Transformational Leadership and Principals' Innovativeness: Are They the “Keys” for the Research and Innovation Oriented School? (original) (raw)
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This qualitative research explored the relationship between school principals’ leadership styles and their innovative practices in schools. The Multifactor Leadership Questionnaire (MLQ; Avolio & Bass, 1995), was administered to 38 school principals in Lower Austria, who, based on their responses, were then categorized as leaders with stronger or weaker transformational leadership styles. Six of these principals were then interviewed: three with strong transformational leadership styles (Transformational – High) and three with weaker transformational leadership styles (Transformational – Low). Interview data were coded qualitatively, and patterns and themes emerged relating to how these two groups viewed innovation in their school. The two groups of leaders were similar in that they both viewed requirements for innovation similarly. Both groups also believed that the results of innovation could lead to an improvement in collegial collaboration and relationship. However, leaders w...
The Effects of Transformational Leadership towards Teachers Innovative Behavior in Schools
Transformational leadership style is an effective and widely practiced within the organization including in schools. Transformational leadership is reported to have a big influenced on the behavior of individuals within the organization. This study was aimed to identify the effect of transformational leadership of principals towards teachers innovativebehavior in the school. This is a cross-sectional survey involving 346 secondary school teachers in Kedah (Peninsular Malaysia). The instrument used was the Multifactor Leadership Questionnaire (MLQ) and Innovative Behavior Instrument (IBI). The results of the study hadshownthat transformational leadership principalshad affected teachers innovative behaviors. This study also found that the effect of transformational leadership had contributed to innovative teachers behaviors. Therefore, transformational leadership should be practiced by all school leaders to improve the behavior of innovative teachers, megalithic thus improving school performance.
Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 2023
The primary objective of this research was to examine how transformational leadership practices employed by school principals in a centralized educational system influence teachers' innovative work behaviors. Our focus was on investigating the extent to which principals' leadership practices could predict and enhance teachers' innovative behaviors in Türkiye. Furthermore, we aimed to identify specific leadership practices that have a significant impact on promoting teachers' innovative behaviors. To achieve these goals, a correlational research design was adopted, and multiple regression analysis was conducted in prediction model. A total of 323 teachers participated in the study. Through our analysis, we discovered that certain transformational leadership practices exhibited by school principals had a noteworthy association with teachers' innovative work behavior. Specifically, inspiring a shared vision, challenging existing processes, and serving as role models were identified as crucial leadership behaviors in fostering innovation among teachers. On the other hand, while encouraging the heart and enabling others to act were found to be important, they were comparatively less influential in driving innovative behaviors among teachers. By considering the amount of variation explained in various regression models, we can confidently assert that principals possess the potential to significantly enhance teachers' innovative work behavior. These findings carry important implications for policy and practice in the realm of education, particularly within a centralized educational structure. It is essential to recognize and prioritize the cultivation of transformational leadership practices that promote innovation among teachers, as this can positively impact the overall effectiveness of the educational system.
A STUDY ON THE EFFECTS OF INSTRUCTIONAL LEADERSHIP PRACTICES TOWARDS TEACHERS’ INNOVATIVENESS
IAEME, 2019
This aim of the study was to examine whether instructional leadership practices have significant influence on teacher innovativeness. In order to determine the significant influence, a total of 400 secondary teachers were selected as respondents and they were asked to give their feedbacks on closed-ended questionnaires using a five-point Likert scale. Findings of the study were presented using the descriptive and inferential statistical analyses. Descriptively, the instructional practices among principals were perceived as high and explaining the school missions was named as the most frequently emphasised by the principals based on the instructional leadership framework. However, through the teachers' innovativeness items, teachers self-perceived their innovativeness with moderate mean scores. Inferentially, results shown 'explain the school's mission' and 'encourage a positive learning climate in school' have strong influence on teacher innovativeness.
Turkish Online Journal of Educational Technology, 2019
A school principal's perceptions of the definition of innovation in education, the teacher's role in providing innovation in the classroom, and the willingness to adapt to meet the needs of the modern student are important in the professional development of teachers. Teachers have a major role in educating future generations and principals are critical for it's implementation. As a result of scientific and technological advancements, society and students' needs differ. Teachers who will respond to these differences also need to have new approaches to teaching. In this context, research on the attitude of school principals toward the importance of teacher innovation is critical. The aim of this research is to determine the views of school principals working in the science and social sciences high schools towards innovation, innovative teachers, and practices of innovative teachers. School principals' views often vary on what is required to have a productive innovative classroom. A school principal's support and encouragement of teachers implementing innovative strategies in the classroom is essential. School principals have identified that teachers who follow the innovative approaches, are open to innovation, information technology, learning, development and collaboration. School principals expressed different views on the relationship between the teacher training at the university and the applications of innovative practices in the classroom.
The Impact of Transformational Leadership and Commitment on Teachers’ Innovative Behaviour
Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018), 2019
Rapid technological and social changes in society have led to reformation and transformation in educational system. This has demands for innovative behaviour among teachers that play the key role in implementing the educational reformation and transformation schemas at school. The purpose of this study is to describe the level of innovative behaviour among teachers in secondary school in Malaysia and the impact of transformational leadership on teachers' innovative behaviour before and after the inclusion of teachers' commitment as mediator. This study employed a survey method, which utilised a set of questionnaire containing items to measure three main variables, namely. transformational leadership of school leaders, teachers' commitment and innovative behaviour. There were 961 teachers from various secondary schools were randomly selected as respondents which consisted of 704 female teachers and 257 male teachers. The mean values show that the level of innovative behaviour among teachers are moderately high. Further, the hierarchical linear regression analysis identified teachers' commitment partially mediate the relationship between transformational leadership and teachers' innovative behaviour. This study provides a glimpse of teachers innovative behaviour improvement resulted from transformational leadership and their commitment towards their career and organization.
Leading Schools for Innovation and Change: A Case Study of Successful Schools
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This study explores the role and leadership management practices of head teachers in public schools. In schools, the leadership goals are for developing innovative and excellent student outcomes. The data were collected from interviews with five head teachers or principals of five schools. The findings showed that the innovative head teachers adopted several leadership strategies to enhance the school's success and quality enhancement. An innovative model for innovative leadership was developed that provided a road map of the influence for their leadership. This study makes clear that head teachers have experienced noticeable success in school’s quality enhancement through establishing innovative cultures. The findings of this study imply that leadership behavioral changes can lead to great positive impacts in improving school’s teaching and learning quality.
Leadership for Primary Schools: An Examination of Innovation Within an Austrian Educational Context
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This study examined relationships between the work of innovative school principals and innovative primary schools┬a determined by defining eight areas of school leadership: Instructional Development, Classroom Management, School Organization, Social Interaction, Personnel Development, Cooperation, Infrastructure and School Marketing. A questionnaire was sent out to 658 primary school principals in Lower Austria. Data were analyzed using Lime Survey, SPSS (Statistical Package for the Social Sciences), and PASW (Predictive Analysis Soft Ware). To determine to what extent the self-assessment of principals supported the existence of respective areas of innovation, their self-assessment (independent variable) was correlated with the outcomes from the item grouping (i.e., innovation themes). In addition, a correlation calculation with correlation parameters by Pearson and Spearman was executed. In summary, it must be pointed out that between the self-assessment of the principals and the s...
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