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Nurturing the leadership that matters in a time of uncertainty

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Bezzina C., Madalińska-Michalak J.
Kwartalnik Pedagogiczny
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2019
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vol. 64(2 (252))
231-241
EN
This paper aims to challenge school principals, teachers and teacher educators to seriously engage with concepts that are deemed central to educational improvement, namely positive leadership and authenticity. It is argued that when teachers as leaders work with and for others to build communities that are relevant and meaningful they can have an impact on collective growth. The paper adopts a different approach, one that encourages the reader to engage not only at the conceptual level but to move from in inward to an outward perspective. The intention being to get the reader to make personal decisions that can have an impact at the personal and collective level. It is argued that only in this way can change be brought about.
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Czy koncepcja pozytywnego przywództwa może stać się paradygmatem w naukach o zarządzaniu?

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Karaszewski R., Lis A.
Nauki o Zarządzaniu
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2016
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issue 2(27)
72-80
EN
Paradigm is defined by Kuhn as a scientific achievement which is universally recognised in a given period of time by researchers belonging to a scientific discipline and which provides them with model problems and solutions. As regards management studies there is a debate whether this discipline is still in the pre-paradigm period of its development or it can be perceived as a multi-paradigm field. Making an assumption that there are paradigms in management studies, the statement that leadership is a key factor of the success of an organisation can be recognised as a canon. Recently, along with the development of Positive Organisational Scholarship, the concept of positive leadership has been emerging. The aim of the paper is to consider whether the concept of positive leadership can become a paradigm in management studies.
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