Transformational School Leadership Effects on Student Achievement

The Relationship Between Educational Leadership and Teachers’ Self-Efficacy

“…Additionally, the social environment has a considerable impact in perceived self-efficacy (Skaalvik & Skaalvik, 2007, pp. 612) Evidence based research demonstrates a positive relationship between transformational leadership and school environment, teachers' job satisfaction, organizational commitment, development of an innovative climate in schools and students' achievements (Nguni, Sleegers & Denessen, 2006;Sun & Leithwood, 2012).…”

Fostering sustained teacher learning: co-creating purposeful and empowering workplaces

“…Instead of a direct link, it seems more likely that the relation between transformational leadership on the one hand, and self-efficacy and self-reflection on the other hand, is mediated by perceptions of workplace conditions (e.g., Geijsel et al, 2009;Korek, Felfe, & Zäpernick-Rothe, 2010;Nielsen, Randall, Yarker, & Brenner, 2008;Nir & Kranot, 2006;Thoonen et al, 2011). Previous studies have indeed found that transformational leadership practices is related to various workplace conditions and have an initiating role in enhancing these conditions (e.g., Sun & Leithwood, 2012).…”

“…Research has shown transformational school leadership to correlate with various organizational and teacher conditions, it fosters participation in decision making, and it strengthens the effect of a professional community on student achievement (Sun and Leithwood, 2012;Thoonen et al, 2011;Wiley, 2001). In addition, it has recently been shown that transformational school leadership can enhance the prerequisites for perceiving interdependence -including teacher collaboration and trust (Moolenaar, Sleegers, & Daly, 2012;Thoonen et al, 2011).…”

“…Transformational school leadership aims to help teachers develop themselves, and foster personal commitment to the organizational goals of a school in order to change the practices of teachers and the school (Leithwood et al, 1999;Ross & Gray, 2006). Research has shown transformational school leadership to correlate with various organizational and teacher conditions (Sun & Leithwood, 2012) including increased participation in decision making and commitment to school improvement as well as increased teacher motivation to implement -for example -accountability policies (Geijsel, Sleegers, Leithwood, & Jantzi, 2003;Leithwood & Jantzi, 2005;Leithwood, Steinbach & Jantzi, 2002). The findings regarding the influence of transformational leadership on teacher learning have not been consistent, however.…”

“…Empirical research into professional reflective learning has indeed shown the positive effect of conditions such as goal interdependence and a shared vision building transformational leader (Geijsel, Sleegers, Stoel, & Kruger, 2009;Runhaar, Sanders, & Yang, 2010;Thoonen, Sleegers, Oort, Peetsma, & Geijsel, 2011;Tjosvold, Tang, & West, 2004;Tjosvold, Yu, & Hui, 2004;Wahlstrom & Louis, 2008;Wiley, 2001). Additionally, research on teacher information sharing and how teachers make use of their leader and workplace conditions for purposeful peer interaction and support (e.g., Edmundson Dillan & Roloff 2007;Geijsel et al, 2009;Leithwood, Jantzi, & Mascall, 2002;Nissilä, 2005;Tjosvold, 1986), found that a shared vision and transformational leadership have initiating roles, and that goal interdependence serves as a mediator (e.g., Sun and Leithwood, 2012;Wong, Tjosvold, & Liu, 2009). These antecedents do not need to be implemented, but can be discovered as naturally occurring resources of the workplace (Horn & Little, 2010;Spillane, Reiser, & Reimer, 2002).…”