Transformational Leadership Style Training for School Leaders

SITUATIONAL AND INTERACTIONIST LEADERSHIP THEORIES

This paper examines leadership styles of secondary school principals in Cameroon, in terms of transformational, transactional, and laissez-faire leadership styles. This paper discusses the leadership styles in Cameroon and puts forward ideas for continuous improvement. A qualitative approach, using a semistructured interview, was adopted. It was conducted on ten principals, ten teachers, and ten students. Majority of respondents from schools described their principals as transformational leaders. Doubts are cast on the nature of transformational leadership in schools in Cameroon, since there is less training and development for leadership in schools.

PurposeEmpirical evidence links transformational school leadership to teachers’ autonomous motivation and affective organizational commitment. Little empirical research, however, has focused on the emotional mechanisms behind these relations. Following the argument in the literature that transformational leadership can transform followers’ emotions, the purpose of this paper is to examine whether teacher’s experience of emotional reframing by principal mediates the relationships between transformational school leadership and these work-related outcomes (i.e. teachers’ motivation and commitment).Design/methodology/approachQuestionnaires were used to collect information from 639 primary school teachers nested in 69 randomly sampled schools. The data were analyzed using multilevel path analysis software.FindingsThe results indicated that the effect of transformational school leadership behaviors on teachers’ autonomous motivation was fully mediated by emotional reframing, and that the effect of transformational school leadership on affective organizational commitment was partially mediated by it. The authors further found an indirect relationship of transformational school leadership with affective organizational commitment through emotional reframing and autonomous motivation.Originality/valueThe present study makes a unique contribution to the literature by confirming that teachers’ sense of emotional reframing is a key affective mechanism by which school leaders influence teachers’ motivation and commitment.

This study provides an insight of the relationship between principals’ transformational school leadership practices and teacher efficacy among Malaysian secondary school teachers. Data was gathered from teachers of secondary schools in the central region of Peninsular Malaysia. The self-administered questionnaires, totalling 160 copies were distributed to the respondents. Valid samples stood at 137 teachers, resulting in a response rate of 85.6 percent. The data was analysed using descriptive, correlation and multiple regression analyses to evaluate the relationship between transformational leadership practices and teacher efficacy. The analysis revealed a significant relationship between the dimensions in transformational school leadership and teacher efficacy. The findings concur with the studies done by Leithwood (1994) that there is a significant relationship between the dimensions of transformational school leadership practices and teacher efficacy. These findings are also in line with past research (Kristine & Hipp, 1997; Peagler, 2004; Ross, J. A, Gray, 2006) that the said transformational leadership contributes toward teachers’ self-efficacy. Therefore, this study strengthens the findings by engaging in similar relationship.

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.

Increased interest in leadership preparation and development is based on the fact that school leaders can make a difference in both the effectiveness and efficiency of schooling. Symptomatic of weak management systems, more than 300 secondary schools experienced turbulence in Kenya between the months of May and August in 2011 due to mismanagement resulting in the destruction of property worth millions of shillings. Various theories and models have been constructed to explain the leadership functions and suggest different approaches to leadership. A growing body of studies has shown that emotional intelligence is inherently associated with transformational leadership whose theory has highlighted the importance of leaders' influence on followers' emotional states. This study has a specific purpose of advancing and expanding research on emotional intelligence and transformational leadership in schools in Kenya. Das erh

This research investigates the impact of Transformational Leadership and Career Development on Employee Engagement, with Work Environment serving as a mediating variable. This study employs a quantitative research method, targeting employees of BBPPMPV BOE in Malang City. A sample of 144 participants was selected using Slovin's formula, maintaining an error level of 5%, and the sampling technique utilized was Simple Random Sampling. Data collection occurred through an online questionnaire, followed by data analysis using smartPLS. The findings reveal that Transformational Leadership and Career Development do not directly influence Employee Engagement. However, Employee Engagement significantly impacts the Work Environment, which in turn plays a crucial role in enhancing Transformational Leadership and Career Development. Furthermore, Employee Engagement lacks a direct effect on Transformational Leadership and Career Development; rather, its influence is mediated by the Work Environment. These results imply that while fostering a supportive Work Environment can strengthen the effects of Transformational Leadership and Career Development on Employee Engagement, organizations should focus on improving this environment to enhance overall employee involvement and satisfaction. This research underscores the importance of cultivating a positive workplace atmosphere to optimize leadership efficacy and career growth opportunities.

Educational leadership plays a crucial role in shaping school climate, organizational effectiveness, and interpersonal relationships within basic education institutions. However, limited empirical research has examined the predictive relationship between leadership style and conflict management strategies in rural Philippine school settings. This study investigated whether leadership styles significantly predict the conflict management strategies employed by school heads in the San Mariano II District. Using a descriptive-correlational quantitative design, data were collected from 147 teachers and school heads across 19 public schools through the Multifactor Leadership Questionnaire (MLQ) and the Thomas-Kilmann Conflict Mode Instrument (TKI). Results revealed that transformational and transactional leadership were highly practiced, while compromising and collaborating were the dominant conflict management strategies. Correlation analysis showed that transformational leadership was strongly associated with collaborative and compromise-based approaches, whereas laissez-faire leadership was linked to avoidance behaviors. The findings confirm that leadership style significantly influences conflict resolution practices and underscore the importance of strengthening transformational leadership in rural schools.

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.

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

Aim: The goal of this literature review was to look into and rate the roles of transformational leadership in Chinese vocational schools, as well as how these roles affect teachers' motivation and commitment. Methodology: An organized search was done using trustworthy academic sources like ERIC, Education Research Complete, PsycINFO, Google Scholar, Taylor & Francis, and Emerald for this literature review. The purpose of choosing these databases was to make sure that the available literature was looked at in its entirety. Precisely chosen keywords and phrases related to transformational leadership, educator commitment and motivation were used in the search strategy.Results and conclusions: According to the review, the primary factors that make teachers in vocational schools motivated, committed, and good at their jobs are program development, mentorship, and inventive methods of teaching. Transformational leadership is important for inspiring people because it focuses on support, change, and intellectual growth. Leadership styles encourage creative and collaborative learning environments that are good for teachers. Recommendations: To make Chinese vocational schools better places to learn, it is recommended that funding for the development of transformational leadership tonsure teachers have access to basic tools should be given more attention. To get teachers more committed and motivated, you have to deal with resistance to change and draw attention to the benefits of these leadership styles. Practical Implications: The findings from this review have practical implications for educators, administrators, and policymakers, as they highlight the significance of leadership in shaping the educational experiences.

Education plays an important role in improving the quality of a country's human resources. In Indonesia, teacher quality is a major concern, as seen from the results of the Teacher Competency Test (UKG) in 2012 to 2015. Of the 1.6 million participants, 1.3 million teachers did not meet the minimum competency standards, which of course has an impact on the quality of education. To overcome this problem, attention must be focused on improving the quality of teachers, not just on changing the curriculum. Another challenge is the low level of active participation of teachers in school activities and technology adaptation during the COVID-19 pandemic. Many teachers lack enthusiasm and innovation in implementing online learning. In this context, organizational commitment becomes important which is influenced by factors such as leadership style. This study examines the relationship between transformational leadership and organizational commitment among junior high school teachers in Padang City, West Sumatra. Using a quantitative approach, data from 159 teachers in six schools were analyzed using SPSS version 26.0. The results showed that transformational leadership significantly influenced organizational commitment. This study emphasizes the importance of enhancing transformational leadership in strengthening teachers' organizational commitment. Educational organizations are expected to utilize these findings to improve teacher quality and support national education goals. This research also contributes knowledge to the world of education, especially for educational organizations in Indonesia.

This study aims to analyze the role of transformational leadership in overcoming teacher burnout in schools. This study uses a qualitative approach with a case study design, where data is collected through interviews, observations, and documentation. Techniques for filtering important information, presenting structured data, and drawing accurate conclusions based on existing findings are used to analyze the data. The results of the study indicate that transformational leadership in schools plays an important role in overcoming teacher burnout. Idealized influence creates a sense of trust and recognition while inspiring motivation and connects teachers' work to a larger purpose, thereby helping to reduce burnout. Intellectual stimulation encourages creativity and innovation through open communication, which also contributes to preventing burnout. In addition, individual consideration provides personalized support and supports the professional growth and emotional well-being of teachers, thereby reducing the risk of burnout in the school environment. This study provides implications for effective leadership practices in the educational context. It offers insights for principals and education managers to apply a transformational leadership approach to overcome teacher burnout in schools.

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.


 Objective of this research is to determine direct and indirect effects of transformational leadership, interpersonal communication, and career development on the commitment of diplomats at the Ministry of Foreign Affairs of the Republic of Indonesia in Jakarta. The sample design used is probability sampling which provides equal opportunity for each element (member) of the population to be selected as a sample member. And the technique for determining the number of samples is proportionate Stratified Random Sampling. This technique is used because the population is not homogeneous and proportionally distributed.
 The research design used is a quantitative approach with a total sample of 255 respondents. The data analysis tool used is Structural Equation Modeling (SEM) with WarpPLS 5.0 software. This research reveals that transformational leadership has a positive and significant effect on interpersonal communication which indicates that the better transformational leadership, interpersonal communication will be more increased; transformational leadership has a positive and significant influence on career development which describes that the better transformational leadership, career development will get better; Transformational leadership contributes positively and significantly to organizational commitment through career development which shows an increase in career development then transformation leadership will be better and have an impact on increasing organizational commitment; and interpersonal communication has a positive but not significant role on organizational commitment through career development which shows that good interpersonal communication has neither effect on career development nor impact on the commitment of diplomatic organizations in the Ministry of Foreign Affairs of the Republic of Indonesia.