Transformative Leadership: Working for Equity in Diverse Contexts

Abstract

Purpose: The purpose of this article is twofold: to delineate a theory of transformative leadership, distinct from other theories (transformational or transactional leadership); and to assess the utility of the theory for guiding the practice of educational leaders who want to effect both educational and broader social change. Approach and Methods: This article is both conceptual and empirical.The delineation of transformative leadership theory is conceptual and draws on its historical and more recent theoretical roots. To investigate it empirically, the author identified two principals from a larger study and, using a backward mapping approach, attempted to determine, using Evers and Wu’s (2006) abductive reasoning, whether transformative leadership might include “inference to the best explanation” (p. 518) for their practices. Participants, Data Collection, and Analysis: Using a set of predetermined criteria, the author selected two principals from a wider study of educators’ pedagogical conceptions of social justice. The two were studied, using multiple interviews, confirmatory interviews with others, and observations in situ, to identify practices that might conform to categories of transformative leadership theory. Findings and Implications: Transformative leadership begins with questions of justice and democracy, critiques inequitable practices, and addresses both individual and public good. The author traced the practices of these principals to determine whether they were consistent with these and other elements of transformative leadership. She then considered alternate explanations and inferred from the data the best fit for transformative leadership, thus supporting its relevance for leadership for equity, deep democracy, and social justice.