturing of each other's mind, body, heart, and soul through participatory means. Leadership DePree (1989) defines leadership as follows: The first responsibility of leader is to define reality. last is to say thank you. In between the two, the leader must become servant and debtor (p. 11). Servant Leadership Servant leadership is an approach to leadership and service whereby the leader is servant first and leader second. Spears (1995) defines it as a long-term, transformational approach to life and work; in essence, way of being that has the potential to create positive change throughout our society (p. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.018 | 0.005 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".