scholarly journals Transformational Leadership at Times of Crisis: The Case of School Leaders in Greece

2021 ◽  
Vol 1 (4) ◽  
pp. 1-11
Author(s):  
Maria Eliophotou
Keyword(s):  
Transformational Leadership ◽  
School Leaders

scholarly journals How Does Transformational Leadership on School Leaders Impact on Teacher Creativity in Vocational High Schools?

2020 ◽  
Vol 8 (10) ◽  
pp. 4642-4650
Author(s):  
Ahmad Jauhari Hamid Ripki ◽  
Sylviana Murni ◽  
Mochamad Wahyudi ◽  
Suryadi Suryadi ◽  
Burmansah Burmansah ◽  
...  
Keyword(s):  
Transformational Leadership ◽  
High Schools ◽  
School Leaders ◽  
Teacher Creativity ◽  
Vocational High Schools

scholarly journals Transformational Leadership Style Training for School Leaders

2020 ◽  
Vol 6 (1) ◽  
pp. 17-34
Author(s):  
Neelam Nisar ◽  
Abid Shahzad ◽  
Mehartab Rabica
Keyword(s):  
Transformational Leadership ◽  
Leadership Development ◽  
School Leadership ◽  
Leadership Style ◽  
School Leaders ◽  
Relevant Literature ◽  
Leadership Skills ◽  
Public And Private ◽  
Quasi Experimental ◽  
Transformational Leadership Style

This research focused on the training of school leaders in transformational leadership - which is recommended for educational leaders all over the world (Alkhasawneh, 2018) - and to determine if it impacts their leadership skills or not. Based on relevant literature and training need analysis, training was planned and given to 120 in-service school heads for one month. The research was quasi-experimental that used a one-group pre-test post-test design because no similar group was available. The experimental group was divided into two groups; public and private, for a comparison. Also, a follow-up study was conducted to keep it nearer to the experimental approach. The training delivered to the school principals comprised of selected content about the concept of leadership and transformational leadership. This content was reinforced by real-world examples and relevant leadership activities. Participants were assessed under pre-defined grading criteria that were their attendance, participation, and performance in quizzes and assignments during the training. After completion, they were observed and evaluated for their leadership skills at their workplaces and awarded with the points. This quantitative data were analyzed by using mean, standard deviation, and paired sample t-test for knowing and comparing the results. It was found that the transformational leadership style training had improved the effectiveness and leadership skills of school leaders. Similar training courses have been endorsed by training participants for enhancing the leadership styles of school leaders. Keywords: School Leadership, Transformational Leadership Development, School Leadership Development, Transformational Leadership in Schools

scholarly journals Transformational Leadership and School Outcomes in Kenya: Does Emotional Intelligence Matter?

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Laban P Ayiro
Keyword(s):  
Emotional Intelligence ◽  
Transformational Leadership ◽  
Secondary Schools ◽  
School Leaders ◽  
Leadership Preparation ◽  
Management Systems ◽  
School Outcomes ◽  
Emotional States ◽  
Growing Body ◽  
Effectiveness And Efficiency

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

scholarly journals The training needs of primary school leaders in Al-Kharj governorate in light of the transformational leadership requirements: الاحتياجات التدريبية لدى قائدي المدارس الابتدائية بمحافظة الخرج في ضوء متطلبات القيادة التحويلية

2021 ◽  
Vol 5 (38) ◽  
pp. 22-1
Author(s):  
Saleh Hadi Sharie Al-Hababi Saleh Hadi Sharie Al-Hababi
Keyword(s):  
Transformational Leadership ◽  
Primary School ◽  
Primary Schools ◽  
School Leaders ◽  
Training Needs ◽  
Point Of View ◽  
Mental Stimulation ◽  
Personal Appreciation ◽  
Descriptive Survey ◽  
Survey Approach

The study aimed to determine the training needs of primary school leaders in Al-Kharj governorate in light of the transformational leadership requirements from their point of view regarding the dimensions of (leadership attractiveness - inspirational communication - mental stimulation - personal appreciation). The researcher used the descriptive survey approach. It was applied on a sample of (44) Leader in primary schools in Al-Kharj governorate and the tool was a questionnaire. The results of the study revealed; The tool obtained an overall mean (3.38 out of 4) at the dimensional level; The leadership attractiveness dimension got the highest average (3.50 out of 4), then after inspirational communication with an average (3.40 out of 4), then after personal appreciation with an average (3.37 out of 4), and finally after mental stimulation with an average (3.26 out of 4), all of them rated as need (big); based on the results of the study, the researcher presented a set of recommendations and proposals.

Do school leaders in the Emirate of Abu Dhabi predominantly practice a transformational, transactional, or laissez-faire style of leadership?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ali Aldhaheri
Keyword(s):  
Transformational Leadership ◽  
Leadership Styles ◽  
Leadership Style ◽  
Private Schools ◽  
School Leaders ◽  
Full Range ◽  
Abu Dhabi ◽  
Public And Private ◽  
Content Type ◽  
Laissez Faire

Purpose The purpose of this study is to understand the predominant leadership style of school leaders in Abu Dhabi. The leadership style deployed by a school leader affects the performance of the school and its pupils. Methods for identifying the leadership style of school leaders in the UAE have varied, and it is difficult to conclude what the predominant leadership style is. Some studies have sought only to identify a specific leadership style, whilst others have focussed on a particular school type. Changes and improvements cannot be made without an understanding of the baseline leadership style. Design/methodology/approach The 36-item multifactor leadership questionnaire (MLQ)5x questionnaire (Bass and Avolio, 2004) is used to quantitatively understand the full range of school leaders’ leadership styles, with 167 respondents from across both public and private schools. Findings School leaders predominantly exhibited transformational leadership, practising transactional leadership less frequently and rarely using laissez-faire leadership. This is a positive finding for schools in the UAE; transformational leadership has been shown to result in improved subordinate and organisational performance. Differences between school leaders in public and private schools were tested and are discussed. Dimension reduction techniques were used to assess the structure of the 36-item MLQ5x but did not provide results that met minimum requirements for acceptability. Possible reasons for this are discussed. Originality/value To the best of the author’s knowledge, this paper is the first to fully explore and baseline an understanding of the predominant leadership style amongst school leaders in the UAE, identifying the full range of leadership styles – transformation, transactional and laissez-faire – in both public and private schools.

scholarly journals The Role Of Transformational Leadership In The Romanian Pre-University Education System In The Context Of The Knowledge Society

2015 ◽  
Vol 21 (2) ◽  
pp. 570-575
Author(s):  
Mircea Constantin Duică ◽  
Anişoara Duică ◽  
Daniela Muraru (Pahome)
Keyword(s):  
Transformational Leadership ◽  
Education System ◽  
School Leaders ◽  
Knowledge Society ◽  
University Education ◽  
Teaching Staff ◽  
The Creation

Abstract The obtaining, during the last few years, of poor performances at the baccalaureate in a large number of schools in Romania has been largely the result of an inefficient management, and of the lack of leaders able to efficiently influence the behavior of their subordinates. The improvement of the performance of the Romanian pre-university education system depends on the change of the mentality of the teaching staff and the promotion of transformational school leaders able to assume change and inspire and transform the mentality of the personnel in order to realize the goals of education. In this context, the present work approaches in an interdisciplinary manner the relation between leadership and the benefits of the knowledge society and has the purpose of identifying the factors specific of the knowledge society that can contribute to the creation of a transformational leadership in the Romanian pre-university education system.

Revisiting instructional and transformational leadership

2016 ◽  
Vol 54 (1) ◽  
pp. 92-110 ◽  
Author(s):  
Marit Aas ◽  
Christian Brandmo
Keyword(s):  
Transformational Leadership ◽  
School Leaders ◽  
Principal Component ◽  
Professional Community ◽  
Collective Responsibility ◽  
Self Report ◽  
Cross Model ◽  
Content Type ◽  
Norwegian School ◽  
Principal Component Analyses

Purpose – The purpose of this paper is to examine whether the taxonomy of two conceptual models of leadership roles for principals – instructional and transformational leadership (IL and TL) – can be traced empirically in a sample of Norwegian school leaders. Design/methodology/approach – The participants consisted of 149 school leaders attending a national training program for newly appointed principals at the University of Oslo. Leadership preference was measured according to a theoretically grounded self-report scheme representing the most important aspects of both leadership models. Estimations were conducted by means of principal component analyses and confirmatory factor analyses. Findings – The principal component analyses revealed seven meaningful factors: demand-supportive leading, outcome control and loyalty to school owner, management by objective, trust in standard programs for development, trust in professional community, emphasis on collective responsibility, and distributed leadership. Furthermore, by using these seven factors as inputs, the authors attempted to model second-order factors representing IL and TL. The results showed that the structure of IL and TL could not be replicated. Instead, a more complex cross-model structure was revealed. Practical implications – The results suggest that even though the concepts of IL and TL are valuable analytic tools, they may be too simplistic to represent the reality of school leaders’ thoughts and actions. Originality/value – The study contributes to the field by challenging the established models of school leadership and by generating insights into Norwegian school leaders’ leadership beliefs and preferences.

School principals’ leadership style and school outcomes

2014 ◽  
Vol 52 (2) ◽  
pp. 210-227 ◽  
Author(s):  
Adam E. Nir ◽  
Lior Hameiri
Keyword(s):  
Transformational Leadership ◽  
Organizational Behavior ◽  
Leadership Style ◽  
Educational Administration ◽  
School Effectiveness ◽  
School Leaders ◽  
Mediating Effect ◽  
School Outcomes ◽  
Content Type ◽  
Transformational Leadership Style

Purpose – While the significance of principals for the organizational behavior of schools is crucial, school leaders’ influence on school outcomes is indirect and mediated through various means that leaders employ in order to increase the productivity of their school. Although the exercise of power is viewed among the main factors explaining followers’ willingness to comply with leaders’ demands and means to promote school effectiveness, it is rather surprising that the educational administration literature lacks substantial evidence testifying to the mediating effect that principals’ use of various powerbases has on school effectiveness. The purpose of this paper is to make an attempt to fill this gap. Design/methodology/approach – Questionnaires were administered to 954 teachers coming from 191 randomly sampled public elementary schools. Findings – Evidence testifying to the relation between leadership styles and use of powerbases suggests that the transformational leadership style is positively related to the use of soft powerbases and negatively related to the use of harsh powerbases. Findings also show that leadership style and powerbase utilization differentiate effective and ineffective schools. Finally, it is evident that soft powerbases such as expertise, personal reward and referent powerbases partially mediate the relation between the transformational leadership style and school effectiveness, moderating the negative relation found between the passive leadership style and school effectiveness. Originality/value – These findings confirm that powerbases are in fact a mechanism through which school leaders influence school effectiveness. Implications are further discussed.

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