This study aims to explore the conception and construct of ideological leadership (IL) as it relates to public organizations, such as public schools, and to validate a tool for its measurement in this setting.,Data was collected from 633 teachers working at 69 randomly-sampled Israeli public schools. In each school, an average of nine (SD = 2) randomly-sampled teachers completed questionnaires that measure IL, transformational leadership, organizational commitment, leader-member exchange and motivational factors. The data underwent validity and hypotheses tests.,The hypothesized presence of the personalized and socialized IL orientations among public-school principals has been confirmed. Only personalized IL predicted teachers' outcomes above and beyond transformational leadership, affecting measures of organizational commitment, leader-member exchange and controlled motivation.,New evidence supports the validity of this proposed measurement tool. New evidence also suggests that although ideology has been known to be a factor of charismatic leadership, IL in close public-school settings accentuates practices of control, rather than proselytizing coherent worldviews to teachers. This, in turn, may have a deleterious influence on work outcomes and outweigh the possible benefits of IL. Accordingly, it is suggested that school leaders should critically consider the desirability of embracing ideological zeal as part of their leadership tools.

中文翻译：

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公立学校的思想领导

这项研究旨在探讨与公共组织（例如公立学校）相关的意识形态领导力（IL）的概念和构建，并验证在这种情况下进行测量的意识形态领导力。数据来自于69位随机工作的633名教师抽样的以色列公立学校。在每所学校中，平均有九名（SD = 2）随机抽样的教师完成了问卷调查，这些问卷测量了IL，变革型领导，组织承诺，领导者与成员之间的交流以及动机因素。数据经过有效性和假设检验。公立学校校长中假设的个性化和社会化IL取向存在。只有个性化的IL才能预测教师在变革型领导之外的成果，从而影响组织承诺的衡量，领导者之间的交流和控制的动机。新的证据支持这种拟议的测量工具的有效性。新的证据还表明，尽管人们认为意识形态是超凡领导力的一个因素，但在紧密的公立学校环境中，IL强调了控制行为，而不是向教师宣扬一致的世界观。反过来，这可能对工作成果产生有害影响，并超过了IL可能带来的好处。因此，建议学校领导者应批判性地考虑将思想热情作为其领导工具的一部分的必要性。在紧密的公立学校环境中，IL强调控制的实践，而不是向教师宣扬一致的世界观。反过来，这可能对工作成果产生有害影响，并超过了IL可能带来的好处。因此，建议学校领导者应批判性地考虑将思想热情作为其领导工具的一部分的必要性。在紧密的公立学校环境中，IL强调控制的实践，而不是向教师宣扬一致的世界观。反过来，这可能对工作成果产生有害影响，并超过了IL可能带来的好处。因此，建议学校领导者应批判性地考虑将思想热情作为其领导工具的一部分的必要性。