Most school restucturing initiatives assume significant capacity development on the part of individuals, as well as whole organizations; they also depend on high levels of motivation and commitment to solving the substantial problems associated with the implementation of restructuring initiatives. Transformational approaches to leadership have long been advocated as productive under these conditions, and evidence suggests that transformational practices do contribute to the development of capacity and commitment. Much less evidence is available, however, about whether these socio‐psychological effects actually result in organizational change and enhanced organizational outcomes. Survey data from an achieved sample of 1,762 teachers and 9,941 students in one large school district were used to explore the relative effects of transformational leadership practices on selected organizational conditions and student engagement with school. Results demonstrated strong significant effects of such leadership on organizational conditions, and moderate but still significant total effects on student engagement.
Leithwood, K. and Jantzi, D. (2000), "The effects of transformational leadership on organizational conditions and student engagement with school", Journal of Educational Administration, Vol. 38 No. 2, pp. 112-129. https://doi.org/10.1108/09578230010320064
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