How teachers' performance is impacted by transformational and instructional leadership model

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.

Introduction: The aim of the study was to investigate innovative health leadership models focusing on the improvement of the quality of life in post-acute care settings. It answered the increasing demand for successful leadership policies towards enhanced patient outcomes and service delivery.Methods: This researcher used a mixed-methods approach, performing quantitative surveys and qualitative interviews with healthcare professionals at multiple post-acute care facilities. The study reviewed data from 150 participants to assess the influence of individual leadership models on care quality and staff morale. These leadership models could include transformational, transactional, servant or a mixture of all.Results: The results showed that patient quality of life in post-acute care settings was significantly enhanced by transformational leadership models. Facilities that implemented this model reported higher patient satisfaction scores and better overall health outcomes than those using transactional and servant leadership models. Staff reported higher job satisfaction and lower burnout rates in transformational leadership settings.Conclusions: Despite which transformational model was used, the study determined that transformational leadership was the best model for post-acute care settings because both patients and staff flourished in this environment. “Transformational Leadership in Healthcare: A 360-Degree Approach” offers a thorough overview of how focusing on empathy, communication, and empowerment can improve patient care and increase job satisfaction among health care workers. In fact, the study called for adoption of transformational leadership training programs that would use the skills to develop existing and future healthcare leaders and, subsequently, enhance quality of life in post-acute-care settings.

This paper’s main objective is to determine whether transformational leadership model has an impact on the performance of state-owned enterprises in emerging economies in view of the continued underperformances by a majority of these enterprises due to a diverse contextual constraints. A positivism research paradigm and cross-sectional research design were adopted and a Multifactor Leadership Questionnaire (MLQ5) was used to collect data from the sampled 78 state-owned enterprises in Zimbabwe. The Logistics Regression and the Ordinary Least Squares methods were used to analyse data. Charisma/Role Model, Contingent Rewards and Individual Consideration traits of the Transformational Leadership model confirmed the paper’s hypothesis that Transformational leadership model has a positive impact on the performance of SOEs. Therefore, practical recommendations are that SOEs should adopt and institutionalize the transformational leadership traits such as Charisma/Role Model, Contingent Rewards and Individual Consideration traits as these positively and significantly impact on organizational outcomes which in turn can improve the performance and relevance of SOEs. The research advances new insights on leadership in SOEs operating in a challenging environment which can be extended to other African countries thereby extending research on SOEs’ contributions to other emerging economies.

Transformational leadership and performance: A longitudinal investigation

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.

A cross-cultural test of the ‘five-factor model of personality and transformational leadership’

This paper aims at considering the well-known triad of What? How? Why? somewhat anew by suggesting looking at transformational leadership for successful human resources management through the lens of coaching core competencies as the key soft skill. Arising as the strategic approach to the effective management of people, well-thought human resources management that rests on a leadership model definitely enables management of a company or organization to move ahead of the curve and gain a firm foothold in the job market. The transformational leadership model fits the framework of the research and links to the contrastive line between management and leadership.It is emphasized that management processes focus on (i) maintaining and (ii) improving performance at work, on the one hand, and on the other, unlike management, the transformational leadership model focuses on the benefits of visionary thinking and bringing about change. Following the goal in the subject matter associated with successful HR management, the Golden Circle of What? How? Why?introduced by Simon Sinek finds its way in the description analysis. The Why? sectionopens the idea for successful HR managementto move further to What?section and is accompanied with How? section in the end. The final part of the findings embodies 11 current core competencies of coaching, which illustrate how the ways of implementing the soft skills in workplace may increase HR performance, enhance seamless communication among employees and management, drive change and welcome innovation.The four objectives for successful HR management: (i) drive change within a company or organization, (ii) encourage and motivate people for personal and corporate growth and development, (iii) employ innovation including modern technologies, and (iv) lead by example, correspond to the four cornerstones in the framework for successful company or organization management via transformational leadership. They are: (i) create an inspire vision of the future for the company’s (organization’s) employees, (ii) motivate the staff to live by and deliver the vision, (iii) manage delivery of the vision, (iv) attract and retain high-class professionals and young talents, build up strong and competitive teams, create and grow ever-stronger, trust-based relationships with the employees. The toolkit of ways, techniques and approaches may derive from the current core competencies in coaching that can be groupedsimilarly to the ICF ones as follows: (i) foundation, (ii) co-creating the relationship, (iii) communicating effectively, and (iv) cultivating learning and growth.

New Dimensions of Leadership Toward a Dynamic Model: A Synthesis of Transformational and Servant Leadership

Transformational leadership, as one of the most studied leadership theories, has great potential to support and strengthen the implementation of multicultural education. Transformational leadership is characterized by a leader's ability to inspire, motivate and empower followers to achieve positive change and improved performance. Multicultural education is urgently implemented in Indonesia by considering the diversity of cultures, ethnicities, races and religions that surround it. This article discusses a school leadership model that is expected to design, foster, implement and maintain a multicultural culture in schools which in turn can form students' personalities who are friendly and respectful of differences and diversity. The author uses the literature study method by reviewing 20 journals divided into 10 national and 10 international journals. Data collection is done by sorting reference sources and scientific literature related to theories of school leadership, transformational leadership models and multicultural education, then reviewing and analyzing and presenting them in a systematic arrangement. The conclusion in this article states that transformational leadership by school principals is very important to improve the quality of education and encourage continuous improvement in schools. Principals' exemplary behaviors, such as punctuality, cleanliness and proactive problem-solving, earn them respect and positively influence school culture. Multicultural leadership in schools is interpreted as the extent to which principals implement policies, regulations and initiatives that promote a multicultural culture that is not limited to written documents but also includes the enforcement of rules and regulations.

Transformational leadership is a type of leadership that prioritizes the values and beliefs of subordinates. This type of leadership is considered suitable to be implemented in Islamic boarding schools because learning in Islamic boarding schools is based on values which are applied top-down from caregivers to administrators and then to students or santri. This method has been going on for a long time and of course now there needs to be a change because every Islamic boarding school is required to balance the value of religiosity with abilities in general knowledge like schools in general. This is because most parents entrust their children to Islamic boarding schools to educate morals with inherent religious values. So Islamic boarding schools must have the capacity to change their organization or transform into modern Islamic boarding schools that still uphold the values of local wisdom that have been built long ago by their founders. The formulation of the problem in this research is how to integrate the transformational leadership model with local wisdom to strengthen organizational capacity for change in Islamic boarding schools in Jombang, East Java, Indonesia. This research aims to 1) analyze the leadership patterns applied in Islamic boarding schools, 2) analyze the learning process implemented by administrators for students, 3) analyze the impact of changes on students related to religious and conventional knowledge, and 4) measure the readiness of Islamic boarding schools to transform according to with general education standards without abandoning the cultural values passed down from the founders. The approach in this research is qualitative where most qualitative researchers can relate to the value contained in the case study method, so that they are able to explain an organization, entity, company, or event. A case study involves deep understanding through various types of research data analysis techniques sources. Case studies can be an explanation, exploration, or describe an event. Data collection techniques in this research are observation, interviews (in-depth interviews), and documentation. The subjects in this research were caregivers, administrators and students. Meanwhile, the object is the Tebuireng Jombang Islamic Boarding School, East Java province. Data analysis techniques include data reduction, data display and drawing conclusions. The results of research at the Tebuireng Jombang Islamic boarding school have implemented a transformative leadership model while maintaining local wisdom to continue to strengthen organizational capacity for change quite well.

Summary: Confirmatory factor analysis in a large sample of nurses (N = 1059) working in Belgium was conducted to examine the dimensionality and nomological validity of Bass's (1985 ) transactional and transformational leadership model. Three transactional factors (Passive and Active management-by-exception, and Contingent reward) and three transformational factors (Charisma, Intellectual stimulation, and Individualized consideration) from the Multifactor Leadership Questionnaire (Form 5X-rater) were examined. Results showed that the six-factor solution displayed the best absolute fit indices. However, because of high interscale correlations and lack of differential relationships with criterion variables, transformational facets and Contingent reward could reasonably be combined to form a single factor, Active leadership. Complementary analyses conducted to detect potential higher-order factors in the MLQ model revealed that Active leadership is best viewed as a second-order factor subsuming transformational and Contingent reward leadership.

This study investigates the role of school principals’ instructional leadership as a predictor of teachers’ professional development. The research sample comprised 304 secondary school teachers and 19 principals in Awka South, Anambra State, Nigeria. The study adopts Hallinger and Murphy’s (1985) Instructional Leadership Model. Data were collected using the “Principal’s Instructional Leadership Practices and Teachers’ Professional Development” (PILPTPD) tool. Correlation analysis was utilized to explore the relationship between school principals’ instructional leadership and teachers’ professional development, while multiple regression analysis was employed to ascertain the predictive capacity of instructional leadership on teacher professional development. The results reveal significant associations between instructional leadership and teacher professional development and growth. Ultimately, instructional leadership emerges as a significant predictor of teacher professional development. This study contributes to the expanding literature emphasizing the nexus between principal instructional leadership and teacher professional development, shedding light on the mediating role of principals’ leadership in influencing teachers’ professional development and instructional practices.

Various styles and models of leadership can be used in nursing practice, with transformational leadership generally considered to be the most effective style. This article explores the application of Kouzes and Posner's Five Practices of Exemplary Leadership framework to the safeguarding of residents from abuse in residential care settings in the Republic of Ireland. The authors outline and critically evaluate Kouzes and Posner's five fundamental leadership practices in this context. While this transformational leadership framework offers a comprehensive approach, emphasising emotional connection and empowerment, the authors consider its practical applicability in a highly regulated healthcare environment. The authors' analysis highlights the strengths and limitations of the model in this context, particularly in fostering a culture of safety and accountability among nursing teams. They conclude that while Kouzes and Posner's model provides valuable insights, its idealistic nature may require adaptation to effectively address the complex realities of safeguarding older adults living in residential care settings.

The problem of this research is that the leadership factor still has a big influence on the development of an organization. It takes the right leadership model to manage it. This happened to the Muhammadiyah organization in branch leaders Bandung Regency. Discrepancies occur in the leadership of Muhammadiyah branch leaders between very different sub-districts. The method used in this research is descriptive method with a qualitative approach. Data was collected through observation and in-depth interviews with informants. The results of the study show that the transformational leadership model is the most suitable model to be applied in Bandung Regency. His ability to influence employees or subordinates or members is not by exploiting the power that comes from his position or the resources he controls, but by taking advantage of his intellectual advantages. Charismatic leadership is more suitable to be applied in the Muhammadiyah organization so that it becomes an inspiration for its followers. This model leader further enhances understanding and stimulates the emergence of new perspectives in seeing problems, thinking and imagining, as well as in establishing trust values. Likewise, in dealing with the work community, transformational leaders will first try to understand the status, position, expectations of employees well.

This study investigated the relationships among managerial leadership, transformational leadership, and performance of school administrators of Northern Iloilo Polytechnic State College (NIPSC) through Structural Equation Modeling (SEM). Covariance-Based SEM (CB-SEM), Confirmatory Factor Analysis (CFA) with its default Maximum Likelihood Estimation (MLE) were used to test the hypothesized model that managerial leadership covary transformational leadership which were both related to the school administrators’ performance. Results revealed that of the eight alternative models, two equivalent models, one model generates every probability distribution that can be generated by another model, Model B3 and Model D3 were generated, got the smallest Alkaike Information Criterion (AIC) and Bayes Information Criterion (BIC) indicating that both models had relatively better fit. Model B3 and Model D3 have the same degrees of freedom but feature a different configuration of paths among the same variables. However, of the two equivalent models, model B3 was rejected due to discriminant validity concerns while model D3 passed both measurement model and structural model, model D3 was confirmed and retained. As contribution to the fields of education, management and leadership, the researcher confirmed and recommends, through CB-SEM using CFA with its default MLE, the Managerial Leadership and Performance as fully mediated by Transformational Leadership Model.