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1 – 10 of over 13000Empirical evidence links transformational school leadership to teachers’ autonomous motivation and affective organizational commitment. Little empirical research, however, has…
Abstract
Purpose
Empirical 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/approach
Questionnaires 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.
Findings
The 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/value
The 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.
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The purpose of this paper is to contribute experience of and ideas for transformational leadership, not only for the principal who wants to improve leadership himself or herself…
Abstract
Purpose
The purpose of this paper is to contribute experience of and ideas for transformational leadership, not only for the principal who wants to improve leadership himself or herself, but also for the school at critical periods of improvement, through summarizing the forming process and problems during the course, and key factors that affect the course.
Design/methodology/approach
Using the case study method, the paper draws some conclusions from the improvement of principal leadership skills, by choosing two typical cases that show transformational leadership of principals in primary schools, and rethinking the practice of school improvement profoundly.
Findings
There were three periods: embryonic stage, basically forming stage and mature stage. Discovering problems, understanding the relationship between the problems and finding solutions are the major considerations in the process. The transformational leadership skills of a principal can be seen in forming ideas, building a shared vision, power sharing, gaining credence and experiencing success.
Practical implications
This paper provides references for the principal to recognize the importance of transformational leadership during the school improvement so as to force the principal to improve their transformational leadership in practice.
Originality/value
At first, the paper puts forward that transformational leadership is the core of leadership; proves that the principal's transformational leadership is very important in school development through the fact of a home-school cooperation study and emphasizes that the principal's transformational leadership should play a key role during the critical period of school improvement. Principal transformational leadership work should be based on different school members’ actual situations and the fact of different school periods, and then find different solutions.
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Femke Geijsel, Peter Sleegers and Rudolf van den Berg
Examines the nature of transformational leadership and its relation to teachers’ changed practices within the context of Dutch large‐scale innovation. Presents two qualitative…
Abstract
Examines the nature of transformational leadership and its relation to teachers’ changed practices within the context of Dutch large‐scale innovation. Presents two qualitative studies and a survey. The qualitative studies produced three dimensions of transformational leadership: vision, individual consideration, and intellectual stimulation. Within the framework of the survey, these dimensions were further operationalized and exploratively related to teachers’ concerns, teachers’ learning activities, and teachers’ changed practices. The results indicate the significance of the dimensions of transformational leadership in relation to changed teacher practices. The results also suggest the significance of intervening constructs for future research into the impact of leadership on changed teacher practices.
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Azam Othman and Natyada Wanlabeh
The purpose of this paper is to present teachers’ perspectives on leadership practices and motivation in the context of Islamic private schools in Songkhla, a southern province of…
Abstract
Purpose
The purpose of this paper is to present teachers’ perspectives on leadership practices and motivation in the context of Islamic private schools in Songkhla, a southern province of Thailand.
Design/methodology/approach
A survey method was employed to collect data from teachers in six selected Islamic private schools in Songkhla.
Findings
The statistical data indicate that teachers’ motivation is significantly related to principals’ transformational leadership practices, as perceived by teachers. It was found that though teachers perceive their principals exhibited transformational leadership more frequently than transactional leadership, the principals are viewed to display more idealized influence (IIB & IIA) and inspirational motivation (IM) rather than individual consideration (IC) and intellectual stimulation (IS) practices. To strengthen teachers’ motivation in schools, they should exhibit the individual consideration (IC) and intellectual stimulation practices more frequently.
Research limitations/implications
This research only focuses on selected Islamic private schools in Songkhla, a southern province of Thailand.
Originality/value
The implementation of the Islamic private schools is unique to Muslims in southern Thailand. The views and perspectives of the teachers and administrators are beneficial in moving to the next level of the policy.
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The purpose of this study was to examine the integration of instructional and transformational leadership models of leadership in sustaining quality teaching and learning in…
Abstract
Purpose
The purpose of this study was to examine the integration of instructional and transformational leadership models of leadership in sustaining quality teaching and learning in schools. The study sought to establish how principals integrate instructional and transformational leadership in enhancing learner performance.
Design/methodology/approach
The study employed qualitative methods of collecting and analysing data. The principal sources of data were six face-to-face semi-structured interview questions with school principals from selected schools in rural South Africa. Qualitative evidence was collected from six principals selected through purposive sampling. The selection of participants was based on the criteria that there was evidence of employing instructional and transformational leadership.
Findings
Findings from the study provided evidence that instructional and transformational leadership approaches were used to change under performing schools. There was evidence of individualised consideration and principals supporting teachers through providing rewards and motivation. It was established that principals build a school culture that promotes successful academic improvement. The study showed that the integration of instructional and transformational models of leadership leads to a climate that promotes a culture of teaching and learning.
Research limitations/implications
The study covered six schools in South Africa. Findings from the study have implications that principals are cornerstones to achieving quality teaching and learning in schools.
Practical implications
The study was conducted in schools that were seen to adopt instructional and transformational leadership. This study is among the most important studies that were conducted in South Africa on the role of leadership in enhancing a culture of teaching and learning.
Social implications
The study has critical implications for policy making and influences on school leadership in general and the adoption of strategies, policies and models that can improve teaching and learning. The study highlights the importance of integrating leadership models.
Originality/value
This is an original study conducted in South Africa and data was conducted through face-to-face interviews to seek for opinions from participants in their original settings.
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Muhammad Mujtaba Asad, Amjad Ali Rind and Amir A. Abdulmuhsin
This study aims to examine the relationship between the different aspects of transformational leadership behaviours of school principals on school culture in the context of…
Abstract
Purpose
This study aims to examine the relationship between the different aspects of transformational leadership behaviours of school principals on school culture in the context of Pakistan. The findings from this study can provide an opportunity to understand the relationship between transformational leadership and school culture factors and the way these factors influence the school culture.
Design/methodology/approach
The quantitative research approach has been adopted to assess teachers’ perceptions of transformational leadership behaviours at government secondary schools of District Khairpur, Pakistan. The targeted sample size of this study was 300 teachers from five government secondary schools of district Khairpur. Data has been collected by using two survey instruments to assess the degree of transformational leadership style adopted by school principals as perceived by teachers to measure the effectiveness of school culture, whereas descriptive (mean and standard deviation) and inferential (Pearson correlation coefficient) statistical tests have been used through SPSS 23.0 software.
Findings
The findings revealed that there is a moderate positive relationship between transformational leadership behaviours and school culture whilst the Pearson correlation coefficient was (r = 0.624), which indicates that it is statistically significant. The demographic data explored that serving teachers were trained and highly qualified in such schools.
Practical implications
The study contributes to explain the transformational leadership practices in the context of secondary schools of Pakistan for a better understanding of educational organization culture. This study also contributes to the field of educational leadership by highlighting the organization culture through the perceptions of teachers. The Education and Literacy Department, policymakers, educational leaders and schoolteachers may be benefited from the findings of the current study for a better understanding of school culture in secondary schools. This study has also laid the foundation for future research studies in leadership practices in Pakistan and internationally.
Originality/value
Finally, this study contributed to the leadership literature in the context of Pakistan because there are very few studies that have examined the impact of transformational leadership behaviours in education organizations. In addition, this study suggests that the school principals should revisit their school vision and involve teachers in vision formation.
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In the present study, the direct effect of principal transformational leadership to school staff turnover and school performance was examined, in addition to its indirect effect…
Abstract
In the present study, the direct effect of principal transformational leadership to school staff turnover and school performance was examined, in addition to its indirect effect through school staff job satisfaction. Survey data were obtained from elementary school staff and students, and school‐aggregated student achievement test scores were obtained from school archives. Results showed that staff reports of principal behaviors could be described in terms of the three components of transformational leadership: inspiration or charisma, individualized consideration, and intellectual stimulation. Principal transformational leadership was not associated directly with either school staff turnover or school‐aggregated student achievement progress. Rather, principal transformational leadership showed an indirect effect, through staff job satisfaction, on school staff turnover (negative) and on school‐aggregated student achievement progress (positive). Finally, higher levels of school staff job satisfaction were associated with smaller achievement gaps between minority and non‐minority students. This result was more evident among schools having higher levels of principal transformational leadership. Results are discussed in relation to the role of transformational leadership in school performance and in recruiting, training, and evaluating school principals.
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Barrie O. Pettman and Richard Dobbins
This issue is a selected bibliography covering the subject of leadership.
Abstract
This issue is a selected bibliography covering the subject of leadership.
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The purpose of this paper is to examine the effects of transformational school leadership on teachers’ commitment to change and the effects of organizational and teachers’ factors…
Abstract
Purpose
The purpose of this paper is to examine the effects of transformational school leadership on teachers’ commitment to change and the effects of organizational and teachers’ factors on teachers’ perception of transformational school leadership in the Chinese urban upper secondary school context.
Design/methodology/approach
The paper mainly uses quantitative methods to explore the relationships between different constructs. The author asks: to what extent can transformational school leadership practices in the urban upper secondary schools of a particular Chinese city explain the variation in teachers’ commitment to change during curriculum reform? What are the effects of organizational and teachers’ factors on teachers’ perceptions of transformational school leadership?
Findings
The results of multiple regression analysis showed that the effect of transformational school leadership was moderate when transformational school leadership and teachers’ commitment to change were treated as single variables. Four dimensions of transformational leadership practice together explained the moderate effects on four dimensions of teachers’ commitment to change, among which the effect of managing the instructional program was the most prominent. The results of multiple regression analysis also revealed that variables like culture, strategy, environment, and teachers’ age had significant relationships with teachers’ perceptions of transformational school leadership. Culture, environment, strategy, structure, and teachers’ factors such as age and grade taught had moderate effects on different dimensions of teachers’ perceptions of transformational school leadership.
Originality/value
This study is one of the first to explore the effects of transformational school leadership on teachers’ commitment to change in the Chinese urban upper secondary school context. The findings contribute to educational management in China and similar contexts, and this study advances knowledge and furthers the understandings of the transferability of theories to different contexts.
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Emerson K. Keung and Amanda J. Rockinson-Szapkiw
– The purpose of this study is to examine if there is a relationship between the factors of cultural intelligence and transformational leadership in international school leaders.
Abstract
Purpose
The purpose of this study is to examine if there is a relationship between the factors of cultural intelligence and transformational leadership in international school leaders.
Design/methodology/approach
This correlational research study examined 193 international school leaders, who participated in a survey that included the Cultural Intelligence Scale and the Multifactor Leadership Questionnaire 5X. A standard multiple regression analysis was used to determine if the factors of cultural intelligence predict transformational leadership. The individual contribution of each factor to the model was examined.
Findings
The results indicate that there is a significant positive relationship between cultural intelligence and transformational leadership in international school leaders. Leaders who have a higher level of cultural intelligence exhibit a higher level of transformational leadership style, which suggests that individuals with high-cultural intelligence are able to lead and to manage more effectively in multicultural environments. Behavioral cultural intelligence and cognitive cultural intelligence were found to be the best predictors of transformational leadership.
Practical implication
The results provide insight into the selection, training, and professional development of international school leaders. Practical implications are provided for integrating cultural intelligence into higher education curriculum.
Originality/value
This paper makes a unique contribution to the nomological network of cultural intelligence by identifying which factors of cultural intelligence best predict transformational leadership in international school leaders, a population to which this model had not been previously applied.
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