Strengths And Weaknesses Of Transformational Leadership Theory

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On the other hand, in a US study of the relation of transformational leadership to school staff job satisfaction, turnover and school performance, Griffith (2004) reported no direct association between principal transformational leadership and school staff turnover or student achievement progress. Similarly, in Australia, Barnett, McCormick and Conners (2001) reported that while transformational leadership was positively linked to teacher outcomes such as satisfaction and extra effort, it was negatively associated with student learning culture and the overall performance of the school. Thus, the nature of the relationship between leadership and educational outcomes makes it necessary to identify those intervening variables that are likely to…show more content…
According to critics, the model places too much emphasis on the transformational qualities of the leader, thereby reinforcing the notion that the principal is the sole source of leadership at the school (Evers & Lakomski, 1996; Stewart, 2006). However, according to Leithwood and Jantzi (2006), their transformational leadership model does not assume that the principal will be the only source of leadership within the school and is consistent with the sharing of leadership with teachers and other stakeholders. Similarly to the views of the mentioned critics, Yukl (1999) has drawn attention to several conceptual weaknesses in transformational leadership theories, which include ambiguity in indentifying the processes for transformational leadership, which he suggested are used to explain the effects of the leader (principal) on school community. Given that scholars have had limited success in measuring the effects of a single leader on outcomes, the measurement of the effects of transformational leadership is even more challenging since it does not assume that leadership is concentrated on the principal alone (Hallinger, 2003). His most important finding concerned the fact that the transformational leadership behaviour of vision/inspiration was negatively associated with student learning culture. Barnett, McCormick and Conners (2001) suggested that visionary/inspirational principals may direct teachers’ efforts to wider school initiatives, thereby distracting them from their teaching and learning goals. If correct, this interpretation has negative implications for the transformational leadership model in relation to its presumed effects on student outcomes and turnaround
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