Transformational School Leadership Research Articles

Leading digital innovation in schools: the role of the open innovation mindset

Schools’ digitalization requires a shift of stakeholders’ mindsets, specific forms of leadership, and strategic knowledge management to deal with current and future educational challenges. The relationship between school leaders’ open innovation mindset, transformational leadership, knowledge management practices, and the effects on digital innovation are presented. A random sample of German school leaders is analyzed through confirmatory factor analysis to investigate the construct of school leaders’ open innovation mindset followed by structural equation modeling. Results show that digital innovations and transformational leadership in schools require school leaders with an open innovation mindset who foster a collaborative culture of knowledge exchange.

Transformational leadership: an examination of South Kalimantan School Principals' Leadership Style

The headmaster plays a crucial part in ensuring the school's advancement and caliber. transformational school leaders are crucial in advancing educational innovation and Restructuring. The survey was designed to get information on their opinions regarding the practice of transformational school leadership. 335 teachers at private schools who participated in this study were chosen freely due to the wide distribution of the population in South Kalimantan, as demonstrated by their willingness to complete an online survey via Google Forms. The questionnaire is used to measure transformational leadership and builds on Bass's theory (1985). It is clear from the results that transformational leadership fell into the high category. Individualized consideration, intellectual stimulation, inspirational drive, and idealized influence are all high categories, as demonstrated by the four components outlined by Bass (1985).

OPTIMIZING EDUCATION MANAGEMENT TO IMPROVE LEARNING QUALITY

This study aims to explore how optimizing educational management can improve the quality of learning through the literature review method. The research method used is a literature review, which involves the collection, analysis, and synthesis of information from various academic sources such as journals, books, research reports, and scholarly articles. The research process begins with the identification and selection of relevant literature, followed by a critical analysis of these sources to evaluate their quality and relevance. Subsequently, the collected information is synthesized to identify common themes and best practices in educational management that can be adopted to improve the quality of learning. The findings of this study indicate that strategic planning, effective organization, well-coordinated program implementation, and robust monitoring and evaluation systems are key components of effective educational management. Additionally, transformational school leadership, community and parental involvement, innovation and adaptation to technological advancements, student well-being, inclusive education, and continuous professional development for teachers also play crucial roles in enhancing the quality of education. These findings support existing theories and contemporary research in educational management, providing a comprehensive framework for improving educational quality through more effective management practices.

The role of transformational leadership in enhancing school culture and teaching performance in Yemeni public schools

This study examined the mediating effect of school culture on the relationship between transformational leadership and teaching performance in Yemeni public schools. A stratified random sample of 375 teachers from schools in Sana’a, Yemen, was selected to participate. Data were collected through questionnaires and analyzed using structural equation modeling with SmartPLS 3. The results showed that transformational leadership and a positive school culture significantly predicted better teaching performance. Furthermore, school culture mediated the positive relationship between transformational leadership and teaching performance. These findings provide valuable insights for school leaders on the critical role of school culture in achieving teaching excellence. The results also shed light on mechanisms to improve school culture and educational leadership to implement policies for better student outcomes. Thus, this study addressed a gap in research on the connections between leadership styles, teaching performance, and school culture in the understudied context of Yemen’s education system.

Impact of the Elementary School Heads Leadership Behavior on the Teacher’s Morale in School Districts of Pilar

The study focused on elementary school heads' leadership behaviors and their impact on teacher morale in Pilar's school districts, aiming to provide valuable insights into educational leadership dynamics. It outlines the objectives of analyzing leadership behavior, assessing teacher morale, determining impacts, identifying challenges, describing measures, and proposing a leadership model to address these issues comprehensively. The mixed-methods study used surveys and document analysis to examine how leadership behavior influenced teacher morale. Quantitative methods measured the impact on commitment and assessed various attitudes and challenges. Qualitative methods analyzed leadership behaviors reflected in OPCRF and described measures to address challenges. Findings indicate proactive leadership practices, contributing to positive teacher morale, yet challenges such as workload and communication gaps persist, indicating areas for improvement. Measures to address these challenges include embracing technology, fostering collaboration, and enhancing communication channels to create a supportive and conducive work environment. The proposed Adaptive Transformational School Leadership Behavior and Change Model integrates adaptive and transformational leadership theories, offering a holistic framework to address challenges and drive positive change within educational contexts. In conclusion, the study underscores the crucial role of school leadership in shaping teacher morale and organizational dynamics, highlighting the importance of supportive environments, effective communication, and targeted interventions to enhance educational outcomes and foster a conducive learning environment within Pilar's elementary schools.

Cultivating teacher innovativeness through transformational leadership and teacher agency in schools: the moderating role of teacher trust

PurposeThis paper explores the relationship between transformational principal leadership and individual teacher innovativeness, considering the mediating role of teacher agency (TA) and the moderating role of teacher trust (TT).Design/methodology/approachWe employed structural equation modeling (SEM) using survey data collected from 676 teachers at 25 schools in Turkey.FindingsThe results indicated no direct correlation between transformational leadership (TL) and teacher innovativeness but revealed a significant and positive association between TL and teachers' agency, as well as between teachers' agency and innovativeness, suggesting that TA fully mediates the association between TL and teacher innovativeness. Additionally, teachers' trust positively influenced the link between principal leadership and teachers' innovativeness, with the impact of TL on teachers' innovativeness being stronger when trust levels were higher.Research limitations/implicationsThis study contributes to the literature, providing an understanding of the mechanisms through which leadership can exert an influence on teacher innovativeness.Practical implicationsThis study also suggests that the strength of the influence is likely to vary under different circumstances. Trust among teachers appears to play a key role in the effect of school leadership on teachers, particularly when aiming to support and sustain innovativeness.Social implicationsTrust-based relationships within a school are essential for school principals to influence innovative practices. We conclude that, in the absence of trust as a key component of school climate, achieving a comprehensive understanding of the role of school leadership in fostering teacher innovativeness seems unattainable.Originality/valueThis paper expands existing knowledge regarding the effect of TL in leading teacher innovativeness by indicating the indispensable role of TA and trust.

Implementation of Transformational Leadership in Improving Teacher

Education plays an important role in nation building, through quality education the next generation can be prepared to face future challenges. Teacher performance is a key factor in realizing quality education. Teachers act as conveyors of knowledge, mentors, motivators, and role models for students. Therefore, improving teacher performance is a top priority in education management. Leadership in the school environment plays an important role in improving teacher performance, especially through transformational leadership. Transformational leadership, introduced by James MacGregor Burns and developed by Bernard M. Bass, inspires and motivates subordinates to achieve more than they thought they could. This leadership style focuses on achieving organizational goals and individual development. The implementation of transformational leadership in schools can bring significant changes in the learning and teaching environment. Transformational leaders are able to generate morale, increase commitment and foster innovation among teachers by providing a clear vision, consistent support and continuous inspiration. This research aims to explore how transformational leadership can be implemented in an educational context and its effect on improving teacher performance. Through case studies and in-depth analysis, this research provides a comprehensive understanding of the role of transformational leadership in education.

Enactment of Transformational School Leadership—Insights from Primary School and System Leaders

Transformational leadership has been proposed as an approach that can inspire effective change. How this is manifest in schools is understudied in Irish primary schools, which have undergone significant change in recent years. The focus of this qualitative research study was primary school and system leaders’ knowledge of transformational school leadership, perceived benefits, limitations, and feasibility, and how transformational school leadership actually manifests in practice. Participants were recruited using purposive sampling. In-depth interviews were carried out with principals, deputy and assistant principals, and former school inspectors, with the interviews aligned to the following research questions: (1) How can we characterize school and system leaders’ knowledge, understanding and perceptions regarding the feasibility of transformational school leadership? (2) How do transformational school-leadership behaviours manifest in primary-school settings? Data analysis yielded the following themes and sub-themes: (1) Understanding of transformational school leadership: (i) transformation, change and growth, (ii) relationships, (iii) vision, mission, and goals, (iv) leading; (2) Perceptions of feasibility of transformational school leadership: (i) realism, (ii) people and relationships, (iii) practical challenges; (3) Benefits of transformational school leadership: (i) aspiration, (ii) culture, (iii) motivation and modelling, (iv) school community, (v) delivering quality learning; (4) Limitations of transformational school leadership: (i) personality, (ii) pressure, (iii) slow process, (iv) unexpected variables; (5) Manifestations of transformational school-leadership: (i) idealised influence, (ii) inspirational motivation, (iii) individualised consideration, (iv) intellectual stimulation, (v) school development, (vi) improving curricular offerings. Participants’ positive disposition to transformational school leadership was encouraging and suggests the need for further research, specifically to examine potential synergies between transformational and distributed school leadership.

Transformational Leadership of Pesantren as a Role Model for Contemporary Islamic Education Institutions

This study aims to find out about the transformational leadership of Islamic boarding schools as role models in contemporary Islamic educational institutions dan and knowing the characteristics of Islamic boarding school transformational leadership. This research method is library research. Library research is research in which the data or materials needed to complete research come from the library in books, encyclopedias, dictionaries, journals, magazines and so on. The results of this study indicate that the transformational leadership model of pesantren as a role model for contemporary Islamic educational institutions must have four dimensions: charismatic leadership, a leader who can make his followers admire, respect, and trust him. Inspirational motivation leadership, leaders who can articulate clear expectations from all members. Intellectual stimulation leadership is a leader who can develop new ideas from his subordinates. And individualized consideration leadership is a leader who always listens to the aspirations and inputs of others. This research provides practical implications and policy recommendations for Islamic boarding schools and other Islamic educational institutions that wish to adopt transformational leadership strategies. With a better understanding of the role of transformational leadership in Islamic boarding schools, it is hoped that Islamic boarding schools can continue to develop as models of contemporary Islamic education that are relevant and competitive in today's digital era

Enhancing School Organizational Health: Exploring the Nexus of Professional Development, Transformational Leadership, and Cultural Intelligence in Indian and Ethiopian Secondary Schools

Enhancing School Organizational Health: Exploring the Nexus of Professional Development, Transformational Leadership, and Cultural Intelligence in Indian and Ethiopian Secondary Schools

Transformational leadership and job satisfaction in vocational high schools in Türkiye: a multilevel mediation model of teacher professional learning and self-efficacy

PurposeIn recent decades, researchers have increasingly begun to study the effects of transformational leadership on various teachers’ attitudes in K-12 settings. However, studies on the effect of transformational leadership on the job satisfaction of vocational high school teachers are not sufficient. Therefore, in this study, the nature of the relationship between transformational leadership and job satisfaction in Turkish vocational high schools was examined.Design/methodology/approachThe study data came from 847 teachers working at 82 state vocational high schools located in 12 regions in Türkiye. To test the research model, we conducted multilevel structural equation modeling to explore the structural relationships between transformational leadership, teacher professional learning, teacher’ self-efficacy and job satisfaction.FindingsThe analysis confirms that teacher professional learning and self-efficacy are prominent mediators in the relationship between transformational leadership and job satisfaction in Turkish vocational high schools.Originality/valueThe present study is expected to contribute to the body of research focusing on the effects of transformational leadership on job satisfaction in vocational high schools. Implications for theory, practice and policy are discussed.

Transformational Leadership in Chinese K12 Private Schools: A Literature Review

Transformational Leadership in Chinese K12 Private Schools: A Literature Review

Principals' Transformational Leadership Style in Public Senior Secondary Schools in Oyo State: Challenges and Prospects

The learning environment is greatly impacted by the leadership styles of principals, largely because of the fast-growing population and rising demand for high-quality education. Principals who choose transformational leadership can promote significant change and establish their schools as centres of excellence for learning and personal development as the global education landscape changes. The paper examines the opportunities and difficulties related to the transformational leadership approach used by principals in public senior secondary schools in Oyo State. The current state of transformational leadership practices among principals in public senior secondary schools in Oyo State was examined alongside the challenges they face and potential solutions. A comprehensive literature research was carried out to shed light on the advantages and challenges associated with the transformational leadership style of principals in Oyo State's public senior secondary schools. Based on the paper, principals encounter challenges such as resistance to change, resource constraints, teacher professional development, parent and community expectations and administrative obstacles while the prospects are cultural shift towards collaboration, creative resource management, empowered teacher leadership, community engagement and support and advocacy for educational reform. The Position Paper provides a more comprehensive and nuanced understanding of the challenges relating to transforming leadership in different learning environments, as well as an insight which can benefit education policymakers, administrators and researchers. In conclusion, this paper calls for collective efforts from all stakeholders in the education sector to promote and support transformational leadership in public senior secondary schools in Oyo State.

Examining the Mediating Role of School Culture on the Relationship between Transformational Leadership, Teacher Commitment and Organizational Change in Elementary School

This study examines the mediating role of school culture on the relationship between transformational leadership, teacher commitment, and organizational change in elementary schools. This study used a quantitative Structural Equation Modeling approach to test the variable model. The subjects of this study were elementary school teachers in Surabaya city, with a total sample of 253. The research instrument used a 5 Likert scale and analyzed data using structural equation modeling. The results showed that transformational leadership and teacher commitment simultaneously and partially affect organizational change. Transformational leadership and teacher commitment also affect school culture. School culture played a role as a mediator in seeing the effect of teacher commitment on organizational change. Furthermore, school culture did not play a role as a mediator in measuring the effect of transformational leadership on organizational change.

Survey on Transformational Leadership Models in Improving the Quality of Academic Services of Elementary Schools

This study aims to identify how the transformational leadership model in improving the quality of academic services implemented in elementary schools. This study was conducted using survey methods and interviews with 50 elementary school teachers in Sumedang, West Java Province, Indonesia. This study aims to find out how implementing transformational leadership in elementary schools improves academic services across different dimensions, aiming to identify the average improvement. The findings indicated that the overall dimensions of the transformational leadership model were rated as good. These dimensions include idealized influence (charismatic), intellectual stimulation, individual consideration, and inspirational motivation. While not achieving a perfect score, it is anticipated that the average scores across these four dimensions of the transformational leadership model will significantly contribute to improving the quality of academic services in elementary schools.

Previous Research and Introspection: A Literature Review of Transformational Leadership in Chinese K12 Schools

Previous Research and Introspection: A Literature Review of Transformational Leadership in Chinese K12 Schools

Transformational leadership and teacher well-being: A systematic review

Teachers play a significant role and face diverse challenges everyday, therefore escalating the research of teacher well-being and its factors, with leadership being one of them. This review aims to summarize the findings focusing on the differences and teacher’s perspectives on teacher well-being and transformational leadership in schools. The review consists of peer reviewed articles from 2012 to 2021, with kindergarten to high school teachers as participants. Several databases were used, which are Scopus, Science Direct, PsycInfo, World of Science (WoS) Journal, PubMed, SAGE journals, Education Resources Information Centre (ERIC), and Garuda. Articles were selected using preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and 10 were included in the qualitative synthesis. Studies showed that transformational leadership positively correlated with teacher well-being. Research regarding the efficiency of transformational leadership’s each aspect in increasing teacher well-being can be interesting to study in the future.

Evaluating the Intellectual Structure of the Knowledge Base on Transformational School Leadership: A Bibliometric and Science Mapping Analysis

Transformational leadership has been persistently studied in the educational administration field considering that it can be a viable tool to respond to the increasing demands on school systems for greater effectiveness. As a result, a rich knowledge base has been accumulated. Our study aims to investigate this knowledge base by combining bibliometric and science mapping analysis so as to exhibit its intellectual and conceptual architecture, and to reveal the strategic themes that emerged during the scientific evolution of transformational school leadership (TSL). 300 articles retrieved from the Scopus database were included in the analysis. The thematic evolution analysis was performed using the SciMAT software over three time periods: the Incubation Period (1989–2009), the Development Period (2010–2020), and the Maturation Period (2021–2022). The findings show that research during the Incubation Period mostly attempted to conceptualize TSL while it mostly focused on principals, instructional leadership, and self-efficacy during the Development Period. The mentoring theme emerged during the first period but disappeared later without being fully-developed. Teacher leadership emerged as a weakly-addressed theme during all periods. Work-family conflict and digital competencies were the two prominent themes during the Maturation Period while online learning and learning culture were found to be the emerging themes. The findings suggest significant implications for the sustainable development of the TSL research field.

Transformational school leadership: a systematic review of research in a centralized education system

PurposeThis study intends to systematically review empirical evidence on transformational school leadership (TSL) in a centralized educational context.Design/methodology/approachThe study includes a topographical mapping and a narrative review of thirty-seven research articles published in Turkey between 2000 and 2021. The review strategy included systematically searching the Turkish Academic Network and Information Center (ULAKBIM) and Scopus. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram guided the review and reporting process.FindingsThree key themes emerged: (1) perceptions, attitudes and behaviors; (2) psychological resources, learning and innovation and (3) school climate and culture. The results indicated that the research evidence on TSL in the review did not correspond well with the evidence on TSL in non-Western contexts. The authors also discussed the state of research narratively to provide an overview of the topical foci and methodological and conceptual trends.Research limitations/implicationsFirst, although the databases of the study are claimed to be regularly updated locally, these two search databases may inevitably have missed some journal articles relevant to the inclusion criteria. A possible solution is to include more databases like ERIC, PsycArticles, SAGE, ScienceDirect, PsycINFO, Web of Science and ProQuest. Second, the authors decided to limit the exploration of journal articles on transformative leadership to peer-reviewed journal articles. The authors might have missed a wider range of insights available in book chapters, books, research papers, dissertations and gray literature. Third, as there were many levels of research foci, the authors did the coding on research foci and methods. However, the approach may not allow authors to explore the relationships between research foci and method design. One possible solution is to do all coding in one file so that more complex analysis can follow. Finally, the authors agree that TSL is only one leadership style that is related to leadership effectiveness and that effective leadership is multi-faceted and requires a combination of leadership styles. Accordingly, the evidence in the study sheds light on only one dimension of leadership effectiveness.Originality/valueOur review is part of an effort to demonstrate the importance of a culturally-situated understanding of TSL and to develop a globally validated knowledge base. It identifies and summarizes research in a non-Western school context defined by centrality, lack of autonomy and accountability.

The Impact of Transformational School Leadership on School Staff and School Culture in Primary Schools—A Systematic Review of International Literature

The purpose of this review is to examine transformational school leadership, responding to the question: ‘What is the research evidence in the international literature pertaining to the impact of transformational school leadership in primary schools on school staff and school culture?’. This review presents a synthesis of 15 studies performed between 2012 to 2022. The data are presented within a framework constructed from the dimensions and characteristics of transformational school leadership. They show transformational school leadership as a positive leadership style with a close interconnection between positive impact of transformational school leadership for school staff and for an enhanced school culture. An increased motivation in staff and the fostering of more positive school culture were found to be the leading impacts of transformational leadership on school staff and culture in this systematic literature review.