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This study was conducted to analyze the relationship between the teachers' burnout levels and the school administrators' leadership styles by defining the administrators' leadership styles from the perspectives of teachers. According to the data analysis, it was found that among the leadership styles, called transformational, transactional and laissez-faire, the school administrators have laissez-faire style in the first rank and then transactional and transformational style consecutively. As a result of the analysis, it was found out that as the teachers' perception about the school administrators' leadership styles increases, the level of the teachers' burnout syndrome decreases. However, which leadership style affects the decrease in the burnout syndrome was not found according to the research results. It will be helpful to have an answer for this question by conducting future researches. [ABSTRACT FROM AUTHOR]

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]

Computer-supported collaborative learning is a common e-learning activity. Instructors have to create appropriate social and instructional interventions in order to promote effective learning. We performed a study that examined the effects of two popular leadership interventions, transformational and transactional, on cognitive effort and outcomes during collaborative learning within a virtual world. Our results indicate that while transformational leadership increases cognitive effort, transactional leadership reduces it. Cognitive effort, in turn, improves decision quality but it also lengthens the discussion and reduces discussion satisfaction. Transformational and transactional leadership also affect discussion satisfaction directly and positively. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to determine the relationships between leadership styles of primary school principals and organizational health and bullying. Design/methodology/approach – Two hypotheses were formulated in relation to the research. Three instruments were used – a multi-level questionnaire for measuring leadership, an Organizational Health Inventory (OHI-S), and a negative acts questionnaire (NAQ) for measuring workplace bullying. The questionnaires were administered to 500 teachers working in primary schools in Turkey. Path analysis was conducted using the AMOS programs; other statistical analyses were conducted via LISREL and EQS 6.1 programs. Findings – There is a positive relationship between transformational leadership acts of principals and organizational health and a negative relationship between the transformational leadership acts of principals and workplace bullying. While a reverse relationship between organizational health and workplace bullying is identified, there is a relationship between transactional leadership acts of principals and organizational health. No relationship between transactional leadership acts of principals and workplace bullying is found. Practical implications – These results suggest the desirability of principals striving to improve transformational leadership behaviors in order to develop their schools as healthy organizations and to solve the problem of bullying therein. Originality/value – Several resources are provided as tools, such as the NAQ, the OHI-S, and the multifactor leadership questionnaire. These may be profitably used in similar studies. [ABSTRACT FROM AUTHOR]