Abstract
School administrators’ leadership characteristics are crucial in creating a learning school. Therefore, this study aimed to examine the relationship between transformational leadership characteristics and the learning school using meta-analysis. For this purpose, individual studies suitable for inclusion criteria were determined. In this context, we examined the studies between the years 2000 and 2020 on the relationship between school administrators’ transformational leadership characteristics and learning schools. Studies including correlation coefficient, t value, and sample size were covered to calculate the effect size required for meta-analysis. A total of 20 effect sizes were included in the 19 studies. In the study, analyses of forest plots, publication bias, heterogeneity, and subgroup tests were performed. The random-effects model conducted in the study determined that the overall effect size was positive and strong. The subgroup analysis showed that the country variable was the source of heterogeneity in effect sizes, while the publication type was not. The study revealed that leadership characteristics are significant predictors of learning school and one of the most critical leadership styles to create a learning school is transformational leadership. Policymakers and practitioners have essential duties in transforming schools into learning schools. Therefore, school administrators who want to turn their schools into learning organizations should always be supported by those who produce education policies.
Highlights
Education has an important place in the progress and development of societies
To determine the effect of school administrators on creating learning organizations, this study aimed to investigate the relationship between the transformational leadership characteristics of school administrators and the learning school
It is generally accepted that school principals are the most important actors in creating a learning school
Summary
Education has an important place in the progress and development of societies. Schools, where education is carried out formally, are considered the most important educational institutions in the social context. As a fundamental education institution, the responsibility of schools is to provide individuals with the knowledge, skills, and values necessary to prepare them for the future as active members of society. M.Alanoglu, S.Karabatak should transform into learning organizations to adapt to the constantly changing world (Ababneh, 2009). Schools can provide students with the knowledge and skills by keeping their continuous learning mechanisms active. This situation necessitates the transformation of schools into learning organizations. Each student's learning style is different reveals the necessity for schools to be learning organizations (Middlewood, Parker, & Beer, 2005)
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