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 The Impact of New-Genre Leadership Style Training on Leadership Skills of School Leaders

2019 ◽  
Vol IV (II) ◽  
pp. 134-144
Author(s):  
Neelam Nisar ◽  
Uzma Quraishi ◽  
Afifa Khanam
Keyword(s):  
Leadership Development ◽  
Leadership Style ◽  
Quantitative Methods ◽  
School Leaders ◽  
Leadership Skills ◽  
Public And Private ◽  
Member Exchange ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

This research determined the impact of New-Genre leadership style training on leadership skills of school leaders working in public and private schools. The rational of this training was developed on the basis of related literature and training need analysis. A short-course was developed focusing the deficient areas and offered to 120 participants, randomly sampled to participate in this training. With addition of sub-grouping and a follow-up study, one-group pre-test post-test design was adapted in this quasi-experimental research using quantitative methods. For statistical analysis, mean, standard deviation, percentages and paired sample t-test were applied. According to findings, the New-Genre Leadership Style Training has enhanced the leadership skills of school leaders. The five representative styles: Transformational, Transactional, Authentic, Leader-member Exchange and Global were found highly applicable and effective in educational leadership development. Such professional development courses have been endorsed by the participants for promoting quality education through quality leadership in Pakistan.

scholarly journals A Strategic Framework for Transformational Leadership Development in Megaprojects

2021 ◽  
Vol 13 (6) ◽  
pp. 3480
Author(s):  
Abdulla Abdulaziz Al-Subaie ◽  
Mohd. Nishat Faisal ◽  
Belaid Aouni ◽  
Faisal Talib
Keyword(s):  
Transformational Leadership ◽  
Leadership Development ◽  
Leadership Style ◽  
Structural Model ◽  
Project Success ◽  
Project Managers ◽  
Transformational Leaders ◽  
Policy Makers ◽  
Transformational Leadership Style ◽  
Interpretive Structural Model

Project managers’ leadership has a direct and an indirect effect on project success. Extant literature has established that transformational leadership style positively affects project success in a major way. The main aim of this research is to understand the variables that positively affects transformational leadership development and their interrelationships in megaprojects. The Total Interpretive Structural Model (TISM) methodology is adopted to propose a framework, and Impact Matrix Cross-Reference Multiplication Applied to a Classification (MICMAC) approach is used to examine the strategic nature of the enablers. The research shows that there exists a group of enablers having a high driving power and low dependence, requiring maximum attention and of strategic importance, while another group consists of those variables that have high dependence and are resultant actions. Furthermore, the model explains the relationships among each pair of variables. Organisations dealing in megaprojects would be the major beneficiaries of this study. Policy makers in these organisations would explicitly understand the variables and their interrelationships that needs attention for transformational leadership development. This would help them to prioritize their efforts and implement suitable strategies to focus on the most important variables for developing transformational leaders ultimately leading to project success.

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.

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.

scholarly journals EFFECTIVENESS OF TEACHERS’ TRANSFORMATIONAL LEADERSHIP STYLE ON STUDENTS’ ACADEMIC ACHIEVEMENT

2013 ◽  
Vol 30 (1) ◽  
Author(s):  
Nighat Firdous Bukhari
Keyword(s):  
Academic Achievement ◽  
Transformational Leadership ◽  
Private Sector ◽  
Leadership Style ◽  
Department Of Education ◽  
Intellectual Stimulation ◽  
Public And Private ◽  
Individual Consideration ◽  
Transformational Leadership Style ◽  
Public And Private Sector

The main aim of this research was to find out the effectiveness of teachers’ transformational leadership styles on students’ academic achievement. The objectives of the study were: to evaluate opinions of public and private sector college teachers about transformational leadership style, to assess difference of views about idealized influence, to judge difference of views about inspirational motivation, to appraise difference of views about intellectual stimulation, to consider difference of views about individual consideration and to compare relationship between teachers’ transformational leadership style and students’ academic achievement. The study involves the descriptive research methodology by using the standardized test ‘Multifactor Leadership Questionnaires’ (MLQ 5x-short) 3rd* Lecturer, Department of Education, IMCG Postgraduate, Islamabad, Pakistan edition developed by Bruce and Bernard (1994) to collect information. This questionnaire consists of two parts: the Self Rating Form, where leader/teacher rate themselves as leaders, and the Rater Form, where follower/student rates their leaders/teachers. Data was collected through personal visits to the sample comprising 605 students and 600 teachers of secondary classes in both public and private colleges. Analysis of data revealed no significant difference of opinion among public and private sector college teachers about transformational leadership style except their views on the intellectual stimulation and individual consideration. Similarly strong association was not found between the transformational leadership styles of teachers and students’ academic achievement. This means teachers of private sector colleges have awareness about** Assistant Professor, Department of Education, NUML Islamabad, PakistanNighat & Sufiana2development of creative and critical thinking abilities of their students. The study recommends a need to create awareness among teachers in both sectors about how to perform according to set standards of the organization and to develop students’ personalities.

scholarly journals An Exploration of Transformational Leadership Preferences Among Women Sports Leaders in the Kingdom of Bahrain

2013 ◽  
Vol 57 (1) ◽  
pp. 29-32
Author(s):  
Latifa Abdalla
Keyword(s):  
Transformational Leadership ◽  
Organizational Performance ◽  
Leadership Styles ◽  
Leadership Style ◽  
Leadership Skills ◽  
Personal Data ◽  
Leadership Preferences ◽  
Demographic Questionnaire ◽  
Female Sports ◽  
Transformational Leadership Style

Abstract The topic of leadership has attracted considerable interest amongst academics and practitioners. Much of the interest in the area of leadership is based on explicit and implicit claims that leadership styles are linked to organizational performance. This study aimed to examine the transformational leadership style among women sports leaders in the Kingdom of Bahrain. A total of 16 female sports leaders from the Kingdom of Bahrain participated in this study. The Multi-factor Leadership Questionnaire (MLQ) was used to determine the transformational leadership style of individuals. A demographic questionnaire was also administered to collect participants’ personal data. The results indicated that transformational leadership style is moderate among women sports leaders in the Kingdom of Bahrain, thus we need to develop the leadership skills of women sports leaders in the Kingdom of Bahrain.

scholarly journals Transformational leadership as a mediator in the relationship between satisfaction with remuneration and the retention of artisans in the military

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Zamokuhle W. Shabane ◽  
Cecile M. Schultz ◽  
Catharina E. Van Hoek
Keyword(s):  
Transformational Leadership ◽  
Leadership Development ◽  
Leadership Styles ◽  
Leadership Style ◽  
Intention To Quit ◽  
Mediating Role ◽  
Managerial Implications ◽  
Transformational Leadership Style ◽  
The Military ◽  
The Relationship

Orientation: The field of leadership has been extensively researched over the last couple of decades, with a particular emphasis on the different types of leadership styles. The most valuable resource that any manager works with is human resources. Studies have indicated that the way in which people are managed is influenced by the leadership styles of managers. This, in turn, influences employee behavioural intention, including intention to quit. Retention is, in turn, influenced by a number of factors, including remuneration. This study considers the relationship between satisfaction with remuneration and retention and the mediating role that a transformational leadership style may play in this regard.Research purpose: The objectives of this study were twofold. Firstly, to determine whether transformational leadership played a mediating role in the relationship between satisfaction with remuneration and intention to stay amongst artisans employed in the military. Secondly, to determine whether there were demographic differences for these findings.Motivation for the study: This study was conducted to determine whether a perceived lack or presence of transformational leadership influences the intention to quit amongst employees in relation to their level of satisfaction with their remuneration. In this way, the study may assist in determining strategies to improve artisan retention levels.Research methodology: The study was quantitative in nature. A survey research design was applied to collect data, using a questionnaire as the survey instrument, from artisans (N = 108) employed at a military unit in Pretoria.Main findings: The results revealed that the participants, regardless of gender or race, were generally unsatisfied with their remuneration. Transformational leadership was found to play a mediating role in the relationship between satisfaction with remuneration and intention to stay.Practical/managerial implications: Organisations should develop the transformational leadership skills of their managers in order to increase talent retention levels and reduce employees’ intentions to quit.Contribution and value additions: The results of the study could assist military base commanders in improving artisan retention levels through implementing effective transformational leadership development programmes.

KEPEMIMPINAN TRANSFORMASIONAL KEPALA MADRASAH DALAM IMPLEMENTASI KURIKULUM 2013

1970 ◽  
Vol 19 (1) ◽  
pp. 1-20
Author(s):  
Fathul Aminudin Aziz
Keyword(s):  
Transformational Leadership ◽  
Leadership Style ◽  
Learning Resources ◽  
Artistic Development ◽  
Transformational Leadership Style

Tulisan ini disusun sebagai panduan bagi kepala madrasah untuk mempraktikkan gaya kepemimpinan transformasional agar guru dan karyawan di madrasah memiliki kesiapan dalam implementasi kurikulum 2013. Ada enam peran yang dimainkan oleh kepala madrasah dalam praktik kepemimpinan transformasionalnya. Pertama, melakukan sosialisasi kurikulum 2013. Kedua, membina pribadi guru dan karyawan dengan melakukan pembinaan mental, pembinaan moral, pembinaan fisik, dan pembinaan artistik. Ketiga, membina pribadi peserta didik. Keempat, mengubah paradigma guru. Kelima, memenuhi berbagai fasilitas dan sumber belajar yang mendukung dalam implementasi kurikulum 2013. Keenam, menciptakan lingkungan madrasah yang kondusif-akademik, baik secara fisik maupun nonfisik. This paper is organized as a guide for the headmaster to practice transformational leadership style so that the teachers and staff at the school ready to apply the 2013 curriculum. There are six roles that play by the headmaster in the practice of transformational leadership. First role is to disseminate the curriculum of 2013. Second role is fostering teachers and employees personality to perform mental, moral, physical, and artistic development. Third role is fostering the learners’ personality. Fourth role is changing the paradigm of teachers. Fifth role is fulfilling a variety of facilities and learning resources that support the implementation of the 2013 curriculum. Sixth role is creating an academic-supported environment in madrasah both physical and nonphysical.

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