A Review of Transformational School Leadership Research 1996–2005

Leithwood, Kenneth; Jantzi, Doris

doi:10.1080/15700760500244769

Cited by 472 publications

(507 citation statements)

References 53 publications

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“…While some change processes are prescribed and linear (Kotter, 1996), others are organic and unfolding (Hagstrom, 2004;Wheatley, 1992) and depend on developing a collaborative, trusting culture (Leithwood & Jantzi, 2007). Developing a collaborative and trusting relationship among participants during the change process was a critical part of our work.…”

Section: Guiding Valuesmentioning

confidence: 99%

“…Engaging those impacted by decisions is empowering and liberating (Freire, 1997) and contributes to success in learning organizations (Leithwood & Jantzi, 2007). Because consensus is a strong strategy for increasing participant satisfaction with outcomes (Lambert, 1998), our university empowers faculty through shared governance.…”

Section: Guiding Valuesmentioning

confidence: 99%

“…Several values that reflect components of transformational leadership (Leithwood & Jantzi, 2007) guided our change process: a social justice focus, building collaborative and trusting cultures, and empowering faculty. As noted in the previous section, while considering changes to our doctoral program, our dean and several faculty had become increasingly interested in a focus on social justice leadership, which was influenced by the CPED-inspired EdD.…”

Section: Guiding Valuesmentioning

confidence: 99%

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Preparing Scholarly Practitioners: Redesigning the EdD to Reflect CPED Principles

Peterson

2017

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CPED presents guiding principles, rather than a prescriptive program model, for the EdD, requiring each CPEDinfluenced institution to engage in a program design process specific to its context. Over 80 CPED schools and colleges of education offer an EdD program that endorses the CPED framework which "blend[s] practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice…"(CPED, 2010). As with any design process in a complex organization, faculty members may wonder where to begin. This article describes the context, guiding values, characteristics of our redesigned EdD, lessons learned, and implementation challenges of the education administration faculty in the Graduate School of Education at Portland State University as we increased our focus on CPED principle #1, a focus on "equity, ethics, and social justice to bring about solutions to complex problems of practice" (CPED, 2009).

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Section: Guiding Valuesmentioning

confidence: 99%

Section: Guiding Valuesmentioning

confidence: 99%

Section: Guiding Valuesmentioning

confidence: 99%

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Preparing Scholarly Practitioners: Redesigning the EdD to Reflect CPED Principles

Peterson

2017

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“…In the face of these changes, the most appropriate leadership style for schools' restructuring initiatives is transformational leadership (Leithwood, 1992(Leithwood, , 1994 because this leadership style aims innovation in organizations, devotes authority to teachers and supports them (Marks & Printy, 2003). Leithwood, who adapted the transformational leadership models developed in out-of-school contexts to the school environment, determined transformational school leadership as six dimensions and ranked as following (Jantzi & Leithwood, 1996;Leithwood, 1994;Leithwood & Jantzi, 2005): (i) Determining and defining a vision: Defines, explains and develops new possibilities for the school and aims to inspire others with the vision of the future. (ii) Strengthening the acceptance of group objectives: It aims to develop cooperation between the members and to help working together to achieve the common goals.…”

Section: Individualized Considerationmentioning

confidence: 99%

Relationship between school administrators competence beliefs on innovation management and their leadership behaviors

Parlar¹

2017

Pressacademia

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Purpose-In this study, it was aimed to reveal the relationship between school principals' competence beliefs on innovation management and their leadership behaviors. Methodology-Teachers working at the high schools located in Üsküdar district of Istanbul province constituted the sample of the study that was carried out with the relational screening method, one of quantitative research methods. In the study, data were collected with the school principals' leadership style inventory and innovation management at schools scale and analyzed using the SPSS program. In the analysis of the data, descriptive statistics such as arithmetic mean and standard deviation were calculated, and the t-test, one-way analysis of variance (ANOVA), Scheffe's test, Pearson Product-Moment Correlation Coefficient and simple linear regression analysis were used. Findings-According to the research results, it was observed that teachers' competence beliefs on innovation management were not significantly different between male and female teachers by the gender variable and age variable. On the other hand, the organizational culture and structure sub-dimension scores were in favor of teachers aged 40 and older.It was observed that they were not significantly different between teachers with different seniority levels by the seniority variable and between teachers with different educational levels by the educational status variable. Conclusion-It was determined that innovation management competencies consisting of four different sub-dimensions had a significant predictive effect on transactional leadership behaviors consisting of two sub-dimensions and transactional management sub-dimensions consisting of five sub-dimensions.

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“…On the basis of seven quantitative studies he has take out following conclusion (Leithwood, 1994, p. 506): "Transformational leadership practices, considered as a composite construct, had significant direct and indirect effect on progress with school-restructuring initiatives and teacher-perceived student outcomes." Six dimensions to transformational school leadership are: 1) identifying and articulating a vision, 2) fostering the acceptance of group goals, 3) providing individualized support, 4) intellectual stimulation, 5) providing an appropriate model, and 6) high performance expectations (Leithwood, 1994;Geijsel, Sleegers & Van Den Berg, 1999;Jantzi & Leithwood, 1996;Leithwood & Jantzi, 2005).…”

Section: Transformational Leadership and Ethical Componentmentioning

confidence: 99%

Benefits of Transformational Leadership in the Context of Education

Jovanovic¹,

Ćirić²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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Following expansive changes in the management of schools and the methods of organizing the teaching as well as the changes in the styles of leadership as the function of management, contemporary approaches to leadership: transactional, charismatic, transformational and interactive become more often the focus of research interest. Each of these theoretical approaches has far-reaching impacts and values not only in time but also in a certain context. However, in this paper we give priority to transformational leadership taking into consideration the claim that transformational leadership style is the most suitable for guiding the students within the school conditions. This type of claim has its stronghold in these three points: 1) the ethical dimension of transformational leadership, that is, the moral basis; 2) the validity of previous researches supported by evidence, and 3) evidences of the leaders' practice in the field of education.

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A Review of Transformational School Leadership Research 1996–2005

Cited by 472 publications

References 53 publications

Preparing Scholarly Practitioners: Redesigning the EdD to Reflect CPED Principles

Preparing Scholarly Practitioners: Redesigning the EdD to Reflect CPED Principles

Relationship between school administrators competence beliefs on innovation management and their leadership behaviors

Benefits of Transformational Leadership in the Context of Education

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