An empirical assessment of the loose–tight leadership model: quantitative and qualitative analyses
By A. Sagie, Nurit Zaidman, Yair Amichai-Hamburger, Dov Te’eni, D. Schwartz. 2002
111 citations recorded by the source corpus.
Subfields: Communication, Organizational Behavior and Human Resource Management, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/810ccc9f13977d5dffe4618dbda9260291cee81a
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In Communication
In Organizational Behavior and Human Resource Management
In Sociology and Political Science
- Alan Bryman
- A. Somech
- J. D. Creswell
- A. Sparkes
- José F. Molina-Azorίn
- S. Borg
- A. Tashakkori
- Michael R. Harwell
Citations in the corpus
- The Impact of Participative and Directive Leadership on Teachers' Performance: The Intervening Effects of Job Structuring, Decision Domain, and Leader-Member Exchange (2006, methodology): “Finally, being effective, participative and directive leadership styles induce teachers to devise effective work processes (Kahai et al., 1997; Sagie et al., 2002).”
- Participative Decision Making in Schools: A Mediating-Moderating Analytical Framework for Understanding School and Teacher Outcomes (2010, background): “This process includes clarification of problems, information seeking, data sharing, resonance of ideas, and synthesis of viewpoints (Cannon-Bowers, Tannenbaum, Salas, & Volpe, 1995; Sagie et al., 2002), which in turn may promote cooperation and collaboration that foster educative exchanges among tea”
- Qualitative research on leadership: A critical but appreciative review (2004, background): “In four of the studies in Table 2, quantitative and qualitative data are collected in relation to different research questions or topics: Trevelyan (2001), Egri and Herman (2000), Martin, Trigwell, Prosser, and Ramsden (2003), Sagie et al. (2002) and Voelck (2003).”
- The Effects of Leadership Style and Team Process on Performance and Innovation in Functionally Heterogeneous Teams (2006, methodology): “Regarding the intervening role of the directive superior, recent studies (e.g., Kahai et al., 1997; Murphy & Fiedler, 1992; Sagie et al., 2002) have suggested that this leadership style also generates cognitive processes.”