The effects of transformational leadership on organizational conditions and student engagement with school

Abstract

Most school restucturing initiatives assume significant capacity development on the part of individuals, as well as whole organizations; they also depend on high levels of motivation and commitment to solving the substantial problems associated with the implementation of restructuring initiatives. Transformational approaches to leadership have long been advocated as productive under these conditions, and evidence suggests that transformational practices do contribute to the development of capacity and commitment. Much less evidence is available, however, about whether these socio‐psychological effects actually result in organizational change and enhanced organizational outcomes. Survey data from an achieved sample of 1,762 teachers and 9,941 students in one large school district were used to explore the relative effects of transformational leadership practices on selected organizational conditions and student engagement with school. Results demonstrated strong significant effects of such leadership on organizational conditions, and moderate but still significant total effects on student engagement.

Benefits of Transformational Leadership in the Context of Education

“…al., 2002;Leithwood & Jantzi, 2000;Pounder, 2006;Treslan, 2006). Snell and Swanson (2000) argue that in literature about educational leadership there is a lack of "teachers' voice".…”

“…al., 2002; professional growth (Kruger, et. al., 2007), eISSN: 2357-1330 Selection and peer-review under responsibility of the Organizing Committee of the conference 500 organizational conditions (Leithwood & Jantzi, 2000), school learning culture (Barnett, McCorminck & Conners, 2001;Kruger, et. al., 2007;Silins, Mulford & Zarins, 2002) school culture (Sahin, 2004;Barnett & McCormick, 2004), school climate (Blatt, 2002), bullying (Cemaloğlu, 2007), organizational health (Korkmaz, 2007;Leithwood & Jantzi, 2008), bureaucratic school structure (Buluc, 2009), student achievement (Griffith, 2004;Leithwood & Jantzi, 2008;Marzano, Waters & McNulty, 2005;Chin, 2007;Politis, 2001).…”

Rethinking teachers' professional development in Malta: agenda for the twenty-first century

“…The head of school plays a major role in promoting staff development and in providing appropriate leadership for school improvement (e.g. Blasé & Blasé, 2000;Leithwood & Jantzi, 2000;Wildy & Louden, 2000). In Leithwood & Montgomery's (1982) of the head of school are of crucial importance in enhancing successful implementation of in-service training programmes at the school site.…”

Perceptions towards Distributed Leadership in School Improvement

“…The overarching message about leadership is one of building the school'scommunity in its ample sensethrough developing and engaging others (Harris & Chapman, 2002). The burden of accountability pressures requiring a rapid change falls on the principalto make it happen (Protheroe, 2005).Obviously, effective leaders play an indirect but authoritative influence on the effectiveness of the school and the accomplishments of students (Leithwood & Jantzi, 2000). A well-known researcher lately concludes, 'It has become increasingly clear that leadership at all levels of the system is the key lever for reform, especially leaders who a) focus on capacity building and b) develop other leaders who can carry on' (Fullan, 2006).…”