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Schools exist to prepare students for life and to ensure students' success. School principals are the most important people in terms of achieving schools' goals. Principals are expected to have goals and work in line with the main aims and principles of National Education. The aim of this study is to determine newly appointed school principals' reasons for becoming principals and to explore the expectations and goals of their schools. The research data were collected using semi-structured interview forms that were applied during the pre-service training of 40 school principals who were assigned as school principals for the first time in a province in the Black Sea region of Turkey at the beginning of the academic year. A qualitative research method and a content analysis technique were used for data analysis. The results show that most participants became school principals because they wanted to realize their educational ideals and goals. Participants' most important goal for their schools was to improve student qualification. Most of the participants' expectations about their schools' recognition in their school districts were about their schools' success.

Scholars have focused on exploration concerning issues affecting innovative behavior (IB). Of previous research finding reviews, transformational leadership (TL) is seen as the most influential factor to promote IB in the organization. TL helps followers to have a unique opportunity to develop learning competence and cooperation in improving IB. Besides, knowledge sharing (KS) is also supposed as the main trigger to build IB. Therefore, this study aims to analyze the mediating role of KS in the relationship between TL and IB. 210 postgraduate students in Indonesian private university are determined as samples. Multiple regression analysis by using SPSS software is applied to analyze the data. The results show that TL significantly affects KS and IB. KS further mediates the relationship between TL and IB.

Despite the clarion call from educational leaders, scholars, and doctoral students for educational leadership preparation to provide learning experiences to ensure students persist to become transformative school leaders, most educational leadership programs struggle to make this happen. The purpose of this reflective essay is to capture how converting a doctoral educational leadership program from a quarter system to a semester system afforded two faculty members the opportunity to redesign their doctoral program into one that specifically focuses on social justice. We not only capture how the semester conversion process afforded us the opportunity to ensure the program was tied to preparing transformative school leaders, but highlight how it allowed us to implement programmatic supports predicated on ensuring that more students graduate. We believe the insights we gleaned from redesigning the Ed.D. program will assist other educational leadership faculty and directors. They will be able to graduate more leaders who are equipped to build socially-just schools and solve complex problems facing the communities they serve.

In recent years, Information Communication Technology (ICT) has played an essential part in the delivery of quality education. With this trend, a number of efforts have been implemented in Mongolia; however, strategic implementation is still needed to fully utilize ICT in education practice. As school leadership is one of the most influential factors for school reform, this study paid close attention to school leadership. Specifically, it looked at leadership factors related to four components of transformational leadership (Charisma or idealized influence, Inspirational motivation, Intellectual stimulation, and Individualized consideration). Correlation analysis was utilized to find how these factors are related to ICT implementation at schools in Mongolia; namely, school leaders' perceptions of ICT use in classroom teaching and funding allocation for ICT training. The data was collected from 222 school leaders from five regions in the country. The study found that the component of inspirational motivation is especially important for ICT use in classroom teaching. Teachers' collaborations which stimulate innovation is associated with both teachers' ICT use in teaching, and funding allocation for ICT training. In addition, the results support the relevance of transformational leadership for implementing ICT at the school level in the Mongolian context.

In this article the author accounts for the process of change he led in his workplace during his participation in the HertsCam MEd in Leading Teaching and Learning. The narrative presents the key stages in this process from first identifying a professional concern to the development of a sustainable model which has been adopted school-wide. The discussion focuses not only on the formation of an approach to supporting students' resilience, but also addresses the challenges of leading development work and how these were resolved. The author, Ben Garcia, reveals how the collaborative process increased organisational capacity and led to contextually relevant knowledge creation.

This article focuses on a development project led by the lead author in her primary school. Samantha's story provides insight related to the pedagogical focus of the project but importantly highlights the challenges and triumphs involved in the process of improving and changing practice in the school workplace. Two vital conditions of support for teacher leadership are highlighted throughout the article. Samantha's increased capacity for leadership was enabled by her participation in a teacher-led masters programme dedicated to supporting teacher leadership and by the transformational form of leadership offered by the headteacher at her school, one of the co-authors.

Knowledge is an essential factor in human existence. Education has been found responsible for social, economic, cultural and technological development of human society. Higher education institutions are responsible for producing required skilled human capital needed to enhance sustainable development. For these institutions to meet up with numerous demand of the society and function effectively leadership is an essential factor to be considered. This study examined the effect of leadership self-efficacy, change oriented behavior on staff organizational citizenship behavior in higher education institutions focusing on the moderating effect of experience. A total of 420 staff from 10 different higher education institutions in Lagos State, Nigeria were sampled. Structural Equation Modeling was used to access the moderating effect of experience on these variables. It was found that experience moderates the relationship between leadership self-efficacy, change oriented behavior, change policy and organizational citizenship behavior. Therefore, experience must be considered as a vital factor in higher education management and development.

This study investigated success factors of transformational projects managed by Indonesian public leadership education and training participants. Previous reports on project success factors mostly were of project management natures and paid very little attention to the process of educating and training of prospective public project managers. All of participants were alumni of public leadership programs in Indonesia, who involved voluntarily in the current qualitative study. An open-ended questionnaire was set up for one on one interviews in gathering data, and the NVivo 10 was used both in managing and analyzing them. The iterative inductions of this research revealed that project's innovation, team performances, risk management, resources controlling, and schedule monitoring were the top five success factors in managing public transformational projects in education and training settings.

In international literature there are many documented studies which have shown the relationship between leadership and job satisfaction. Specifically, transformational leadership is highly associated with this important and positive work attitude, that is, job satisfaction. The interpretation in a school context is that the director should operate as transformational leader so as to produce better educational outcomes through teachers' job satisfaction. In Greece, little empirical research has been done to investigate the perceptions of teachers about the relationship between transformational leadership and job satisfaction of teachers. The purpose of the present study is to investigate the perceptions of teachers to the extent that transformational leadership contributes to job satisfaction. The selected research method is a combination of quantitative and qualitative methods, namely using the questionnaire and the interview. The sample consisted of 171 teachers from two types of educational institutions, secondary junior high schools and high schools, of a local directorate of secondary education. The survey results showed that teachers feel substantial satisfaction when the school principal acts as a transformational leader. Demographic variables, the type of school, and work experience, do not affect the views of teachers.

Previous studies reveal a gap in literature relating the contribution of personal knowledge management (PKM) at the individual level within organization. In addition, the mediating role of organizational learning in the relationship between transformational leadership on personal knowledge management is less studied. Therefore, this study aims to address the gap by investigating the combined effects of transformational leadership, information and communications technology (ICT) literacy, and organizational learning toward teachers' PKM in the context of school in Indonesia. It is also aimed to explore the role of organizational learning as the mediating variable. We collected questionnaire data from 80 teachers at an international school in Jakarta, Indonesia and used partial least squares structural equation modeling to examine the data. Our findings showed that ICT literacy, transformational leadership, and organizational learning culture positively affect PKM. ICT literacy found to have the biggest impact on the PKM of the teachers. In addition, organizational learning found to mediate the effect of transformational leadership on PKM, even though the increase is not high. These findings provide managerial implications for the school management to improve their ICT literacy by building ICT literacy ecosystem in the school to improve teachers' PKM.

Purpose: The purpose of this paper is to investigate the structural relationships among transformational leadership, affective organizational commitment and job performance, as well as the mediating effect of employee engagement on their relationships. Design/methodology/approach: To examine the structural relationships among the research variables, structural equation modeling analysis and bootstrap estimates were performed using the data of 600 full-time employees working in Korean private organizations. Findings: The results of the data analysis suggest that transformational leadership had a significant impact on employee affective organizational commitment and job performance through employee engagement as a mediator. Specifically, employee engagement partially mediated the mechanism in which transformational leadership affects employee affective organizational commitment, whereas there existed a full mediation of the association between transformational leadership and job performance. Practical implications: The study finding suggested that transformational leadership was the key catalyst in both encouraging affective organizational commitment and task performance of employees throughout the mediator, employee engagement. Thus, organizations need to create a safe and positive environment that promotes employee engagement and should offer interventions for leaders to build skill sets of transformational leadership. Originality/value: Because previous studies had explored the impacts of transformational leadership on employee positive attitude and job performance separately, there is little known about how these three constructs correlate. By investigating the impacts of transformational leadership on attitude and performance simultaneously in this study, this study expanded to the extant literature by providing better understanding of transformational leadership. Moreover, given that articles on transformational leadership have been limited in the HRD literature, findings of this study can offer trustworthy information for HRD practice and encourage HRD scholars to explore transformational leadership-related research.

Within education, the online forum is becoming a preferred mode of study across the globe and the COVID-19 era highlights its importance. Research around online education has concentrated on the USA and Europe, and this study sought to redress the Western bias by exploring and comparing the perceptions of six post-graduate East-African students and lecturers at Pan Africa Christian University in Kenya on learning leadership online versus on-campus. It is debatable whether leaders are born or made; however, post-industrial theories embrace the concept that leadership is teachable. Semi-structured interviews were conducted, recorded, transcribed and thematically analysed, using a top-down approach, from a critical realist perspective. The results show that participants' leadership ideals synthesised Afrocentric perspectives of communality, with Western ideals of transformational and servant leadership. Furthermore, there are differences between perceptions of East-African students and lecturers on online leadership learning. Students preferred the online avatar experience, whilst lecturers preferred on-campus or blended methods of leadership studies. Face-to-face connection was deemed important by students and lecturers but impeded by the inability to see facial reactions using the current online platform. This exploratory study gives insight into an East-African experience and sends a clear message to Kenyan institutions to invest further in video technology. Future research could include a longitudinal study of destinations and successes of Kenyan University online leadership alumni. The impact of the global coronavirus pandemic, with lockdowns and social distancing, further underlines the importance of ongoing online leadership research and education across the world.

This paper reports on the development of the revised Social Justice Questionnaire (SJQ2), an instrument which permits the quantitative examination of socially just school leadership. The SJQ2 is based on data drawn from an exploratory province-wide study to determine to what extent, and how, school principals on Prince Edward Island understand and enact principles of social justice in their work. Although this was a 'stand-alone' project, the research also provides a Canadian contribution to the International School Leadership Development Network (ISLDN). The researchers utilized a mixed methods approach to glean both qualitative and quantitative data for analysis. The findings indicated that there is a statistically significant correlation between socially just school leadership and the community context. This research supports and enhances current qualitative studies by adding a statistical perspective to show that effective social justice leadership cannot be segregated from the political, economic, and cultural context of the community.

This study aims to determine the opinions of teachers about the innovation level of their schools. The sample of this research includes 471 teachers working in primary and secondary schools in Sinop, a city in Turkey. "Innovative School Scale" developed by Aslan and Kesik (2017) was used in order to collect data in this study. Percentage, frequency, mean, standard deviation, T-test and one-way ANOVA were performed to determine teachers' opinions about the innovation level of their schools according to the demographic variables. The findings show that the opinions of teachers about the innovation level of their schools are quite high with a level of "often" in the dimensions of innovative atmosphere, administrative support and the overall scale and with a level of "sometimes" in the organizational impediments. While the teachers' opinions indicate no significant differences regarding their genders, they show significant differences regarding their subject areas, years of teaching experience and teaching level of school. According to findings, branch teachers, teachers working in secondary schools and teachers having 21 or more years of teaching experience were found to have a higher level of opinions about the innovation level of their schools. The findings and suggestions obtained by the results are expected to contribute to the discussions and literature about increasing innovation level of schools.

The purpose of the study is to identify the leadership styles (transformational, transactional and laissez-faire) of the campus principals/divisional directors of a public university in Pakistan. This research adopted quantitative approach to conduct the study and accordingly it falls in post positivism paradigm philosophically. The study is descriptive in its specific nature. The study adopted a survey approach, and all the 287 faculty members of the university were included in the sample to collate quantitative data through Multifactor Leadership Questionnaire (MLQ). Data analysis has been done by using mean, standard deviation and "t"-test (1-tailed). The findings suggest that the transformational leadership style is comparatively being more often exercised by the leaders, followed by the transactional leadership style, while the laissez-faire leadership style is the least practiced. In comparison to all nine dimensions of the three leadership styles, inspirational motivation with the highest mean is the key leadership dimension practiced by the leaders. Idealized influence (behavior) and management-by-exception (active) dimensions also play a pivotal role in shaping the leadership style of the leaders.

The aim of this study was to empirically investigate the gender differences in the transformational leadership behaviors of school principals and its impact on teachers' academic effectiveness. On the basis of literature four transformational leadership behaviors (idealized influence, intellectual stimulation, individualized considerations & inspirational motivation) proposed by Bass in 1985 were selected to assess the gender differences in principals' transformational leadership behaviors. Multifactor Leadership Questionnaire (MLQ-5x-short form leaders & rater forms) was administered over 250 school principals and 2300 teachers from private and public secondary schools. The study reported no significant gender difference in practicing transformational leadership behaviors and found significant negative relationship between transformational leadership behaviors and teachers' academic effectiveness.

This article describes the theoretical basis, rationale, and pragmatic considerations for intentionally assessing specific dispositions in the admission process for educational leaders in a selective, practitioner/scholar EdD program at a regional, comprehensive university. The goal of the admissions process is to select and admit experienced leaders with the high potential to become transformational leaders who move people, organizations, and their broader communities to increasing levels of excellence. This, we believe, can be accomplished by making dispositions one of the selection criteria in the admission of candidates as well as intentionally enhancing dispositional growth throughout the program. Five areas are addressed herein: (a) defining dispositions, (b) assessing dispositions, (c) using dispositions as admission criteria, (d) preliminary findings in using the model with doctoral candidates, and (e) correlations with perceived effectiveness of doctoral candidates as leaders. The data presented validates the efficacy of using dispositional measures in program admission decisions.

This paper introduces the innovative model FieldTransFormation[superscript 360] and its aim to help educational leaders in assessing their personal mastery. Moreover, it presents empirical findings from its first exploratory application in an Austrian leadership framework. In a first conceptual part, the theoretical underpinnings and the context of the origin of the model are outlined with reference to similar approaches in the area of school leadership. In the following part, the application of the model is introduced through the explanation of the methodology and how the model is turned into a self-assessment instrument. Insights into the results of its exploratory application in the Austrian Leadership Academy are presented in the empirical part. Its first application serves as the consolidation and validation of FieldTransFormation[superscript 360] as a meaningful self-assessment tool for the professional development of school leaders. The results of the exploratory approach with participants in the Austrian Leadership Academy suggest that the model and its instrument can be regarded as a robust assessment tool for the development of a deeper understanding about the transformative power through personal and professional development in the lived experience of educational leadership.

The purpose of this study was to find out the transformational and transactional leadership and organizational cynicism perceptions of physical education and sports teachers. The sample of the study consists of 70 physical education teachers chosen randomly who were working in schools of Turkey during the 2017-2018 Academic year. Personal information form, transformational and transactional leadership scale and organizational cynicism scale were used in the study. Descriptive statistics were used to analyse the data obtained from the study. Kurtosis and Skewness values were found to show whether the variables of the study were normally distributed and t-test was used for paired comparisons, while Anova test was used for the comparison of more than two independent groups. According to the results of the study physical education teachers were found to have higher perceptions of transformational leadership when compared with transactional leadership and they were found to have moderate levels of organizational cynicism. While significant difference was found between transformational and transactional leadership styles and the variable of gender; no significant difference was found between gender and organizational cynicism sub-dimensions. Another result of the study was that no significant difference was found between the variables of type of school teachers worked in, age and school graduated from and organizational cynicism sub dimensions, transformational and transactional leadership styles. Also significant difference was found between the variable of teachers' professional seniority and cognitive dimension, affective dimension and behavioural dimension.

A library supervisor for the Anchorage (Alaska) School District, credits five things with transforming her perspective throughout her school library career and helping her develop a clear vision and clearly articulated core values. Each of the five required her to move beyond her library and even beyond her district. The most critical opportunity she had was being invited to go into 80+ school libraries to help librarians do collection development and weeding. Another critical area was being involved in various positions with the Alaska Association of School Librarians while she was still in a school library position. A third transformative experience occurred when she was selected to participate in the Lilead Fellowship, the focus of which was transformational change. It provided a framework for thinking about library services and change that she implemented in her district. Through a connection she made while a Lilead Fellow, she had an opportunity to run for the American Association of School Librarians (AASL) Region 8 Director position on the AASL Board of Directors. Finally, she was given the opportunity to work with a group of her district librarians to revise the school librarian job description. She notes that those in the profession must always strive to rethink practices and priorities and remember that most of them were not trained in the type of librarianship that students need today--and they do not even know what type of librarianship students will need in ten years.

In the "top-down" reform of the teacher personnel system, the principal is the core of policy implementation, who also serves as the secretary of the Party organization. We focus on which type of leadership should principals choose to maximize his impact on teachers' professional ability and work stress. The HLM method was used to conduct a longitudinal study of teachers in Mentougou District of Beijing from 2013 to 2015. 603 teachers from 34 schools participated in this research. It is found that the policy couldn't affect teachers directly, the principals plays a role as a bridge between them. Taking the role of secretary, the principal's transformational leadership behavior can "accelerate" the development of teachers' professional ability and "filter" stress; but the transactional leadership behavior of the principal as an administrative role failed; transformational leadership has a greater impact on schools with higher SES. Principals needs to transform into transformational leadership especially in rural areas.

Applying a critical gendered lens, this article examines academic leadership ideals. It draws on a content analysis of job advertisements for Vice-Chancellors at Swedish higher education institutions from 1990 until 2018. The aim of the article is to investigate to what extent masculine or feminine wordings have been used to describe the ideal Vice-Chancellor in these documents. The analysis reveals that a shift in the leadership ideal has taken place during the time period investigated. Before this shift, during the 1990s, the ideal Vice-Chancellor was described as competitive, bold, strong, tough, decisive, driven, and assertive. These wordings are still included in the job advertisements from the 2000s and the 2010s. However, a more communicative and collaborative leadership ideal also emerges during these decades. There is thus a significant shift in how the leadership ideal is described. This shift is analyzed from a gendered perspective, suggesting that the traditional masculine-biased leadership ideal has decreased in influence with the feminine, transformational leadership ideal acting as a counterweight. The article argues that the shift in leadership ideals, as constructed in the job advertisements, mirrors the increase of women Vice-Chancellors appointed in the Swedish higher education sector.

With the exponential advancement of technology, global sharing, industrialization and economic development, national and global cultures are becoming more collective. More importantly, this fundamental paradigm shift is affecting national and global educational leadership cultures. Therefore, the power/distance index (PDI); individualism versus collectivism (IDV); uncertainty avoidance index (UAI); masculinity/femininity (MAS); and long-term orientation versus short-term orientation (LTO); are of interest when considering national and global cultures. These cultural dimensions can be exemplified in the responses of eight female educational leaders: three Canadians and one from Jamaica and Trinidad; two Grenadians and one Lebanese. This qualitative methodology in the form of a phenomenological study found that all respondents displayed varying degrees of each aspect of Hofstede's five cultural dimensions which can be charted along a continuum from high to low index factors. Each dimension is linked to different leadership styles. PDI is linked to servant leadership, IDV is linked to shared/participatory leadership, UAI is linked to transformational leadership and emergent leadership, and MAS is linked to people versus task-oriented leadership. In each case, the slight variances in responses reflect the microcosm of the macrocosm where each country's particular culture is mirrored. Recommendations are made for a more androgynous leadership style as well as more androgynous socialization processes if national and global educational leadership cultures are to become less gendered and more instrumental and functional based on the demands of the particular environment. It is expected that a focus could be placed on transcultural rather than intercultural studies in leadership and education.

This paper aimed to investigate the transformational leadership behavior of high school students according to leisure preferences and participation type. 226 high school students attending Bursa Atatürk High School participated in the study voluntarily. In the study, to collect data transformational and transactional leadership scale developed by Basoglu (2013a) was revised and used. The construct validity of the scale assessed by confirmatory & explanatory factor analyzes. To investigate the differences between the participants' transformational leadership behavior Kruskal Wallis and Mann Whitney U nonparametric tests used. As a result, this study showed that students who chose physical activities and who actively involved in leisure activities showed more transformational leadership than the other students.

In the spring of 2015, Dr. Karen Sullivan, superintendent of Indian Prairie School District 204 in Aurora, Illinois, signed the Alliance for Excellent Education's Future Ready Pledge, "making a firm commitment to implementing meaningful changes toward a digital learning transition that supports teachers, and addresses the district's vision for student learning" (Alliance for Excellent Education n.d.). The work that followed put school librarians in the spotlight as agents of innovation, professional development, and community support. In this article, Kristen Mattson, school librarian at Waubonsie Valley High School, and Allan Davenport, Director of Instructional Leadership and Innovation for Indian Prairie School District 204, share their story of how shared leadership and a coalition of support became the catalysts for both school and organizational change.

This article explored the learning styles and leadership styles of Supplemental Instruction (SI) leaders at Texas A&M University, and the impact of those preferences on recurring attendance to their sessions. The Learning Style Inventory, the Multifactor Leadership Questionnaire, and a demographic instrument were administered to SI leaders employed in the fall 2013 semester. This study is of significance to practitioners and researchers by identifying characteristics of SI leaders, one of the key personnel of a higher education learning program.

Core self-evaluations, effective leadership styles and employee job satisfaction are essential factors for organizational success. This paper aims to determine the relationship of the leader's core self-evaluations, transformational leadership and servant leadership styles to their follower's job satisfaction in selected Parochial Schools in Manila, Philippines under the Roman Catholic Education System. The respondents were selected according to certain criteria. Descriptive correlational design was used. In total, 308 individuals from the teaching and non-teaching personnel participated. The data were collected using survey questionnaires. Data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM). Research findings revealed that a positive relationship exists between leader's core self-evaluations and transformational leadership; core self-evaluations to servant leadership; transformational leadership to job satisfaction; and servant leadership to job satisfaction. These relationships are statistically significant. The relationship of the leader's core self-evaluations to the follower's job satisfaction indicated a direct effect but were statistically non-significant on the basis of its p-value. The major contribution of the current study is to extend the limited literature regarding the antecedents of the four (4) selected variables. The researcher recommends to the school leaders to create a motivating environment through a more transformational and servant leadership behavior that will enhance their follower's work satisfaction.

The literature and the employee and workforce surveys rank collaborative problem solving (CPS) among the top 5 most critical skills necessary for success in college and the workforce. This paper provides a review of the literature on CPS and related terms, including a discussion of their definitions, importance to higher education and workforce success, and considerations relevant to their assessment. The goal is to discuss progress on CPS to date and help generate future research on CPS in relation to educational and workforce success.

Ten women superintendents in Texas were interviewed for this phenomenological narrative study to understand their mentoring experiences framed within transformational leadership theory. The research used a guided protocol to conduct face-to-face interviews. In this study, authors sought to answer questions about the influence of mentorship experiences on the development of women superintendents through intellectual stimulation, individualized consideration, inspirational motivation, and idealized influence. These experiences were then interpreted through a phenomenological approach and retold through narrative. We found that mentorship experiences contribute to the development of women superintendents as transformational leaders and also expose the need to align mentorship experiences of aspiring superintendents to established leadership theory.

Principals' implementation of national reforms in the educational arena resembles a wild ride on a roller coaster as they face with contradicting demands, ongoing confusion and ambiguity. As critical change agents, principals interpret and translate reform demands into local practices through a process of sense-making. This current qualitative research explored 60 high school principals' sense-making processing of their leadership within a national reform through their use of metaphors. Data analysis yielded four themes: (a) reframing the principal's role and pedagogical autonomy; (b) reframing the principal's work; (c) reframing the school culture; and (d) reframing the principal's relationships with teachers. This study expands the currently limited knowledge about principals' experience with and responses to reforms, and suggests implications and further research on metaphors principals use within reform implementation.

Archdioceses and dioceses around the United States continue to brainstorm innovative ways to market their schools in an education system that provides a number of choices to parents and their children. Applying Wenger's (1998) learning theory entitled Communities of Practice (COPs), the purpose of this case study was to investigate one such plan to improve the viability of three inner-city Catholic elementary schools that had similar missions, were located within just a few miles of one another, and served the same neighborhoods of a working-class, culture-rich Latino community in Southern California. Data collection included in-depth interviews with principals and teachers and site visits that involved observations of classroom lessons and joint faculty meetings. Data were analyzed using a two-step coding scheme that was grounded in the main tenets of the theoretical framework. Findings showed the early stages of an interschool consortium that consisted of multiple levels of distributed leadership and the development and maintenance of COPs among principals, teachers, parents, and students. The findings of this study offer a potential model for Catholic schools in similar contexts.

The purpose of this self-study is to examine how transformative leadership in student organizations contributes to doctoral students' professional development in higher education. Drawing from Mezirow's (1997) notion of transformative learning and Bass's (1990) theory of transformational leadership, the researchers discuss how an academic student organization, Alpha Upsilon Alpha, provided opportunities for transformative leadership in scholarship and service thus crafted academic identities and re-envisioned student organizations as spaces of transformative professional development.

The Oaks Leadership Scholars engage in a year-long program grounded in transformative leadership and framed by Project Based Learning to develop identities as advocates and activists. Analysis of Scholars' reflections throughout the year indicate increased representation of their selves as advocates and activists over time and identifies significant events -- such as a museum tour and engagement in their year-long project -- in the program year. The findings of the study indicate that The Student Leader Activist Identity Continuum is an effective way to conceptualize the year and when paired with intentional teaching of transformative leadership, and can impact Scholars' concept of self in relation to justice and equity work. The findings of this study indicate areas for future study and could inform curriculum revisions.

Leadership elasticity enhances leadership style flexibility and mobility to enable educational leaders to maintain appropriate leadership equilibrium. The essential of leadership elasticity contributes towards organizational effectiveness by followership's maintenance through appropriate expansion and contraction of relations and task behavioural orientation simultaneously, arrive at optimally balanced leadership equilibrium. This study aimed to explain leadership elasticity in achieving leadership equilibrium through relations and task behaviour orientating style-flex by assimilating the followership variables of task, timing, people, and trust. The study suggest both relations and task behavioural orientation is essential for a leader to bring about organizational effectiveness and social harmony. Moreover, Leadership elasticity expanding toward relations-oriented enabled less elasticity, while, expansion toward task-oriented behaviour enabled high elasticity. Leadership contextual intelligence and contextual experiences are both essential in identifying the variations in the contextual settings. This enables appropriate leadership approach of style-flex through the leadership behavioural orientations towards timing, trusting, tasking and people. The variations in the degree of elasticity can cause disturbances by frequent behavioural changes in an attempt to fit in the situation. This multi attempt behavioural changes can be the major cause of style-drift.

Leadership elasticity enhances leadership style flexibility and mobility to enable educational leaders to maintain appropriate leadership equilibrium. The essential of leadership elasticity contributes towards organizational effectiveness by followership's maintenance through appropriate expansion and contraction of relations and task behavioural orientation simultaneously, arrive at optimally balanced leadership equilibrium. This study aimed to explain leadership elasticity in achieving leadership equilibrium through relations and task behaviour orientating style-flex by assimilating the followership variables of task, timing, people, and trust. The study suggests both relations and task behavioural orientation is essential for a leader to bring about organizational effectiveness and social harmony. Moreover, Leadership elasticity expanding toward relations-oriented enabled less elasticity, while, expansion toward task-oriented behaviour enabled high elasticity. Leadership contextual intelligence and contextual experiences are both essential in identifying the variations in the contextual settings. This enables appropriate leadership approach of style-flex through the leadership behavioural orientations towards timing, trusting, tasking and people. The variations in the degree of elasticity can cause disturbances by frequent behavioural changes in an attempt to fit in the situation. This multi attempt behavioural changes can be the major cause of style-drift.

The purpose of the study was to examine the experiences and influences that aided, prompted, and informed a principal in the south-western United States to act as a social justice leader with a keen focus on creating equitable conditions and outcomes for marginalized students within his school (Bruner, 2008). By employing a fictionalized narrative approach to findings, the aim of this study was to illuminate the shadows around the formal position to more fully understand what experiences caused an educational leader to act with and focus on social justice in his formal capacity as a high school principal. Findings highlighted that parental upbringing, experiences while in college, a competitive nature reinforced through athletics, and a meaningful relationship with a mentor all had a profound influence on the participant's orientation to and belief in reducing inequities in his school and providing opportunities for all of his students.