Reframing Transformational Classroom Leadership in The Didactic Room

Abstract

Transformational classroom leadership is a kind of leadership in didactic room to which the notion of effective teaching widely relies on the main values of transformational leadership to which it emphasizes more on process activity in how to engage students’ achievement rather than a formal position. Teachers who position themselves for being a leader will enable them to motivate, inspire and encourage their students for getting the achievements rather than those who regard themselves as a manager who emphasizes on task relationship and direct instruction which impact to isolate students creativity. The relationship of effective teaching domains, classroom activities and transformational leadership values can be seen as an integrated framework of transformational classroom leadership. Kouzes and Pozner (1989) identify 5 behaviours of transformational leadership namely, challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. Knowing the main behaviours of transformational leadership is important to answer what transformational classroom leaders should do in fostering creativity in the classroom. In teaching, the relationship between teacher-students, students-subject matter and teacher subject-matter can not be separated one another which means that transformational classroom leadership is not only the relationship between a teacher and students but also, the relationship between teacher-subject matter and subject matter-student. Knowing the triangle of didactic room by leadership frames enables teachers to visualize and improve their leadership in their classroom. Indeed, this research used transformational classroom leadership whose the main values are always exhibited by teachers in their routinely effective teaching. Therefore, the level of understanding of teachers in the relationship between leadership frames and the didactic room will influence to the extent to which transformational classroom leadership is practiced.