Transformational School Leadership Research Articles

Transformational Leadership and Educational Innovation

This study explores the relationship between transformational leadership and educational innovation in primary and secondary schools. The study used a qualitative phenomenological research design and conducted in-depth interviews with six school heads in Toledo City Division. The results of the study show that transformational leadership plays a critical role in promoting and supporting educational innovation in schools. Transformational leaders empower teachers and other stakeholders to participate in the implementation of educational innovation initiatives and create a positive and supportive learning environment that fosters growth and development. The findings of this study provide valuable insights for educational leaders, policy makers, and practitioners on the importance of transformational leadership in promoting and supporting educational innovation in schools.

Transformational school leadership and the COVID-19 pandemic: Perceptions of teachers in Cyprus

The role of contextual factors has been highlighted in the school leadership literature. This points to the importance of examining the extent to which leadership models apply to, or are useful in, specific contexts. The paper investigates the extent to which school leaders adopted transformational leadership behaviours and practices during the pandemic crisis based on the perceptions of teachers. Qualitative research was conducted with 30 primary school teachers in Cyprus. The findings of the research show that overall, school leaders used behaviours and practices associated with transformational leadership to a great extent. Of the five transformational leadership dimensions proposed by Bass and Avolio, teachers were more likely to report weaknesses in the area of individualised consideration. Moreover, the perceptions of teachers suggest that the behaviours and practices of school leaders during the pandemic crisis can be linked to different leadership conceptualisations and/or models. The paper provides implications regarding educational policy and practice.

Exploring the Impact of Transformational School Leadership on Teacher Job Satisfaction

The purpose of this study is to explore the impact of transformational school leadership on teacher job satisfaction. Using a mixed-methods approach, the study aims to identify the extent to which transformational leadership practices implemented by school principals contribute to teacher job satisfaction and retention. The study will involve conducting surveys and focus group interviews with teachers in schools led by transformational school leaders. Quantitative analysis will be conducted on the survey data to identify correlations between transformational leadership practices and teacher job satisfaction. Qualitative data collected from the focus group interviews will be analyzed to provide more in-depth insights into the experiences and perspectives of teachers. The study is expected to contribute to the understanding of the relationship between transformational school leadership and teacher job satisfaction. The results may inform the development of evidence-based practices for school principals to enhance teacher job satisfaction and retention, which can ultimately lead to improved student outcomes.

Link between transformational leadership and teachers organizational commitment in Addis Ababa government secondary schools

Link between transformational leadership and teachers organizational commitment in Addis Ababa government secondary schools

Principals’ digital transformational leadership, teachers’ commitment, and school effectiveness

ABSTRACT The knowledge about principals’ digital transformational leadership in schools is scarce. This lacuna is problematic because recently many countries switched to remote schooling and online learning models during the COVID-19 pandemic. The new situation changed the principal’s role to one of distant digital leadership, working with teachers and students remotely. The present study aims to investigate principals’ digital transformational leadership and its outcomes. The research is based on data from 380 teachers in Bahrain. The findings and their implications for effective remote schooling are discussed.

Liderlik Stilleri, Okul Kültürü ve Okul Dinamizmi İlişkisi

This research addresses the issue of how we can benefit from school culture and school principals' leadership styles in order to reach schools that respond to the needs of the 21st century and to create dynamic schools and to provide school dynamism to meet the current and possible needs of their students both today and in the future. In this direction, seeking an answer to the question in the research, "Do the leadership styles of school principals and school culture significantly predict school dynamism?". The research is a descriptive study in survey method with relational approach. Within the scope of the research, data were collected from 747 teachers working in secondary schools located within the borders of İzmir province, using multi-stage stratified proportional cluster sampling. The relationship between school principals' level of realization of leadership styles, school culture and school dynamism was analyzed using hierarchical multiple regression. The independent variables of the research are school principals' leadership styles and school culture; The dependent variable is school dynamism. The results obtained from the research explain how we can benefit from the school principals' leadership styles and school culture to ensure school dynamism. In the research, it has been concluded that the highest contribution to school dynamism is made by the transformational leadership in schools where the culture of duty, success and bureaucracy is dominant, and the leadership that allows freedom, being negative in schools where the support culture is dominant. According to partial correlations and explained variance values in the study, it was seen that the effect of task and success culture on school dynamism was higher than support culture and bureaucratic culture. The research offers suggestions for school principals to think and act on their leadership behaviors and school culture in order to ensure school dynamism.

Transformational leadership effect on teacher performance in Asia: A meta-analysis

Transformational leadership is a leadership style that prioritizes commitment values, patterns, and performance to achieve organizational goals needed in the 21st century. This leadership style is widely applied in developing countries and has the best educational status in the world, such as in Finland and the United States. Researchers have recommended that transformational leadership is an important aspect of teacher performance; however, whether the effect varies across related studies and the robustness of the overall effect size remains unclear. A meta-analysis technique was used to synthesize the results from 65 independent studies and investigate the overall relationship between transformational school leadership and the three measures of teacher performance. This study found that, in terms of the average influence measure, transformational school leadership positively influenced teacher job satisfaction, commitment, and self-efficacy
 
 Keywords: Transformational leadership, teacher performance, meta-analysis

Transformational leadership and teachers’ use of differentiated instruction in Serbian schools: investigating the mediating effects of teacher collaboration and self-efficacy

ABSTRACT Teachers around the world are expected to respect the diversity of students and differentiate instruction. Therefore, it is important to identify factors that are related to the use of differentiated instruction. The aim of this study was to examine the indirect effects of transformational school leadership on teachers’ use of differentiated instruction. Data were collected from 314 Serbian teachers who work in different school settings. Structural equation modelling with latent variables showed that teacher collaboration and self-efficacy had significant direct effects on the use of differentiated instruction. Transformational school leadership positively predicted differentiated instruction via teacher collaboration. Moreover, the obtained results revealed that both teacher collaboration and self-efficacy mediate the relationship between transformational school leadership and teachers’ use of differentiated instruction. Implications for educational policy and practice were discussed.

Literature review of transformational school leadership: models and effects on student achievement (2006–2019)

This systematic literature review critically evaluates 14 empirical studies published over a 14 years span (2006–2019) to answer questions about the models and the effects of transformational school leadership on student academic achievement. The analysis of the related literature utilized vote counting and narrative synthesis to delineate the status quo of the current research field. It was found that the majority of these studies were conducted in Western and English- speaking countries and these studies utilizing different research methods and models reported mixed results. Recommendations for future research directions include use of an integrated leadership framework and complexity in the study of leadership in schools.

SCHOOL PRINCIPALS’ PERSPECTIVES OF STRENGTHENING TRANSFORMATIONAL LEADERSHIP IN SCHOOLS IN QUEENSTOWN, SOUTH AFRICA

Ponte Academic JournalJul 2022, Volume 78, Issue 7 SCHOOL PRINCIPALS’ PERSPECTIVES OF STRENGTHENING TRANSFORMATIONAL LEADERSHIP IN SCHOOLS IN QUEENSTOWN, SOUTH AFRICAAuthor(s): Owen Madalambana ,Mabandla Nonyashe, Dudu Christabel MantlanaJ. Ponte - Jul 2022 - Volume 78 - Issue 7 doi: 10.21506/j.ponte.2022.7.9 Abstract:This paper explored the school principals’ perspectives of strengthening transformational leadership in schools in Queenstown, South Africa. Transformational leadership theory was used to ground the paper. A qualitative approach and case study research design were used. Eight secondary schools were conveniently selected and from each school, a principal was purposefully sampled. Data were collected using semi-structured interviews. The data collected were analysed using content analysis and were presented in themes. The following are the main findings: The point of departure is that the principal and the stakeholders need to execute change in tandem with committed members thorough openness and transparency about changes to be effected. To bring change for the better in the practices of the organisation under the guidance of the principal needs consideration of organisational structures, academic programme, teaching methods and relationships among others. The principal with all the relevant stakeholders needs to adhere to distribution of leadership and enhancement of collaborative culture. This is achieved by creating the vision; support strategy and catalysing the development of every individual’s strength to move the organisation forward. Paying particular attention on developing leaders to devote their full potential on the four areas of development, namely idealised influence, individual consideration inspirational motivation and intellectual stimulation strengthens leadership transformation. These are the recommendations: Due consideration of organisational structures, academic programme, teaching methods and relationships among others are the fundamentals of school transformation. Openness to subordinates, cascading everything down to everyone, frankness and openness to all stakeholders including the community. Leaders to encourage innovation and creativity through challenging the status quo or the current views of the group about the organization. Creation of schools for the foreseeable future and use of the space as organisers for educating the young by making it more adaptable to the 21st century by adopting spaces, small learning groups, new technologies and conducive environments to both contemplation and interaction. Download full text:Check if you have access through your login credentials or your institution Username Password

Transformational Leadership and Instructional Quality during the COVID-19 Pandemic: A Moderated Mediation Analy

The school lockdown caused by the COVID-19 pandemic pushed teachers to online teaching literally overnight, which put their performance at risk. Transformational school leadership (TSL), teacher self-efficacy (TSE) and digital competencies might have played a protective role in such burdening conditions. Therefore, the present study aimed to examine the mediating role of TSE in explaining the relationship between TSL and instructional quality. Additionally, the moderating role of digital competencies in explaining the interrelations between TSL and TSE as well as between TSE and instructional quality, or the proposed mediating mechanism, was tested. The study was conducted via online survey in Spring 2020 and involved 1655 Croatian teachers. The mediation and moderated mediation analyses revealed that TSL was positively related to instructional quality both directly and indirectly via TSE. Teacher digital competencies did not moderate the proposed relationships or the mediating mechanism.

Principal leadership and school performance: Intergrating instructional and transformational leadership in South African schools context

This study aimed to examine the integration of instructional and transformational models of leadership in sustaining school improvement. The question of how the integration of instructional and transformational leadership in schools can influence learners' performance has received a significant amount of interest among researchers. Literature reviews have found two key approaches: educational and transformational leadership models to establish the most appropriate school leadership model. Therefore, this article reports on qualitative research used to arrive at an in-depth understanding of integrating instructional and transformational leadership in enhancing school performance. Data was collected through semi-structured interviews with principals in one educational province. Purposive sampling techniques were used to select participants for the study. Findings from the study established that integrating the two models had the potential to enhance learner performance. This study has shown that the integration of instructional and transformational leadership models led to a climate that promotes a culture of teaching and learning, hence increasing quality learning outcomes.

The mediating effect of teacher self-efficacy regarding the relationship between transformational school leadership and teacher agency

ABSTRACT The quality of school leaders and teachers is critical to both school development and student achievement. Thus, quality school leaders are needed for teachers to perform their assigned roles and tasks in line with the school goals. This paper examined the effect of transformational leadership behaviours of school principals on teacher agency. The study adopted a correlational research method and was conducted with 349 teachers working in primary, middle, and secondary schools of 15 cities located in eastern, central, and western Anatolia regions. Based on the variables observed in the school, path analysis was applied to analyse the relationships between implicit variables. A direct relationship was found between the transformational leadership practice of school principals and teachers’ behaviours. In addition, transformational leadership practices of school principals had a direct as well as a moderate effect on teacher agency; teacher self-efficacy led to an indirect increase on this effect.

Transformational School Leadership from a Neo-Daoist Lens

In this article, we aim to extend the existing literature on the theory of transformational school leadership through a neo-Daoist lens. Focussing on the writings of the third-century Chinese philosopher Wang Bi, we make three arguments. First, his ideas promote a transformational leader who effects change through ziran (spontaneity or natural actions). Second, such leaders inspire all of their staff to work towards a communitarian vision by exercising situational judgement and wuming (namelessness). Third, Wang’s philosophy has the potential to address a major criticism concerning the abuse of power in transformational leadership. A neo-Daoist leader does not seek to push for changes in an autocratic, divisive, and hurried manner. Instead, such a leader draws strength from contemplative practice and contextual sensitivity to foster harmonious relationships.

A Causal Model of Transformational School Leadership and Transformational Classroom Leadership on Students’ Learning Achievement

A Causal Model of Transformational School Leadership and Transformational Classroom Leadership on Students’ Learning Achievement

The Relationship between Educational Transformational Leadership and Teacher Quality at Secondary School: Total Quality Management as Mediator

This study aims to examine the relationship between educational transformation leadership and the quality of teachers in secondary schools, as well as to identify the impact of total quality management practices on the relationship between both variables. This study used a cross-sectional survey involving 423 secondary school teachers from across Malaysia. Data were collected using questionnaires adapted from Total Quality Management Instruments, Multi-Factor Leadership Questionnaire and Malaysian Teacher Standards Instruments. This study used the Pearson Correlation inference analysis to determine the relationship between variables and SPSS Process Macro 3.0 analysis to identify mediator effects. The results show that the relationships between educational leadership and Total Quality Management practices (.768), Total Quality Management practices and teacher quality (.942), educational transformational leadership and teacher quality (.846) are all positive and significant. In addition, the Variance Accounted For (VAF) for the mediator is 64.62%. Thus, it can be concluded that Total Quality Management has a partial mediator effect on the relationship between educational transformational leadership and teacher quality in secondary schools. The findings of this study can contribute to the improvement of school management practices, specifically through the implementation of educational transformational leadership, Total Quality Management and teachers' quality. In summary, the findings suggest that educational transformational leadership and Total Quality Management can contribute to the improvement of teachers' quality.

A Review of Empirical Research on Transformational School Leadership in China (2010–2019)

Purpose: The purpose of this literature review is to investigate the effectiveness of transformational school leadership (TSL) in Chinese K–12 settings between 2010 and 2019. The main objective is to provide a comprehensive understanding of TSL research in China and identify the possible future research directions. Design/Approach/Methods: Vote counting method and narrative synthesis were applied in this review. Findings: This review found the majority of the studies were quantitative, which indicates that qualitative and mixed-method studies should be encouraged. This review also identified 12 major outcome variables, including 9 teacher-level variables, 2 school-level variables, and 1 student-level variable. Additionally, the effects of transformational leadership on these outcome variables were uniformly significant, including both direct and indirect effects. Future studies should expand the scope of school-level and student-level outcome variables, but particularly student-level outcome variables. Originality/Value: This is the first systematic review on the effectiveness of TSL research in China, which included both English and Chinese studies.

Developments in Transformational School Leadership Research: A Systematic Review

Bu calisma Turkiye’de donusumcu liderlik alanindaki ampirik gelisimin dogasini ortaya koymayi amaclamaktadir. Bu arastirma 2000-2019 yillari arasinda Yuksekogretim Kurulu (YOK) tez merkezi veri tabaninda okullarda donusumcu liderlige yonelik yayinlanan toplam 109 lisansustu tezini kapsamaktadir. Sonuclar donusumcu liderlik ile is doyumu ve orgutsel baglilik arasindaki iliskinin siklikla calisildigi gorulmustur. Bununla birlikte donusumcu liderlik ile orgutsel vatandaslik, okul kulturu, okul iklimi, informal iliskiler, duygusal zekâ, orgutsel imaj ve motivasyon arasindaki iliski bir dizi arastirmaya konu olmustur. Arastirmalarda politika yapici ve uygulayicilara mudurlerin donusumcu liderlik davranislarinin gelistirilmesine yonelik genel olarak hizmet ici egitim ve lisansustu egitim olanaklarinin sunulmasi gibi oneriler sunulmustur. Ote yandan arastirmacilara yonelik onerilerde siklikla kavramin farkli orneklemlerde calisilmasi ve nitel arastirmalarin yayginlastirilmasi vurgulanmistir. Bu baglamda donusumcu liderligin onculleri ve sonuclarinin yani sira araci ve duzenleyici etkilerin oldukca sinirli duzeyde incelenmis oldugu gorulmektedir. Bir okulun etkili olabilmesi ve ogrenci basarisina katki saglayabilmesi icin okul mudurlerinin donusumcu liderlik davranislari sergilemeleri onem arz etmektedir.

Transformational Leadership Style Training for School Leaders

This research focused on the training of school leaders in transformational leadership - which is recommended for educational leaders all over the world (Alkhasawneh, 2018) - and to determine if it impacts their leadership skills or not. Based on relevant literature and training need analysis, training was planned and given to 120 in-service school heads for one month. The research was quasi-experimental that used a one-group pre-test post-test design because no similar group was available. The experimental group was divided into two groups; public and private, for a comparison. Also, a follow-up study was conducted to keep it nearer to the experimental approach. The training delivered to the school principals comprised of selected content about the concept of leadership and transformational leadership. This content was reinforced by real-world examples and relevant leadership activities. Participants were assessed under pre-defined grading criteria that were their attendance, participation, and performance in quizzes and assignments during the training. After completion, they were observed and evaluated for their leadership skills at their workplaces and awarded with the points. This quantitative data were analyzed by using mean, standard deviation, and paired sample t-test for knowing and comparing the results. It was found that the transformational leadership style training had improved the effectiveness and leadership skills of school leaders. Similar training courses have been endorsed by training participants for enhancing the leadership styles of school leaders.
 Keywords: School Leadership, Transformational Leadership Development, School Leadership Development, Transformational Leadership in Schools

Transformational leadership and knowledge creation practices in Korean and US schools: knowledge assets as mediators

ABSTRACT This study examined a comprehensive model including transformational leadership, individual- and organisational-level knowledge assets (i.e., work engagement and a supportive learning culture), and knowledge creation practices with a cultural comparison between South Korean and US schools. The results indicated that a principal’s transformational leadership strongly affected a supportive learning culture, which is an organisational-level knowledge asset, which in turn led to knowledge creation practices in schools. From a cross-cultural perspective, a principal’s leadership directly affected knowledge creation practices of teachers in Korean schools, whereas a supportive learning culture was found to be more influential on teachers’ attitudes and behaviours related to knowledge creation in US schools. Our study contributes to a better understanding of conditions for knowledge creation practices from a cross-cultural perspective and provides several important implications for the knowledge management literature.