Indicators of transformational leadership in the everyday problem solving of school administrators

Leithwood, Kenneth; Steinbach, Rosanne

doi:10.1007/bf00125486

Cited by 47 publications

(25 citation statements)

References 11 publications

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“…In the educational setting, transformational leadership underwent 20 years of development. Parallel to Bass and his associates' work, the most systematic and most fully-developed work on transformational leadership theory in the educational context was done by Leithwood and his colleagues (e.g., [16,17,28,[37][38][39][40][41]). Leithwood [3] identified seven factors that made up transformational (and transactional) school leadership (TSL) in schools, drawing more insights from the modification of Burns [13], Bass' [14] two-factor theory and Podsakoff and his associates [42].…”

Section: The Concept Of Transformational Leadershipmentioning

confidence: 99%

A Review of Research Evidence on the Antecedents of Transformational Leadership

2017

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As the most-studied form of leadership across disciplines in both Western and Chinese contexts, transformational school leadership has the potential to suit diverse national and cultural contexts. Given the growing evidence showing the positive effects of transformational leadership on various school outcomes as it relates to school environment, teacher and student achievement, we wanted to explore the factors that gave rise to transformational leadership. The purpose of this study was to identify and compare the antecedents fostering transformational leadership in the contexts of both the United States and China. This paper reviews and discusses the empirical studies of the last two decades, concentrating on the variables that are antecedent to transformational leadership mainly in the educational context, but also in public management, business and psychology. Results show that transformational leadership is related to three sets of antecedents, which include: (1) the leader's qualities (e.g., self-efficacy, values, traits, emotional intelligence); (2) organizational features (e.g., organization fairness); and (3) the leader's colleagues' characteristics (e.g., follower's initial developmental level). Some antecedents were common to both contexts, while other antecedents appeared to be national context specific. The implications of the findings for future research and leader preparation in different national contexts are discussed.

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Section: The Concept Of Transformational Leadershipmentioning

confidence: 99%

A Review of Research Evidence on the Antecedents of Transformational Leadership

2017

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“…. Inspired by schema theory as developed by cognitive psychologists, these researchers analyzed characteristics of the problem-solving process of expert school leaders who were considered highly effective and compared these cognitive categories with those of novice and "typical" school leaders (Allison & Allison, 1993;Leithwood & Stager, 1989;Leithwood & Steinbach, 1991, 1993. Based on their findings, Leithwood and his colleagues developed a "multi-component model of executive problem solving" (Leithwood & Steinbach, 1995, p. 123).…”

Section: Sense-making and School Leadershipmentioning

confidence: 99%

School Leaders' Problem Framing: A Sense-Making Approach to Problem-Solving Processes of Beginning School Leaders

Sleegers

Wassink²,

Veen

et al. 2009

Leadership and Policy in Schools

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In addition to cognitive research on school leaders' problem solving, this study focuses on the situated and personal nature of problem framing by combining insights from cognitive research on problem solving and sense-making theory. The study reports the results of a case study of two school leaders solving problems in their daily context by using a sense-making approach. Detailed analysis of school leaders' problem-solving processes shows how the way school leaders frame the problems they are dealing with is embedded in their professional biographies. It is argued that a sense-making approach, which takes into account how school leader problem solving is situated both in their current circumstances and their professional biographies, is a useful additional approach for future research on school leaders' problem solving.

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“…Researchers have shown that "experts," when compared to "typical" principals, are better able to identify the problem situation and to detect features of the problem that are similar to past problems (Leithwood & Stager, 1989;Leithwood & Steinbach, 1991, 1993. Leithwood and Steinbach identify six cognitive elements that characterize the problem-solving process of expert school leaders-interpretation, goals, constraints, solving processes, values, and moods-that fall into two categories, problem interpretation and problem solving (Leithwood & Steinbach, 1995).…”

Section: Dominant Perspectives On Expertise: Cognitive and Situatedmentioning

confidence: 99%

In Pursuit of School Leadership and Management Expertise: Introduction to the Special Issue

Sleegers

Spillane

2009

Leadership and Policy in Schools

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Indicators of transformational leadership in the everyday problem solving of school administrators

Cited by 47 publications

References 11 publications

A Review of Research Evidence on the Antecedents of Transformational Leadership

A Review of Research Evidence on the Antecedents of Transformational Leadership

School Leaders' Problem Framing: A Sense-Making Approach to Problem-Solving Processes of Beginning School Leaders

In Pursuit of School Leadership and Management Expertise: Introduction to the Special Issue

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