From leadership research to district action: Leadership styles and personal values of professors at a school of nursing

AI-assisted editorial implementation guide. Proposed district actions are separate from the original authors’ findings and recommendations. Independent peer review of this guide is not asserted.

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Evidence and transfer

Education-related source: verify which participants, institutions and outcomes were actually studied before district adoption. Source publication type: research-article. License and identity checks do not establish study quality or causality.

Original authors’ abstract, reproduced under the source license:

ABSTRACT Objectives: to identify professors’ leadership styles and personal values. Methods: a quantitative, descriptive-exploratory study. Population was made up of professors in doctoral category 1 at a public university in the state of São Paulo. Data collection took place from June to August 2021. Sociodemographic characterization was extracted, and the Leadership Team Values Assessment was applied. Data were analyzed using measures of central tendency. Results: population included 13 professors. The level that represents authentic leadership was the most prevalent. The commitment, positive attitude and trust values stood out. The level portrayed by visionary leadership was the least identified. Conclusions: professors’ personal values provide a theoretical basis for guiding and analyzing professors’ leadership styles. Leadership in the educational context must be recognized and studied to promote a more comprehensive and effective approach to developing and improving educational leaders.

Study methods

The study was approved by the university’s Research Ethics Committee. Professors were invited to participate in the research via email and, if they agreed, they were automatically directed to the Informed Consent Form (ICF), in accordance with Resolution 466/12.

Limitations

The limitation of this study is related to the study population consisting only of a hierarchical category of nursing professors within a single public university, not taking into account other categories and other higher education institutions, whether public and/or private. This opens up space for further research, in which it is possible to describe the leadership profile of professors in different scenarios and contexts.

A 90-day district inquiry

Days 1–15 · Appraise. Read the source methods, recruitment, comparator, outcomes and limitations. Record how the study setting differs from your district and which claim the design can support.
Days 16–30 · Design. Choose one school improvement question with teachers. Protect a short shared planning cycle, agree an instructional change and use a common rubric for examining student work. Agree participation, privacy protections, baseline and stopping rules before starting.
Days 31–60 · Observe. Collect the pre-agreed measures, keep a log of implementation changes and invite confidential voluntary feedback. Preserve existing support for staff and learners.
Days 61–90 · Decide. Review implementation fidelity, teacher time and independently scored student work against a recorded baseline. Examine access differences and competing explanations before attributing changes to leadership. Make a dated decision to stop, revise or extend the inquiry.

Board decision brief

Present the local problem, source setting, evidence limits, intervention, responsible owner, total cost, measured changes and uncertainty. Separate staff perceptions, implementation measures and student learning outcomes.

Attribution and reuse

Chennyfer Dobbins Abi Rached; Bianca Batista de Siqueira; Bruna Franco Massa; Caroline da Silva Fonseca Paulo; Sofia de Souza Cruz. Leadership styles and personal values of professors at a school of nursing. Revista Brasileira de Enfermagem (2024-08-26). https://doi.org/10.1590/0034-7167-2023-0333

Prepared 2026-11-07. Source authorship and DOI are preserved. The abstract and source passages are attributed extracts; this editorial guide is offered under the same CC BY 4.0 license.