Transformational Leadership Practices Research Articles

The impact of transformational leadership on classroom interaction in UAE secondary schools

AbstractDepartment heads play a critical role in executing school plans, particularly in adopting contemporary instructional methods, integrating technology, assessing student progress, and maintaining high standards of classroom interactions. They facilitate essential interactions within the classroom, spanning teacher-student, student–student, and student-content interactions, aligning with transformational leadership practices. This study explores the influence of department heads' transformational leadership on classroom interaction, mediating teachers' teaching experience in enhancing leadership capacity. Using a straightforward random sampling procedure, 374 teachers from 226 privately owned secondary schools were selected. Descriptive statistics were employed to represent the extent of department heads' engagement in transformational leadership practices. Findings indicate that teachers' role in clarifying activities and assignments to encourage classroom involvement received the highest average rating, emphasizing the importance of diverse instructional approaches. The study reveals a significant, positive influence of teachers' years of experience as a moderating factor in the relationship between department heads' transformational leadership and classroom interaction. A positive correlation was observed between student–teacher interactions and department heads' use of transformational leadership practices, with teachers' experience levels shaping these relationships. Notably, the study suggests that teachers' experience partially affects this phenomenon. The research concludes with recommendations for policymakers and educators to leverage their pedagogical expertise in fortifying the impact of school leadership on heightened student participation within the classroom.

Professional learning activity in and of teacher teams: multilevel assessment of how transformational leadership, goal interdependence, and collective efficacy affect information sharing

Engaging in learning with colleagues is paramount for teachers to enhance students’ learning. To be effective and sustainable, it requires engagement both by individual teachers as well as whole teams. Surprisingly however, research examining learning activity as a characteristic of individuals in teams and a property of teams, as well as their antecedents on both levels, is still scarce. This study examined how perceptions of transformational leadership, as mediated by goal interdependence and collective-efficacy, facilitate teachers’ engagement in information sharing, and whether effects are similar for individuals and teams. Questionnaire data were analyzed using multilevel structural equation modelling. Results showed that individual engagement in information sharing and individuals’ perceptions of goal interdependence were directly impacted by transformational leadership practices. Information sharing of teams, and collective efficacy, were impacted by consistent perceptions of goal interdependence. Teachers shape their learning amongst themselves in teams, with individual support from their leader.

The Influence of Motivation, Organizational Culture, and Transformational Leadership Style on Performance at Bhaktiasih General Hospital

This study investigates the influence of motivation, organizational culture, and transformational leadership style on performance at Bhaktiasih General Hospital. Utilizing quantitative analysis methods, data was collected from employees through surveys and analyzed using regression analysis. The results revealed significant positive effects of motivation, organizational culture, and transformational leadership style on employee performance with simultaneous test F count (318.779) > F table (2.16), significance of 0.001 less than 0.10 and coefficient of determination of 0.823 or 82.30%. Specifically, higher levels of motivation, a strong organizational culture, and effective implementation of transformational leadership were associated with improved performance outcomes. These findings underscore the importance of fostering a motivational work environment, nurturing a positive organizational culture, and adopting transformational leadership practices to enhance performance in healthcare settings. Understanding these factors can inform management strategies aimed at improving overall performance and quality of care in hospitals like Bhaktiasih General Hospital.

Transformational Leadership and Proactive Personality on Innovative Behavior among High School Teachers in Cirebon City

The Education Era 4.0 demands the adaptation of human resources, especially teachers, to be able to produce students who are creative, think critically, and are communicative. However, there are still challenges in changing the work paradigm of teachers and education personnel towards innovation. Innovation is the key to facing new challenges and improving educational performance. The national education curriculum emphasizes the importance of preparing productive, creative, innovative, and effective human resources. However, data shows a low level of teacher innovation in Indonesia. This research aims to explore the influence of transformational leadership and proactive personality on the innovative work behavior of high school teachers in Cirebon City. Quantitative methods were used by collecting data through questionnaires distributed to teachers. The results show that transformational leadership and proactive personality have a significant effect on teachers' innovative work behavior, indicating that leaders who practice transformational leadership and teachers with proactive personalities tend to be more innovative in their work. These findings provide implications for organizational leaders in encouraging innovation in educational environments

Transformational Leadership, Secondary Traumatic Stress, and Burnout of Child Welfare Workers: Multilevel Moderation Effects.

This study examines the moderating effects of distant leader's practice of transformational leadership on the relationship between secondary traumatic stress (STS) and burnout among child welfare workers. Caseworkers and supervisors in a Midwest U.S. state (N = 210) rated their regional director's use of transformational leadership skills using a survey. Given the nature of the clustered data, multilevel modeling was employed to examine the main effects of transformational leadership on worker burnout and its cross-level interaction effect on the association between worker STS and burnout. Multilevel modeling demonstrated that worker burnout was positively associated with STS and negatively associated with organizational-level transformational leadership. The cross-level interaction between transformational leadership and STS was significant. Specifically, the positive association between workers' STS and burnout decreased as transformational leadership increased. These findings suggest that organizational approaches such as transformational leadership can influence workforce results. Further research will guide child welfare policymakers to develop more sophisticated training programs in leadership skills and strategies.

Influence of Headteachers' Transformational Leadership Attributes on Academic Performance: A Case of Private Secondary Schools in Uganda

School demographics have changed in recent decades, and so has the type of leadership needed to successfully lead the rapidly changing schools of this Century. School leadership shapes all other variables such as good curriculum, quality teaching, and academic performance. This study was carried out in selected private secondary schools in Uganda. After the realization that investment in private secondary schools exposed the decline of previously well-performing public schools and contributed to the rise of some private schools. The aim was to establish the influence of transformational leadership on academic performance in private secondary schools among other influencers of school effectiveness. A multi-leadership questionnaire was used to gather information from 276 schools, 425 teachers and Directors of studies in the central region of Uganda because this region has the majority of performing, average and underperforming schools. It also has schools in Urban, Rural and semi-urban and it is considered to be the epicentre of educational institutions in the country. Multiple regression analysis was performed to determine the influence of headteachers’ transformation leadership attributes on academic performance at UCE and UACE in private schools for the year 2017-2019. The findings indicated that the headteachers’ transformational leadership attributes of Idealized influence and Inspirational motivation influence academic performance with standard beta coefficients of 0.154 and -0.140 which suggested that that a unit increase in Idealized influence increases academic performance at UCE by 15.4% in private schools in Uganda while a unit increase in Inspirational motivation decreases academic performance at UCE by 14.0%. At UACE idealised influence and Intellectual stimulation were found to have a significant relationship with UACE performance in private secondary schools in Uganda. The standardized beta coefficients for Idealized influence and Intellectual stimulation were -0.144 and 0.129 respectively suggesting that a unit increase in Idealized influence decreases academic performance at UACE by 14.4% in private secondary schools in Uganda while a unit increase in Intellectual stimulation increases academic performance at UACE by 12.9%. The study concludes that transformational leadership has a significant influence on academic performance in private secondary schools. The study recommends that policymakers and investors in Uganda's Education System should closely monitor the school's alignment with the transformational leadership practices for sustainable academic performance in private secondary schools

Transformational Leadership and Crisis Management Practices of Cebu Technological University-Tuburan

In making important decisions, especially during times of crisis, it is likely that leadership style cannot be disregarded (Faeq & Ismael, 2022). This study aimed at determining the transformational leadership style of school administrators and its influence to the crisis management practices of CTU as a higher education institution utilizing quantitative research focusing on descriptive survey where it used a survey questionnaire in order to describe the demographic profile to the respondents, transformational leadership style of the school administrators and the effective implementation of crisis management. Respondents were chosen using the sample determination on Slovin formula. Data were collected using the adopted questionnaire from Donmez and Toker’s (2017) and Crises Management Practices adopted from The change leader, Inc. (2007). It was revealed that age and gender are diverse, probationary employees are greater in number, new and rank and file employees dominates the workforce. Furthermore, transformational leadership styles are evident among administrators, and crisis management practices are well-implemented. Gender and civil status have no direct influence to the perceived transformational leadership styles, but age, employment status, length of service and current position does. Transformational leadership significantly influence crisis management practices in CTU-Tuburan. It can be concluded that sound decision can be made when leaders possess transformational leadership style. Hence, this calls for sustainability and consistency from the top management.

The mediating role of quality of work life and organizational commitment in the link between transformational leadership and organizational citizenship behavior

In this modern era, schools require Organizational Citizenship Behavior (OCB) of organization members as one of the determining elements for the smooth process of achieving school goals. Leadership can transform an organization's entire potential as a learning community towards better organizational change, which is needed to increase OCB. This article aims to analyze the direct and indirect relationship between transformational leadership (TL) and OCB with quality of work-life (QWL) and organizational commitment (OC) as mediators. Another aim is to analyze the role of QWL as a mediator of the relationship between TL and OC. The research sample was 165 permanent teachers from several high schools in Madiun City. Research data was collected through questionnaires, and Structural Equation Modeling (SEM) was used for data analysis. The data analysis results prove a significant direct relationship between TL, QWL, and OC with OCB in a positive direction. The results of testing the role of mediating variables contribute to the novelty of this research, namely: 1) QWL partially mediates the relationship between TL and OC, as well as the relationship between TL and OCB; 2) OC partially mediates the relationship between TL and OCB. The analysis results indicate that increasing teacher OCB can be done effectively through increasing transformational leadership practices, programs to improve the quality of work-life, and increasing teacher organizational commitment.

Investigating the Impact of Transformational Leadership by Teachers on Student Creativity in Chinese Higher Vocational Colleges: A Theoretical Framework

This study investigates the integration of transformational leadership and teacher leadership and creativity in Chinese higher vocational education against the backdrop of the nation's ambitious industrial modernisation. Acknowledging the pivotal role of teacher leadership in educational quality, this study examines the potential of transformational leadership practices to enhance creative competencies among students identified by the World Economic Forum as a critical skill for 2025. Through a quantitative methodology, data were collected data from 1034 students across public and private vocational colleges in Jiangsu Province, employing the Multifactor Leadership Questionnaire (MLQ 5X) and the Personal-Environment Fit Creativity Scale (PEFSC) to gauge perceptions of teacher leadership behaviours and student creativity. Anchored by Bass and Riggio's Transformational Leadership Theory and Csikszentmihalyi's Systematic Theory of Creativity, this study constructs a dual theoretical lens to explore this dynamic. Anticipated outcomes include the formulation of a robust framework for teacher professional development aimed at refining teaching strategies and fostering an environment conducive to creative thinking. The implications of this study extend its utility beyond the Chinese context, offering a blueprint for integrating transformational leadership into educational practices globally, thereby enriching the discourse on the impact of leadership on student creativity.

Job Satisfaction as a Mediating Variable between Transformational Leadership Style and Work Environment on Organizational Commitment at Maternity Clinic in Purwokerto

Aims: This study examines the role of job satisfaction as a mediating variable between transformational leadership and work environment on organizational commitment.
 Study Design: This study uses a quantitative approach with a questionnaire data collection method.
 Place and Duration of Study: This research was conducted on employees of the Maternity Clinic A and Maternity Clinic B in Purwokerto, totaling 140 respondents from 212 employees, between December 2023 – January 2024.
 Methodology: This study was conducted on employees of Maternity Clinic A and Maternity Clinic B in Purwokerto, as many as 140 respondents out of 212 employees, between December 2023 - January 2024.
 Results: By using a significance level of 5%, the results of the analysis calculations prove that Transformational Leadership, Work Environment and Job Satisfaction have a positive and significant effect on Organizational Commitment. Transformational Leadership and Work Environment have a positive and significant effect on Job Satisfaction Commitment. And the mediation results show that Job Satisfaction cannot mediate the relationship between Transformational Leadership and Work Environment on Organizational Commitment.
 Conclusion: The results of this study indicate that leaders who implement good Transformational Leadership and Work Environment practices can increase Job Satisfaction, but cannot significantly increase Organizational Commitment.

Transformational Leadership In Public Sector Innovation; Toward An Elderly-Friendly City

The article examines the role of transformational leadership in public sector innovation, specifically in addressing the challenges of managing older people to build an elderly-friendly community. The research focuses on the leadership of Jambi Mayor in employing innovation to realize Jambi as an Elderly-Friendly City. This is a descriptive qualitative study that aims to identify new information related to the transformational leadership of Jambi Mayor in innovating an Elderly-Friendly City. The authors identified transformational leadership as a major style in carrying out innovation. The study found that Jambi City is continuously promoting the importance of creating elderly-friendly cities and communities through the leadership of its Mayor. The study found that transformational leadership practices played a significant role in the process of making Jambi City an Elderly-Friendly City. The mayor motivated civil servants to improve their attitudes and assumptions towards public health services. The research concludes that leadership styles have a direct impact on the level of innovation adopted and the success or failure of strategic responses.

The Degree to Which School Principals within the Green Line Practice Transformational Leadership and its Relationship to Motivation among Teachers from their Point of View

The study aimed to identify the degree to which school principals within the Green Line practice of transformational leadership and its relationship to motivation among teachers from their point of view. The correlational descriptive methodology was used. The study sample consisted of (424) teachers in schools of the Triangle Region within the Green Line who were randomly chosen, and a questionnaire to measure the practice of transformational leadership, and a questionnaire to measure the level of motivation were used after assuring their validity and reliability. The results showed that the degree of school principals’ practice of transformational leadership was high. The level of motivation among teachers was high and that there was a positive statistically significant correlation between the principals’ practice of transformational leadership and the level of motivation among teachers. The study recommended maintaining the high level of school principals' practice of transformational leadership and supporting teachers financially and morally in order to maintain their high level of motivation.

Headteachers' Transformational Leadership and its Influence on Academic Performance: A Case of Public Secondary Schools in Uganda

Leadership style is an important aspect of students' academic performance in schools. Transformational leadership style is associated with students' academic achievement in Uganda's public secondary schools. The aim of this paper was to examine the influence of transformational leadership attributes on academic performance in public secondary schools in Uganda. Specifically, the study investigated the influence of transformational leadership attributes on academic performance at UCE and UACE in public secondary schools. The research was underpinned by the transformational leadership theory pioneered by James McGregor Burns and supported by Bass. The study was anchored on the positivism philosophy and guided by a correlation survey design with a quantitative research method. A multi-stage sampling technique was used to select 163 public secondary schools from a total sample of 253 public secondary schools, registered with the Ministry of Education and Sports in Uganda's central region. Primary data was collected using structured questionnaires. Data was analysed through descriptive and inferential statistics. Hypothesis testing was done at 5% significance level using the multiple linear regression model. The study established that transformational leadership is a significant predictor of academic performance both at Uganda Certificate Education (Ordinary level) and Uganda Advanced Certificate Education (Advanced level) through idealised influence, intellectual stimulation, individualised consideration, and the control variables. The study concludes that transformational leadership has a significant influence on academic performance. The study recommends that policymakers and strategists in Uganda's Education Ministry should closely monitor the school's alignment with the transformational leadership practices of head teachers for sustainable academic performance in public secondary schools

Exploring Transformational Leadership Practices among School Leaders in Korean Schools

This study explored transformational leadership practices among school leaders in Korean Schools specifically in Baguio City, Philippines. Utilizing a combined-method approach, the respondent pool consisted of 20 school heads and 108 teachers from three Korean schools in Baguio City and La Trinidad, carefully selected through purposive sampling. The data collection process encompassed dual sets of questionnaires and interviews tailored for both school heads and teachers. The gathered data was processed using frequency counts and percentages, weighted mean, F-test, and Pearson correlation which formed the basis for the discussion and interpretation of data in the results and discussion section of the paper. Findings revealed consistent engagement in highly practiced transformational behaviors, with a notable emphasis on clear communication, continuous support, coaching, and mentorship. Education level and tenure of service emerged as key factors, indicating a significant effect on leadership practices and their impact on teachers. However, challenges such as resource constraints pose hurdles that need addressing. Recommendations include recognition programs for academic accomplishments, fostering intergenerational collaboration, and implementing personalized coaching and mentorship initiatives to enhance leadership effectiveness. Strategies to overcome resource constraints involve exploring partnerships and optimizing resource utilization for sustainable transformational leadership practices. The Korean schools may implement suggested strategies, promoting the effectiveness of school head transformational leadership practices and ultimately contributing to a thriving educational environment.

Three Transformative Leadership Practices

Three Transformative Leadership Practices

The Role of Charismatic Leaders in National and Liberation Movements: A Comparative Study of Mahatma Gandhi and Mullah Mustafa Barzani

This study investigates the essential roles played by charismatic leaders in national and liberation movements, specifically examining the contrasting leadership approaches of Mahatma Gandhi during India's independence struggle and Mullah Mustafa Barzani in the Kurdish liberation movement. Through a comprehensive comparative analysis utilizing historical literature, primary sources, speeches, and biographies, the research endeavors to illuminate both the similarities and disparities in their leadership styles, strategies, ideologies, and impacts on their respective movements. Essential areas of investigation encompass the genesis and evolution of their charismatic authority, methods employed for mobilization and resistance, dynamics of relationships with followers and adversaries, and the lasting legacies they left behind. By drawing upon theoretical frameworks from disciplines such as leadership studies, political science, and sociology, this study aspires to deepen our comprehension of the intricate dynamics of charismatic leadership within the context of national and liberation movements. It aims to offer valuable insights into historical trajectories and contemporary leadership contexts, with a particular emphasis on the ongoing struggle for social justice and human rights. Through meticulous examination and analysis, this research endeavors to contribute to the scholarly understanding of effective leadership strategies in navigating complex socio-political landscapes, ultimately aiming to enrich our knowledge of transformative leadership practices in the pursuit of societal change.

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.

Organizational Change Through Transformational Leadership Practices: The Principal's Role

Organizational Change Through Transformational Leadership Practices: The Principal's Role

Reimagining mentorship for doctoral student success: the potential utility of transformational leadership practices

ABSTRACT Doctoral student attrition has negative consequences for students, institutions, and society. Unfortunately, doctoral student attrition rates vary widely based on institutional and doctoral student characteristics, ranging from 30–70%. This conceptual article seeks to address the issue of doctoral student attrition through the use of transformational leadership behaviors. First, this paper presents an overview of factors influencing doctoral student success, with an emphasis on mentorship. Second, this paper identifies key characteristics of successful or productive doctoral students. Third, this paper proposes the use of transformational leadership to inform faculty mentorship of doctoral students. Lastly, the four components of transformational leadership will be applied to the key characteristics of doctoral student success or productivity.

Linking School Principals’ Transformational Leadership Practices and Teachers’ Innovative Work Behaviors in a Centralized Educational System

The primary objective of this research was to examine how transformational leadership practices employed by school principals in a centralized educational system influence teachers' innovative work behaviors. Our focus was on investigating the extent to which principals' leadership practices could predict and enhance teachers' innovative behaviors in Türkiye. Furthermore, we aimed to identify specific leadership practices that have a significant impact on promoting teachers' innovative behaviors. To achieve these goals, a correlational research design was adopted, and multiple regression analysis was conducted in prediction model. A total of 323 teachers participated in the study. Through our analysis, we discovered that certain transformational leadership practices exhibited by school principals had a noteworthy association with teachers' innovative work behavior. Specifically, inspiring a shared vision, challenging existing processes, and serving as role models were identified as crucial leadership behaviors in fostering innovation among teachers. On the other hand, while encouraging the heart and enabling others to act were found to be important, they were comparatively less influential in driving innovative behaviors among teachers. By considering the amount of variation explained in various regression models, we can confidently assert that principals possess the potential to significantly enhance teachers' innovative work behavior. These findings carry important implications for policy and practice in the realm of education, particularly within a centralized educational structure. It is essential to recognize and prioritize the cultivation of transformational leadership practices that promote innovation among teachers, as this can positively impact the overall effectiveness of the educational system.