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Transformational leadership has become one of the most prominent topics in current research and theory on leadership. Much of the work on the topic, however, has focused on higherlevel executives, with less attention to middle managers. Writers on middle managers often depict them as working under sharp constraints and limitations. This raises many questions about whether and how transformational leadership applies to middle managers. This paper reviews the literature on the meaning and Copyright 0 1996 by Marcel Dekker, Inc Downloaded by [University of Aberdeen] at 05:03 27 December 2014 764 RAINEY AND WATSON nature of transformational leadership and on the characteristics of middle management. Then it describes some of the ways in which middle managers can engage in the leadership behaviors described in Bass' conception of transformational leadership. Then it advances a set of propositions about organizational conditions that influence the prospects for transformational leadership at middle management levels.

This article is concerned with teacher populism on social media in England. This has grown in the last 10 years, facilitated by Twitter. While it appears to be a response to challenging working conditions and declining pay, it has largely been driven by conservative political strategy, an adaptation of the New Right coalition between social conservatives and economic liberals of the 1970s. New Right 2.0, as I frame it here, is a New Right project for the social media age, but also goes deeper into society to promote civic capitalism-so-called 'Big Society'. New Right 2.0, like its predecessor, is an attempt to create an aggregated passive acceptance of free-market ideology by creating division and indifference, setting one group against another, using the state to reward its proponents and to discipline its objectors. Teacher populism, though modest in numbers and specific to a particular public service, uses the language of populism to promote its cause, wanting to give voice to the ordinary teacher against a liberal educational elite which includes academics, local education authorities and teaching unions. This article contributes to an understanding of the social, cultural and political processes that are at play as part of a populist rupture.

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This research contributes new understanding of how teacher self-efficacy is acquired and developed by a preservice teacher during a one-year programme of initial teacher education (ITE). Our findings are consistent with previous studies in confirming that self-efficacy is acquired through vicarious experience, verbal persuasion and mastery experience while being undermined by negative physiological and affective states. In this study, however, we consider three separate subdomains of teacher self-efficacy: efficacy in classroom management, efficacy in student engagement and efficacy in instructional strategies. Based on a qualitative analysis of a trainee's weekly reflections, this research shows that efficacy development is phased, initially dominated by developing efficacy in classroom management and efficacy in student engagement and, only at a significantly later stage, in instructional strategies. This is an important contribution to understanding how trainee teachers develop professional efficacy.Based on these findings, we tentatively offer a new self-efficacy development trajectory framework which can be used to inform the development of ITE programmes or continuing professional development programmes.