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This study tested a moderated mediation model of transformational leadership's effects on teacher innovative practices, with teacher commitment as mediator and trust in principal as moderator. Implementing a cross-sectional survey design and using data from 611 teachers working in 56 schools in Turkey, we employed multilevel structural equation modelling with Bayesian estimation to estimate the structural links between our variables. The results provided evidence of the indirect effects of transformational leadership on teacher innovative practices through the significant mediator role of teacher commitment. We also found evidence that trust in principal acted as a significant moderator of the indirect effect of transformational leadership on teacher innovative practice through teacher commitment. This study adds nuanced evidence to the global literature by concluding that the effect of transformational leadership on teacher commitment and innovative practice is contingent upon the extent to which teachers trust their principals. We conclude with key implications for policy and practice. [ABSTRACT FROM AUTHOR]

This systematic literature review critically evaluates 14 empirical studies published over a 14 years span (2006–2019) to answer questions about the models and the effects of transformational school leadership on student academic achievement. The analysis of the related literature utilized vote counting and narrative synthesis to delineate the status quo of the current research field. It was found that the majority of these studies were conducted in Western and English- speaking countries and these studies utilizing different research methods and models reported mixed results. Recommendations for future research directions include use of an integrated leadership framework and complexity in the study of leadership in schools. [ABSTRACT FROM AUTHOR]

This article explores the nature of leadership in Brazilian complementary schools in the UK. Such schools are typically parent-driven, voluntary and financially vulnerable. Using data from a questionnaire survey (n =14; more than three-quarters of Brazilian complementary schools) and three in-depth case studies, leadership is examined in relation to five established approaches: directive, instructional, transformational, distributed and collaborative. The study found that the size of the school and the personality of the leader appeared to influence the type of leadership adopted. In terms of effectiveness, a combination of instructional leadership with an approach that motivated staff and volunteers (whether directive, collaborative or transformational, depending on the school's circumstances) seemed most appropriate to the context of complementary schools. The research illustrates the complexity of school leadership and the overlap between different models. Leadership flexibility was important in responding to the needs of staff, students and parents. The findings are transferable to mainstream schools with contexts similar to those of complementary schools, particularly small primary schools and free schools. [ABSTRACT FROM AUTHOR]

The present research examines the relationship between school transformational leadership and innovation radicalness in classrooms with the moderating and mediating role of psychological safety, to provide an understanding of whether and to what extent the influence of leadership on innovation radicalness in teaching might be strengthened or weakened across various levels of psychological safety. Utilizing a dataset that included 5052 teachers working in 147 schools across Kyrgyzstan, we conducted multilevel analyses to test the proposed hypotheses. We found a positive association of transformational leadership with psychological safety and innovation radicalness in classrooms at the teacher level. Moreover, transformational leadership was more strongly related to radical innovation in schools with greater psychological safety among teachers both at the teacher and school levels. We conclude that school principals should prioritize the emotional state of teachers characterized by psychological safety by acting as transformational leaders, thereby enhancing the impact of their practices on the realization of higher innovation radicalness in the pedagogical practices of teachers. [ABSTRACT FROM AUTHOR]

Despite the fact that innovative behaviour of teachers is important for the quality of teaching in our knowledge society, there is still little research into leadership and organizational factors that influence teachers' innovative behaviour. By combining self-concept leadership theory, social exchange theory and a hierarchical model of the distance of variables to human behaviour from an interactive perspective, we tried to unravel the relationships between school organization and teacher variables. Based on longitudinal data (2011, 2012, 2013) from a select sample of 597 teachers (being part of a research panel), a structural equation model (Mplus) was used for testing the relationship between transformational leadership, the school learning climate, the quality of teacher–leadership relationships (leader–member exchange), teachers' inquiry habit of mind and teachers' innovative behaviour. The findings show a very good fit for the model and contribute to confirmation of the combined used theories and concepts of leadership in education, leaderships' influence on the organizational learning climate, the crucial mediating role of leader–member exchange between organizational variables and teacher variables, and the mediating dispositional variable of teachers' inquiry habit of mind between leader–member exchange and innovative behaviour. This study adds to our insights into the complexity of innovation in school organizations. [ABSTRACT FROM AUTHOR]

In the ever-changing 21st-century landscape characterised by emerging global and technical trends, the search for relevant leaders in school systems relies on the premises of building a conducive, adaptive and inclusive learning environment. Thus, this article aims to examine the mediating effect of transformational leadership attributes of school leaders on their cultural intelligence and the organisational health of secondary schools in Kuala Lumpur. Using a quantitative design, a survey questionnaire was administered to 476 school leaders in Kuala Lumpur. The results from the survey were analysed using PLS-SEM technique with SmartPLS software, which established the direct effects of cultural intelligence on transformational leadership and organisational health. In addition, transformational leadership was determined to have a direct effect on organisational health. The evaluation of the structural model revealed that transformational leadership has a mediating effect on cultural intelligence of school leaders and organisational health of secondary schools. Aside from advancing the theoretical understanding of school leadership, the results of this article present reflection points for current and aspiring school leaders, opportunities for inclusion of cultural understanding in school leadership programs, and provisions in policies in organisational development in multicultural schools. [ABSTRACT FROM AUTHOR]

The present study is a developmental review that aims to conceptualise, using empirical data, the mediating paths connecting effective school leadership (i.e. transformational leadership and distributed leadership) to teachers' affective and normative organisational commitment. The review is based on empirical studies on teachers' organisational commitment published in peer-review journals during two decades. Data analysis resulted in an integrative conceptual model where two central paths – socio-affective factors and teachers' psychological capital – mediated the impact of effective school leadership on teachers' organisational commitment. This synthesised model, with its higher-level generalisability, extends the scope of previous research and may stimulate interest in new empirical explorations in effective school leadership research. [ABSTRACT FROM AUTHOR]

This study aims to identify teachers’ cultural value profiles and to investigate how each profile moderates the empirical link between principal transformational leadership and teacher job satisfaction. Gathering data from a sample of 1062 teachers in 113 elementary and lower secondary schools in Türkiye, this cross-sectional study conducted latent profile analysis with moderation modelling to measure the structural links between study variables. Results showed that the sampled teachers were categorized under four profiles: decisive and participatory culture, flexible collaboration culture, rule-oriented culture, and respectful authority culture. The study also provided evidence of the significant moderator role of cultural values profiles on the association between transformational leadership and job satisfaction with the work environment and the profession. We provide implications for policy and practice. [ABSTRACT FROM AUTHOR]

In this study of high-poverty schools in Trinidad and Tobago, we (1) identified recurring patterns and generative mechanisms for successful principal leadership and (2) explored the utility of transformational, shared, and instructional leadership models. We argued that situational and country context are central to understanding school leadership and that the universality of some models might be limited. Using the lens of critical realism, we gathered evidence from a multiple case study of seven high-poverty schools. From the data, we constructed theory bridging leadership constructs of the global North with emergent local patterns and constructions. We found three meanings for successful leadership within this context, labelled as integrative, transformational and enabling, and academic-focused. The meanings attached to the in-vivo labels were consistent with the core components of shared, transformational, and instructional leadership. We extended these leadership meanings to describe specific activities and acts. Unique to this context was the data-centric focus of transformational leadership and the use of shared leadership as an early improvement strategy. Notably, however, academic-focused leadership was evident at only a few sites, possibly explaining the overall limited improvement trajectory. [ABSTRACT FROM AUTHOR]

Teacher attrition is a global concern that is particularly prevalent among beginning teachers. Teachers' intrinsic motivation to teach, affective organisational commitment and job satisfaction are considered job attitudes that stop them from dropping out of the profession. This study explores the interplay between factors at the school level (i.e. transformational leadership of the principal, professional collegial support) and the teacher level (i.e. self-efficacy) influencing these job attitudes. A sample of 292 first-year primary-school teachers participated. The results of the path analysis demonstrated that transformational leadership of the principal is directly related to teachers' job attitudes in a positive way. Moreover, transformational leadership of the principal is also indirectly related to these attitudes, via both professional collegial support and teachers' self-efficacy. Implications for the supportive role of the principal in the teachers' first year in the profession are discussed. [ABSTRACT FROM AUTHOR]

In discussions about transformational leadership theory, three conceptions frequently emerge: (a) principals’ transformational leadership behaviours are more prevalent in national contexts that are restructuring-oriented; (b) principals’ transformational behaviours are more effective than transactional behaviours; and (c) principals are either transformational or transactional. These conceptions are repeatedly addressed but seldom explored in an empirical manner. Accepting conceptions as given might result in flattening scholarly discourse and depriving practice of research knowledge. The present paper aims to investigate these conceptions based on data derived from published works and from the author’s database. The results of the investigation suggest that conceptions about principals’ transformational leadership in education are unsupported by empirical exploration. Educational leadership research may be improved by periodically subjecting conceptions to empirical test, and incorporating in future works only those that show empirical support. Such exploration is necessary to maintain relevance in an applied research field such as education. [ABSTRACT FROM AUTHOR]

This study aimed to identify schools’ motivational climate profiles and tested how each profile moderates the linkage of transformational leadership with teacher commitment and alienation. Gathering data from 1193 teachers working in 103 schools in Türkiye, we employed multilevel moderation with a latent class variable to estimate the structural links between our variables. The study offered nuanced evidence to the literature by suggesting that sampled schools were categorised under two profiles as high performance and high mastery school climate in terms of their prevalent motivational climate. Our results also provided evidence of the significant moderator role of the school-level profiles on the effect of transformational leadership. Our study suggests that transformational leaders might be more effective in promoting teachers’ collective sense of commitment and eliminating their sense of alienation in schools where a performance-oriented climate is fostered. Key implications for policy and practice around the contextualised nature of school leadership are discussed in this study. [ABSTRACT FROM AUTHOR]

The goal of this study was to explore the mediating role of ‘absenteeism acceptance’ between different leadership styles and school ethical climate (SEC) on organizational citizenship behaviors (OCB) and voluntary absence among Israeli teachers. 304 teachers were randomly selected from 304 different mainstream and special-education schools. The model was analyzed using AMOS 18.0 software. We found that ‘absenteeism acceptance’ partially mediated the relationship between transactional leadership, SEC and OCB, and also found that SEC and transactional leadership positively predict OCB. The theoretical contribution of this study is rooted in its integrative approach. While most previous studies focused on a single leadership style, this study focused on the role of ‘absenteeism acceptance’ as a mediator between ethical aspects such as: SEC; leadership styles; and teachers’ behaviors like voluntary absence and OCB. The practical contribution may include developing school principals’ training programs, focusing on transactional leadership and SEC in order to increase teachers’ OCB in schools. [ABSTRACT FROM AUTHOR]

The purpose of this study is to reveal the extent to which different leadership models in education are studied, including the change in the trends of research on each model over time, the most prominent scholars working on each model, and the countries in which the articles are based. The analysis of the related literature was conducted by first employing a bibliometric analysis of the research and review papers indexed in the Web of Science database between 1980 and 2014. Then, a more in-depth analysis of selected papers was done using the content analysis method. The results showed that there has been increasing interest in leadership models in educational research over time. Distributed leadership, instructional leadership, teacher leadership, and transformational leadership are the most studied leadership models in educational research. It was also found that related research increasingly focuses on the effects of leaders on organizational behaviors/conditions and on student achievement. Accordingly, usage of quantitative methodology has significantly increased during the last decade. Possible reasons for these changes, implications, and recommendations for future research are also discussed. [ABSTRACT FROM AUTHOR]

Although scholars have acknowledged the role of collaborative relationships of teachers in improving the quality of instruction, teacher collective efficacy continues to be a neglected construct in educational research. The purpose of this paper is to explore the relations between transformational school leadership, teacher self-efficacy and perceived collective teacher efficacy, using a sample of 120 permanent secondary-school teachers in Serbia, whose average age was 42.5. The results of the hierarchical regression analysis showed that transformational school leadership and teacher self-efficacy were independent predictors of teacher collective efficacy. The research findings also showed that individually-focused transformational leadership contributed significantly to an explanation of collective efficiency after controlling specific predictor effects of group-focused dimensions of transformational leadership. It is argued that the results have a double meaning. First, this study expanded the understanding of the relationship between different dimensions of transformational school leadership and collective teacher efficacy. Second, a contribution of teacher self-efficacy to collective efficacy beliefs was established, confirming the assumptions of social cognitive theory on reciprocal causality between two types of perceived efficacy: individual and collective. [ABSTRACT FROM AUTHOR]

Deriving from the social exchange theory, this study proposes a parallel mediation model where job autonomy and trust in school principal were underlying mechanisms through which transformational leadership affects teacher work performance. I propose that the leader provides job autonomy and builds trust among the teachers, that in turn influences teacher work performance. I tested the hypothesized model by using cross-sectional data (N  =  755) based on four themes – transformational leadership, trust, job autonomy and work performance. The data was collected through an online survey from senior secondary school teachers in New Delhi, India. After establishing the reliability and validity of measures, the parallel mediation model was tested using AMOS 4.0. The result of regression analyses using the Bootstrap confidence interval method indicates significant results showing that trust in school principal and teacher job autonomy mediate the relationship between transformational leadership and teacher work performance. Limitations, implications and future research directions are discussed at the end. [ABSTRACT FROM AUTHOR]

The role of contextual factors has been highlighted in the school leadership literature. This points to the importance of examining the extent to which leadership models apply to, or are useful in, specific contexts. The paper investigates the extent to which school leaders adopted transformational leadership behaviours and practices during the pandemic crisis based on the perceptions of teachers. Qualitative research was conducted with 30 primary school teachers in Cyprus. The findings of the research show that overall, school leaders used behaviours and practices associated with transformational leadership to a great extent. Of the five transformational leadership dimensions proposed by Bass and Avolio, teachers were more likely to report weaknesses in the area of individualised consideration. Moreover, the perceptions of teachers suggest that the behaviours and practices of school leaders during the pandemic crisis can be linked to different leadership conceptualisations and/or models. The paper provides implications regarding educational policy and practice. [ABSTRACT FROM AUTHOR]

Globally, there is increasing pressure on schools to enact change, and the literature indicates that transformational leadership is positively associated with school leaders’ effectiveness at implementing positive reforms. Here, we report on a study conducted in the United Arab Emirates (UAE) within the current context of intense educational restructuring in the K–12 system. The purpose was to investigate whether school principals in the UAE practise transformational leadership, and whether they and their teachers perceived principals’ leadership styles differently to their western counterparts. This study adopted a mixed methodology, and revealed variation in perceptions between principals and teachers related to whether principals were practising transformational leadership. However, when analysed using Hofstede’s cultural framework, this variation may be related to cultural differences between the western orientation of the leadership model adapted by Emirati principals and the Islamic orientation of the population. Therefore, a new model of transformational leadership is proposed, based on a paradigm that may be more appropriate for Middle Eastern/Islamic contexts. This Modified Transformational Model may be useful to those leaders who wish to adopt transformational leadership with cultural accommodations. [ABSTRACT FROM AUTHOR]

The present study aims to examine whether principals’ emotional intelligence (specifically, their ability to recognize emotions in others) makes them more effective transformational leaders, measured by the reframing of teachers’ emotions. The study uses multisource data from principals and their teachers in 69 randomly sampled primary schools. Principals undertook a performance task to allow assessment of their emotion recognition ability; half the teachers’ sampled (N = 319) reported on principals’ leadership behaviors and the other half (N = 320) on teachers’ subjective perceptions of principals as promoting teachers’ reframing of negative emotions into more positive ones. Data were analyzed through multilevel structural equation modeling. Findings indicated a cross-level relationship between principals’ transformational leadership behaviors and teachers’ emotional reframing, as well as a relationship between principals’ emotion recognition ability and their transformational behaviors. Furthermore, the study revealed that principals’ emotion recognition ability has an indirect effect on teachers’ emotional reframing through principals’ transformational leadership behaviors. The results provide empirical support for the claim that transformational leadership promotes emotional transformation. The theoretical and practical implications of the study are discussed. [ABSTRACT FROM AUTHOR]

Teachers’ voice behaviour has attracted growing attention in universities due to its positive outcomes for institutional reform and improvement. This study investigated how and under what conditions university leaders’ transformational leadership is beneficial to teachers’ voice behaviour using data collected from 434 teachers from universities in China. As a result, we proposed a moderated mediation model of the association between transformational leadership and teachers’ voice behaviour in which group voice climate was used as the mediator and team psychological safety as the moderator. The results revealed evidence of an indirect effect of transformational leadership on teachers’ voice behaviour through the significant mediating role of group voice climate. Moreover, we found evidence that team psychological safety acts as a significant moderator of group voice climate and teachers’ voice behaviour and strengthens the effect of the entire mediating mechanism. Specifically, the mediation effect of group voice climate was significant when team psychological safety levels were at medium or high rather than low levels. Our findings provide a deeper understanding of the benefits and effective mechanism of the impact of transformational leadership on teachers’ voice behaviour in the Chinese university context and offer practical suggestions for facilitating teachers’ voice behaviour in institutions. [ABSTRACT FROM AUTHOR]

The Holistic Equilibrium Theory of Organizational Development was used to gain an in-depth understanding of the influence of holistic staff capacity on conducting effective internal whole-school evaluation (IWSE) within the Gauteng Department of Education’s public secondary schools. In the context of South African education, the staff of each public school are legally mandated to conduct an IWSE annually to self-determine their school development paths within a school improvement framework. This IWSE programme, however, takes a myopic unidimensional approach to whole school improvement, demanding public school staff, from diverse milieus with varying degrees of capacity, to take greater ownership of their own development needs through self-evaluative mechanisms. Using a concurrent triangulation mixed methods approach comprising a structured questionnaire, supported by focus group interviews, individual interviews with school principals and open-ended responses, this study elicited data on five distinct but integrated theoretical capacity dimensions: school evaluation, school improvement, collaborative cultures, professional learning communities and transformational leadership. The findings from both data collection strands corroborated the overarching conclusion that development of holistic capacities, transcending a technicist, bureaucratic approach, is more likely to result in the meaningful use of IWSE scaffolding school improvement. [ABSTRACT FROM AUTHOR]

This study investigated the heterogeneous nature of teachers’ perceptions of distinct leadership practices and explored the predictors of teacher- and school-level leadership typologies on teacher self-efficacy and commitment by using a multilevel latent profile mediation analysis of a dataset of 890 teachers from K-12 schools in Turkey. The results revealed three distinct leadership profiles (limiting, transitioning, and integrating) at the teacher level and two profiles (transitioned and integrated) at the school level, providing evidence that integrating teachers and integrated school profiles were associated with greater teacher self-efficacy and commitment. Additionally, both levels of integrated leadership profiles were indirectly related to teacher commitment through teacher self-efficacy vis-a-vis other profile groups. The study concluded that different leadership styles are related and that the impact of leadership on teachers is maximized when multiple leadership types are integrated. [ABSTRACT FROM AUTHOR]

This study examined the possible relationship between emotional competence and transformational leadership in K-12 school leaders as a function of self–other agreement. The study found that, for those school leaders whose self-assessment of their leadership agreed with that of their subordinates, the self-ratings of emotional competence were strongly and significantly correlated with the self-ratings of transformational leadership. However, the correlations between emotional competence and leadership self-ratings were not significant for those school leaders who either over- or under-estimated their transformational leadership. In contrast, the correlations of others’ ratings of the leaders’ emotional competence and transformational leadership were equally strong and significant for all leaders. Furthermore, this study demonstrated that those leaders who agreed with their subordinates in the assessment of their transformational leadership also agreed with their subordinates in the rating their social and emotional competence, whereas leaders who over-estimated their transformational leadership were likely to rate their emotional competence higher than were their subordinates. These identified relationships have potential implications for professional development programming for school leaders and for furthering establishing the degree to which development of emotional competence promotes the development of transformational leadership. [ABSTRACT FROM AUTHOR]

The present study aims to extend and integrate previous research on the mediating effects of trust in supervisor and job satisfaction on the relationship between transformational leadership style and organizational citizenship behavior (OCB). Drawing on previous research, we argue that transformational leadership impacts OCB directly and indirectly via employees’ trust in supervisor and job satisfaction. Our sample comprised of 211 Arab male and female teachers in the Arab education system in Israel. The results of structural equation modeling indicated a direct effect between transformational leadership and OCB, and an indirect effect of job satisfaction on the relationship between transformational leadership and OCB. However, trust in supervisor did not mediate the effect between transformational leadership and OCB. Implications and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Across the nation, quality leadership and positive school climate are critical to the success of every principal, student, and school. As a result, this study examined the relationship between teacher perceptions of the degree to which a principal displays the factors of transformational leadership and the perceived school climate. A purposeful sample of 399 teachers, representing five high schools in a large urban school district in southeast Texas, were administered the Multifactor Leadership Questionnaire to assess his or her principal in terms of being a transformational leader and the Organizational Climate Description Questionnaire for Secondary Schools to evaluate the climate of his or her respective school. The results of the HLM analysis indicated that there was a correlation between transformational leadership and the supportive, engaged, and frustrated elements of a school’s climate. [ABSTRACT FROM AUTHOR]

To gain insight into how to promote teachers’ use of digital learning materials (DLMs) in their pedagogical practices we adopted the Integrated Model of Behaviour Prediction to investigate the relationships between organizational and teacher-related variables. A representative sample of 772 teachers from primary, secondary or vocational education took part in a survey study. Conjectured combinations of direct and indirect relationships between the variables were tested for the best model fit with structural equation modelling. The results suggest that a model with mediating relations from leadership through information and communication technology (ICT) policy and professional development activities to the variables self-efficacy, attitude and social norm, combined with direct relations from leadership to the latter, has the best fit for predicting teachers’ intention to use DLMs. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine the relationship between transformational leadership of government secondary school principals and teachers’ job satisfaction. A random sample of 320 teachers responded to a three-part instrument (the transformational leadership questionnaire, the teachers’ job satisfaction questionnaire and a demographic section). Means, standard deviations, Pearson correlations and stepwise regression analysis were used to analyse the data. The findings indicated that a moderate, positive and significant relationship exists between transformational leadership (overall) and overall teachers’ job satisfaction. Furthermore, the relationship between each component of transformational leadership and teachers’ job satisfaction was found to be moderate, positive and significant. Finally, it is suggested that principals of government secondary schools in Ethiopia should pay more attention to developing efficient teamwork and the expression of warm concern and trust to co-workers through transformational leadership behaviours. [ABSTRACT FROM PUBLISHER]

This quantitative study explores the relationship between school leadership and the development and sustenance of teacher social capital. The literature review discusses aspects of leadership theory to elucidate understanding of how leadership influences teachers’ working relationships. Quantitative methodology and analyses ascertain the correlation between Leithwood et al.’s dimensions of transformational leadership and the author’s dimensions of teacher social capital. Study findings indicate significant, positive moderate to high moderate correlations between: (1) transformational leadership and the environmental conditions nurturing teacher social capital; (2) leadership and teacher social capital; and (3) leadership and teacher collective efficacy (TCE). An additional major finding is the perception of higher levels of transformational leadership among teachers in middle performing and high performing schools as compared to the perceptions of teachers in low performing schools. This study provides evidence of the importance of transformational leadership in the development of teacher social capital within a school. High levels of teacher social capital should result in positive outcomes of student achievement, teacher quality and teacher job satisfaction. The study findings, interpretations and conclusions contribute to both school leadership and school improvement literature and should inform discussions about leadership development and the impact of leadership on teacher working relationships. [ABSTRACT FROM PUBLISHER]

This article describes the development and validation of a measure for transformational and transactional leadership that may be used as part of a more comprehensive instrument to measure a school’s capacity to implement school-based interventions. Data used for this study were gathered from the reports of 1144 teachers from 45 Norwegian schools who were taking on a school development intervention aimed at preventing and reducing problem behaviours among students. Using exploratory factor analysis and confirmatory factor analysis, measurement structures with two factors at the teacher level and one factor at the school level provided a good fit to the data. Although there is some overlap between transactional and transformational leadership, the two concepts do measure distinct features. Transformational and transactional leadership was eventually measured by teacher reports on two scales, each consisting of four items. As part of the validation, scores on the scales were related to other aspects relevant for organisational capacity. As expected, the transformational and transactional leadership scales both correlated significantly negatively with staff freedom and positively with innovation climate, affiliation, principal positions in schools, and collaborative activity at both the teacher and the school levels. [ABSTRACT FROM PUBLISHER]

The overarching purpose of this study is to examine the prospects of school leadership for the development of intercultural education. The article focuses on the ways in which Greek-Cypriot headteachers conceptualize: diversity and intercultural education; and their school leadership roles in culturally diverse settings. To this extent, interviews were carried out with the headteachers of 20 primary schools, which presented high concentrations of immigrant students. In general, two main approaches concerning intercultural education were identified: cultural-deprivation and cultural-celebration. Headteachers, who fostered assimilation in their schools, adopted a transactional leadership style the goal of which was ‘unobstructed’ and ‘unproblematic’ operation of their schools. Conversely, headteachers, who ‘celebrated’ diversity in their schools, opted for the transformation of their school cultures by promoting immigrant parental involvement and community liaison. Nonetheless, there was a third category of headteachers, who held container concepts of diversity, pertaining to both cultural-deficit and cultural-celebration approaches. These headteachers proclaimed the transformation of their schools to accommodate diversity by creating collaborative networks in their schools. However, such suggestions seemed to be rhetorical, while in practice they seemed to seek assimilation. [ABSTRACT FROM PUBLISHER]

Researchers have found that transformational leadership is related to positive outcomes in educational institutions. Hence, it is important to explore constructs that may predict leadership style in order to identify potential transformational leaders in assessment and selection procedures. Several studies in non-educational settings have found that emotional intelligence is a useful predictor of transformational leadership, but these studies have generally lacked methodological rigor and contextual relevance. This project, set in Australian educational institutions, employed a more rigorous methodology to answer the question: to what extent is the Mayer and Salovey (1997) model of emotional intelligence a useful predictor of leadership style and perceived leadership outcomes? The project was designed to move research in the field forward by using valid and reliable instruments, controlling for other predictors, obtaining an adequately sized sample of current leaders and collecting multiple ratings of their leadership behaviours. The study (N = 144 leaders and 432 raters) results indicated that emotional intelligence was not a useful predictor of leadership style and perceived leadership outcomes. In contrast, several of the other predictors in the study were found to predict leadership style. [ABSTRACT FROM PUBLISHER]

The study explores the attitudes of a sample of school principals in a Kuwaiti local authority towards the need for transformational leadership, the use of its behaviours, whether these school leaders are ready to behave in diverse ways or whether there are barriers that prevent them from acting in such a manner. The findings of this study demonstrate that the participants agreed on the need for transformational leadership and had positive attitudes towards its behaviours. Although the participants identified some barriers to the application of this leadership style, the results indicated that the participants were generally ready to promote transformational leadership behaviours. [ABSTRACT FROM PUBLISHER]

The study investigated whether students perceive their university instructors in a virtual learning environment as leaders. Referring to the full range leadership theory (FRLT), we examined the effects of transformational and passive leadership styles of university instructors on students' satisfaction and learning outcomes. Completed web-based questionnaires were obtained from 1270 students who enrolled in large academic courses led by instructors in web-based instructional environments. Data analyses confirmed the validity of the multifactor leadership questionnaire (MLQ) in the virtual asynchronous communication setting with three second-order factors model composed of transformational, active management-by-exception and passive leadership. Leadership styles correlated with student satisfaction: the more the students attributed transformational leadership style to the instructor and the less they attributed a passive leadership style, the more satisfied they were. The attributed leadership style was not related to the actual participation of the students in the virtual discussions or to their academic achievements. The findings suggest that subordinates' satisfaction might be tied more strongly to their perception of the leader than to the actual tangible benefits the leader can provide. Moreover, the study shows that the FRLT is applied to the asynchronous, web-based, instructional environment which is being increasingly adopted in higher education institutions. [ABSTRACT FROM AUTHOR]

Teacher self-leadership includes a set of individual cognitive and behavioural strategies that, when practised together, can lead to improved performance. This study examines the influence personality and leader behaviours have on teacher self-leadership in a vocational education and training setting. Survey data from 418 teachers from an Australian college of vocational education and training showed that generalized self-efficacy and conscientiousness were positive predictors of self-leadership. Transformational leader behaviours also positively influenced teacher self-leadership, although to a lesser degree. The results suggest improving teachers’ self-efficacy is associated with increased self-management, greater intrinsic enjoyment from work and more constructive thought patterns. Training in transformational leader behaviours, such as articulating a vision, high performance expectations, individualized consideration and intellectual stimulation may also facilitate teacher self-leadership in vocational colleges. [ABSTRACT FROM AUTHOR]

The purpose of this article is to determine the relationship between transformational leadership of vocational school principals on vocational teachers’ organizational commitment. A random sample of 340 vocational teachers responded to a three-part instrument (the transformational leadership questionnaire, the organizational commitment questionnaire and a demographic section). Means, standard deviations, Pearson correlations and stepwise regression analysis were used to analyse the data. The findings indicated that a strong, positive and significant relationship exists between transformational leadership (overall) and the organizational commitment dimension. Furthermore, the relationship between each component of transformational leadership and organizational commitment was found to be moderate, positive and significant. Finally, it is suggested that more workshops and training courses in transformational leadership should be sponsored by the Ministry of Education in Jordan to promote organizational commitment among vocational teachers. [ABSTRACT FROM AUTHOR]

A descriptive study using questionnaires was conducted in 2004 to assess the effectiveness of instructional leadership displayed by primary school management teams following the implementation of the Primary School Management Project in Botswana. Leadership skills, Coordination of instructional activities, management of curriculum and quality of learners were key variables that guided the study. Respondents were 240 primary school teachers including school heads and 575 learners. Data were analyzed descriptively through the use of the Statistical Package for Social Sciences (SPSS) program using frequencies and percentages. The results reveal school management teams' lack of interpersonal skills necessary for classroom supervision, inability to mobilize parents to participate in school instructional improvement activities, teachers' unauthorized use of corporal punishment and lack of creativeness and innovativeness for management of curriculum change. Regarding quality of learning, the study identifies learners' inability and lack of freedom for self-expression and inadequate acquisition of basic literacy skill at varying degrees between rural and urban schools. [ABSTRACT FROM AUTHOR]

The first 100 days of a new senior executive appointment are fraught with multi-faceted challenges that rely on specific leadership approaches for their resolution. The purpose of this article is to (1) explore which leadership issues and initiatives most present themselves in the first 100 days of such an appointment, (2) examine the extent to which each dimension of the transformational-transactional leadership model manifests itself in the first 100 days of a new senior executive appointment in response to these issues, and (3) enhance the transformational model by examining it in terms of instructional leadership and three meta-dimensions, namely mission-centred, performance-centred and culture-centred leadership in relation to the key issues. Recommendations for replication of the study in different work environments and for practice are provided. [ABSTRACT FROM AUTHOR]

The literature on teacher leadership suggests that the notion has developed over time and some have argued that this development comprises three stages or waves' that progressively delink the idea from the formal organizational hierarchy. The third wave emphasizes that teacher leadership is a process rather than a positional concept and notes that teacher leaders tend to possess many of the characteristics of transformational leaders. The literature also suggests that third wave teacher leaders are excellent classroom performers. This article explores the relationship between the teacher leadership and transformational leadership concepts and argues that a fourth wave of teacher leadership could include transformational classroom leadership as one of the defining qualities of a teacher leader and could embrace both school and university contexts. [ABSTRACT FROM AUTHOR]