Strengths And Weaknesses Of Transformational Leadership Theory

Achieving a school district’s mission and vision requires the commitment of its stakeholders. In order to involve them in the process, it is necessary for educational leaders to “motivate staff, parents, students, board and community members” (Educational Leadership Constituencies Council, 2002, p. 4). The transformational leadership theory emphasizes the importance of educational leaders acting as role-models in order to motivate and inspire the school community. This approach has the potential to involve all stakeholders, leading to increased student success (Bush, 2007). The Assistant Director of Special Education in Northwest ISD directly supervised the school district’s assessment staff. Her education, experience, and passion set an example for her subordinates, stimulating them to achieve more, leading to her promotion to Executive Director of Student Services.

According to former Indiana state superintendent of schools Dr. Suellen Reed, “We know from our research that there’s no turnaround school without a turnaround principal” (as cited in Gammil, 2007, para. 2), further supporting the fact that “school leaders have an essential role in cultivating a positive school culture in public schools” (Peterson and Deal, 2002, p.30). However, it is imperative to improve our understanding as to how principal leadership impacts the school culture in high poverty schools to ensure that all children receive a quality education, regardless of zip code, in an environment conducive to learning. The six measured factors are as follows:

These types of leaders, according to Avolio (1991) possess the characteristics of individual consideration, intellectual stimulation, inspirational motivation, and idealized influence. This paper will examine the outcomes that are a direct result of transformational leaders who exhibit these types of traits such as job satisfaction and organizational commitment, job stress, safety, supervisor satisfaction, team, performance, and general.

The researchers reviewed related educational peer-reviewed literature, as it pertained to their study. They reviewed literature topics related to transformational leadership, best practices of educational leadership, strategies for improved school culture, and leadership styles and its impact on teacher morale. The researchers identify in their review of the literature characteristics of “true” transformational leadership to include a leader’s ability to “lead by example and have the ability to articulate goals of the organization which

In a study conducted by S.M. Johnson on the complexity of the superintendent’s role in school district leadership, she identified three types of leadership evident in the practice of successful superintendents: “educational leadership (focus on pedagogy and learning), political leadership (securing resources, building coalitions), and managerial leadership (using structures for participation, supervision, support, and planning)” (as cited in Fullan, 2006, p. 210). For the RTI change initiative, the superintendent showed these three types of

A vital individual when it comes to initiating change is the person willing to take action in order to construct something different. A person willing to own the outcome and lead the change is the critical element in producing change. Without the leader of change stepping up and accepting responsibility, all others have is an awareness of the problems that exist, therefore, change doesn’t transpire. There are countless people who are constantly eager to share all of the items which they believe need to change, with anyone who will listen. There are far fewer who are willing to step up and lead that change. Teacher leaders have the vision to generate change in their schools, and are a vital asset to change. Catalytic leaders are needed throughout schools in order to make change happen. Leaders with an expertise in the area of change are authentic, initiative, and influential.

Leadership is an essential component of a schools’ success or failure. Learning By Heart, by Ronald S. Barth provokes teachers and administrators to reflect on their practices and contributions to their school. Roland Barth offers us different viewpoints on educational reform from his own experiences in education from being a public school teacher and principal to being a Harvard University faculty member. He mentions how school improvement and restructuring will come from within every teacher and administrator not from any program because “schools are not capable of improving themselves”.

Educational leadership involves implementing changes which can be difficult when those one leads are resistant. Overcoming that resistance to bring about change creates benefits for students and the entire school community; unfortunately, there is no universal way to avoid resistance to change from all involved (Marion & Gonzales, 2014, p. 197). Further research could be done within an individual school

There were 165 students that participated in this study. The study found that transformational leadership correlates positively with student learning outcomes (Bolkan & Goodbay, 2009). Although this study included men and women, it is useful to explore this leadership style because it influences a positive learning environment. Because of the unique background and experiences of African American male students, transformation leadership styles support the change that is needed to increase student

Throughout this book, Sergiovanni is attempting to reframe the role of leadership in a school from an old paradigm focused on management and control and the view that a school is a formal organization, to a new paradigm of empowerment through caring, acknowledging the expertise of teachers and students, and facilitating their active participation in the school.

The book turnaround leadership emphasizes on the kind of leadership required for turning around a persistently low-performing school to one that will meet the required accepted standard achievements based on state test. The book informs the reader on how to implement successful strategies that specifically target low-performing school and later place that school in a proven turnaround system that con potentially lead to change. The system in suggested requires moves from school to the district in order to fully see and evaluate the system as a whole. The final outcome, is to have success in turning around school in a more productive manner. Leadership is something extremely important, it empowers people and it gives someone the opportunity

Marzano, McNulty and Waters propose five steps for a plan of effective school leadership. The first step is developing a leadership team with purpose. The definition used for a purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that mater to all community members through agreed-upon process (Marzano, et. al, 2005). The second step is distributing some responsibilities throughout the leadership team. The third step is to select the right work. The fourth step is to identify the order of magnitude implied by the selected work. The last step is to match the management style to the order of magnitude of the change initiative. The last step incorporates whether this is first or second order change.

Leadership is vital to the effectiveness of a school. James Burns, the founder of modern leadership theory discusses the ideal of transformational leadership. Transformational leaders form “a relationship of mutual stimulation and elevation that converts followers into leaders and leaders into moral agents” (Burns, 1978, p. 4). Four factors characterize the behavior of transformational leaders: individual consideration, intellectual stimulation, inspirational motivation, and idealized influence (Bass, 1985). Individual consideration characterized by

As the leader of a 21st century school one must embody the qualities that best reflect the ever-changing face of education. Traditionally, the leader of a school focused a large portion of time and energy on typical managerial functions within the school. These tasks, although important, will not propel a school to achieve excellence. Today’s school leaders must be visionaries who create a sense of purpose driven unity. As a transformational leader, one must also be the beacon of learning in establishing and effectively cultivating professional learning communities. One must recognize and further develop the leadership skills of those within the school in order to ensure the vision and mission of the school is achieved. Keeping in

Sir Richard Charles Nicholas Branson, an English businessman and investor, is best known as the founder of Virgin Group. Branson is a high school dropout turned billionaire. The Virgin brand really started to take off in the 1980’s when he started Virgin Atlantic, which then grew to Virgin Records. Forbes listed Branson at an estimated new worth of $5 billion (Forbes.com, 2015). Virgin has grown into different sectors ranging from music to travel. There is currently more than 100 different Virgin companies across the world. The company has roughly 60,000 employees in over 50 different countries.