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This study examines the experiences of three aspiring Latina school leaders in a principal preparation program with a social justice emphasis. Employing theoretical perspectives grounded in a community-based educational leadership framework and transformational resistance theory, this study documents how coursework informed the perspectives of participants regarding educational equity and racial justice. This comparative case study takes place at a Hispanic Serving Institution and focuses on two social foundations courses spanning a 5-month period. Findings illustrate participants' capacity to (a) reframe their past experiences as P-20 students in relation to meritocracy; (b) respond to current injustices as K-12 teachers, particularly the power of language to disrupt or perpetuate inequities; and lastly (c) re-envision educational leadership as future Latina principals as deeply intertwined with communities. The research highlights a need for a broadened approach to principal preparation that fosters future leaders to consider the engagement and leadership of marginalized students and families. [ABSTRACT FROM AUTHOR]

This replication study examines the relationship between school counselor leadership and school counseling program implementation, but with a larger sample and additional measures of leadership. In the original study (Mason, 2008) using Kouzes and Posner's Leadership Practices Inventory (2003), only Model the Way and Enable Others to Act subscales were predictors of program implementation, while in this study all subscales were predictors. The findings extend prior research, specifically that school counselor transformational leadership behavior strongly predicted comprehensive school counseling program implementation. We also found that specific leadership practices and behaviors, including modeling and systematic collaboration, accounted for the greatest variance in program implementation. Finally, exposure to the American School Counselor Association's ASCA National Model and working in a Recognized ASCA Model Program (RAMP) predicted program implementation. We discuss the implications of the findings with respect to today's educational climate. [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]

Despite the role pedagogical leadership plays in quality early childhood education and care services, limited research to date has explored the appointment and enactment of educational leaders in Australia. This qualitative study explored the role and influence of two educational leaders in a highquality rated service. Findings revealed that these educational leaders' exercising of distributed and transformational leadership enabled ongoing quality improvement. Appointing the 'right' person; a supportive, effective and cohesive team; the whole-of centre valuing of the educational leaders and their role; investment of resources; and professional autonomy, were identified as key enablers of quality education across the service. As the first study to investigate the educational leader role in an 'excellent'-rated service in Australia, this study highlights that the effectiveness of an EL is dependent on the person in the EL role and the context in which they are working. Implications for policy and service providers are discussed. [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]

Aim: While integrated leadership has received significant scholarly attention in the past decade, most existing research in this vein has focused on its impact on student achievement and often dismissed how it might be related to instructional practices, which are at the center of many school reforms. In this research, we examined the relationship between integrated leadership and teacher professional learning and teacher practices in Turkey, where educational policy makers have recently introduced several school reform initiatives. More specifically, we aimed to examine the moderating function of transformational leadership in the relationship between instructional leadership and teacher practices, with an emphasis on the mediating role of teacher professional learning. Research Design: We conducted this study with a cross-sectional design and moderated mediation model. Data collected from 616 teachers working in a mix of primary and secondary schools in Turkey were analyzed using structural equation modeling and bootstrapping tests. Findings: We found evidence that transformational leadership acted as a moderator of the indirect effect of principal instructional leadership on teachers' instructional practices through teacher professional learning. Implications: This study adds to the accumulated body of knowledge on the effects of school leadership by concluding that the effect of instructional leadership on teacher learning and practice is contingent upon the extent to which principals enact transformational leadership. School principals who adopt a more comprehensive leadership approach that combines instructional leadership and transformational leadership practices can maximize their effects on student achievement through teacher learning, and better address the ever-growing demands of educational reforms. [ABSTRACT FROM AUTHOR]

The forms of leadership required to exclude children because they do not fit the school brand, to close down a school because of how the market is working, or to I academise i (see [34]) are not educational leadership that is actually educative. I Educative i leaders, leading and leadership are not officially recognised or enabled for or within public educational services in England. There is no independent peer-reviewed evidence for the current segregation of children either through home-schooling or for eugenics-informed access to school places based on biology, faith, class, race or intelligence (e.g. [10]). For example, parents have been told repeatedly that they would be failing in their duties if they did not strive to secure a "good school place" for "their" child, and yet a public education system requires parents to care and take action about and for all children and their access to "all school places as good". [Extracted from the article]

Gender equity and women's access to senior leadership and management positions in universities are a major challenge not only in South Africa but on the African continent, too. For women to take up senior leadership roles more potently, it is essential that they not only cope with and compete in patriarchal systems but more so, are equipped to change patriarchal hegemony and shift the management discourse and culture to a pluralistic leadership culture where transformational leadership becomes the norm and praxis. This paper examines a needs analysis for leadership and professional development competencies of women in senior leadership positions in South African higher education and presents the discussion on these findings, based on the data collected from 74 participants. The conclusion reveals the participants' enthusiasm for personal leadership development as well as their readiness for impacting their leadership contexts. These findings, in turn, shape the content development of the Women in Leadership programme, designed by Higher Education Leadership and Management under the auspices of Universities South Africa. [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]

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]

Funds raised from philanthropic giving have become a key element in the long-term finances of higher education institutions around the world, presenting leaders, primarily principals, with a range of novel challenges that have not, hitherto, been key drivers of leadership. This article explores the problem by reporting on qualitative research that looked at how fundraising is carried out in the Malaysian higher education system, which has recently experienced profound changes to its financial landscape. Data were generated by semi-structured interviews with fundraisers from a range of higher education settings. It was found that for fundraising efforts to succeed, they must be spearheaded by an active principal who adopts the stance of transformational leader towards potential donors, forming a long-term relationship based on a shared vision. He or she is likely to be supported by a fundraising team that will be more transactional in approach and style. [ABSTRACT FROM AUTHOR]

Purpose: Despite occasional claims for the coexistence of transformational leadership and instructional leadership in schools, the literature is dominated by views supporting an "either/or" orientation. This is especially true in the wake of recent findings that instructional leadership has a greater impact on student learning. This study, going beyond simply evaluating whether these two modes of leadership complement or contradict each other, explores how they may intersect in complex and nuanced ways. Specifically, I examine the moderating effect of transformational leadership on the impact of instructional leadership on student outcomes. Research Design : A questionnaire, composed of items to measure instructional and transformational leadership, student outcomes, school background factors, and informant's demographic variables, was sent to the vice-principals in Hong Kong schools. Hierarchical regression analysis was used to factor out the effect of informants' personal and school factors on leadership perception and student outcomes in the testing of the moderating effect. Findings : With evidence drawn from 177 aided schools, this study confirms the moderating effect of transformational leadership through the identification of a disparity in the effect of instructional leadership on student outcomes corresponding to disparate levels of transformational leadership enactment in schools. Implications : The effect of instructional behaviors on student outcomes is considered to be situationally contingent on the extent of transformational behavior enactment. Despite its lack of a direct impact on student outcomes, transformational leadership serves as a necessary, although insufficient, condition for the effective implementation of instructional monitoring measures. Limitations of the study are also discussed. [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]

Purpose: This review study aims to bridge neuroscience and educational leadership by exploring the neural mechanisms of the constructs relevant to educational leadership. Research Methods: The reviewed literature includes 69 neuroscience studies and 4 books on neuroscience. The brain activities and neurotransmitters associated with the constructs pertinent to educational leadership were coded to bridge the knowledge base of neuroscience and educational leadership. Findings: The neural mechanisms of the constructs related to educational leadership (e.g., vision, charisma, trust, and organizational justice) were organized by four different leadership approaches: charismatic, transformational, destructive, and culturally responsive school leadership. Emotions are the common thread weaving through all four leadership approaches. Implications: This study has salient theoretical, methodological, and practical implications for educational leadership. Theoretically, the findings not only accentuate the role of emotions in educational leadership, but also reveal the trade-off between emotions and analytical calculation in leaders' decision making. Methodologically, the neuroscience methods (e.g., functional magnetic resonance imaging, quantitative electroencephalography, and hormonal analysis) add to the methodological repertoire of educational leadership research. Practically, the findings warrant the emotion training and present the potential of using neurological measurements in school leadership preparation and professional development. [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]

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]

This study examined influential factors in the development of transformational leadership skills of school counselors who are the members of the American School Counselor Association. Using multiple regression with a sample of 102 practicing school counselors, we examined the influence of age and/or years of experience to self-perceived transformational leadership skills. Results indicated no significance between age and self-perceived transformational leadership scores, but they showed a negative correlation between years of experience and transformational leadership. We discuss implications for counselor educators and school counselor leaders. [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]

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]

Purpose: This article illustrates how successful leaders combine the too often dichotomized practices of transformational and instructional leadership in different ways across different phases of their schools’ development in order to progressively shape and “layer” the improvement culture in improving students’ outcomes. Research Methods: Empirical data were drawn from a 3-year mixed-methods national study (“Impact Study”) that investigated associations between the work of principals in effective and improving primary and secondary schools in England and student outcomes as defined (but not confined) by their national examination and assessment results over 3 years. The research began with a critical survey of the extant literature, followed by a national survey that explored principals’ and key staff’s perceptions of school improvement strategies and actions that they believed had helped foster better student attainment. This was complemented by multiperspective in-depth case studies of a subsample of 20 schools. Findings: The research provides new empirical evidence of how successful principals directly and indirectly achieve and sustain improvement over time through combining both transformational and instructional leadership strategies. The findings show that schools’ abilities to improve and sustain effectiveness over the long term are not primarily the result of the principals’ leadership style but of their understanding and diagnosis of the school’s needs and their application of clearly articulated, organizationally shared educational values through multiple combinations and accumulations of time and context-sensitive strategies that are “layered” and progressively embedded in the school’s work, culture, and achievements. Implications: Mixed-methods research designs are likely to provide finer grained, more nuanced evidence-based understandings of the leadership roles and behaviors of principals who achieve and sustain educational outcomes in schools than single lens quantitative analyses, meta-analyses, or purely qualitative approaches. The findings themselves provide support for more differentiated, context sensitive training and development for aspiring and serving principals. [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]

The article presents a study that evaluates the different types of school principals in U.S. based on their perception on leadership. The study is undertaken through the use of a latent class analysis to identify the different types of school principals in the U.S. and the administration of a Staffing Survey. The results of the study show that the difference in the types of principals were defined by educational leadership.

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]

This article reports on a research project that studied the approaches to leadership adopted by head teachers in one local authority in an area of extreme social deprivation in northern England. Using data from semi-structured interviews which was analysed using three software packages, it examines how far the heads use either transactional or transformational leadership and identifies the factors that lead heads to make leadership choices. It concludes that while heads use both approaches to leadership, they believe that transformational leadership is far more effective in bringing about change which produces successful school development. However, external pressures cause the heads to concentrate far more than they would wish on transactional leadership in spite of the espoused national policy to facilitate school improvement. [ABSTRACT FROM PUBLISHER]

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]

Transformational approaches to leadership have increasingly been advocated for schools. Research evidence suggests that the effect of leadership on student learning outcomes is mediated by school conditions such as goals, structure, people, and school culture. Using the combined approach of multilevel analysis and structural modeling, this study investigated the relationships of leadership with school learning culture. Data were collected from a random sample of 373 teachers. The results suggested relationships between leadership and school learning culture did exist, and they highlight the importance of individual principal-teacher relationships in schools. [ABSTRACT FROM AUTHOR]