Abstract
Leadership focusing on change and development in organizations is rare. Transforming leadership, which develops shared goals and values, and transactional leadership, which seeks compromise and consensus, are both necessary for organizational change. A case study of a long-term attempt to introduce change in a school district, related to teacher evaluation policies and procedures, illustrates that even relatively careful long-range planning of a change, and considerable concern for transactional leadership, can be only modestly successful in practice, for a variety of situational reasons. This conception of leadership, and the case study, support some assertions regarding training programs. These typically fail to address themselves to transforming leadership, and particularly the ethical and value elements which are its most important feature.
Published Version
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