Transformational leadership: is it easy to be visionary and oriented to empowering organization community and distributing leadership? A case study of Lithuanian general education schools (original) (raw)
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Social Sciences, 2012
Expectations and requirements for school and school principals have changed a lot during the recent decades. A school principal becomes responsible not only for management of school as an institution (activity planning, organizing, staffing and controlling) but also for motivation of positive microclimate change, development of school as a learning institution, student achievements and etc. Therefore, the transformational leadership asserting in principal activities of school direction determination, concentrating school community for collective activities, building relationships among all members of the school community and etc. is essential for principal, who aims for successful work. School principal's transformational leadership in the context of change process at school can be strengthened, supported or suppressed. The authors in this article determine the barriers that school principal's transformational leadership faces in change process at school. The article consists of three parts: according to the analysis of scientific literature in the first part the barriers of school principal's transformational leadership in separate phases of change are distinguished, in the second part there is the research methodology of principal's transformational leadership expression and its barriers in change process at school presented and in the third part there is given the analysis of the research results.
Transformation Leadership in School Leaders: Issues and Challenges
Writing this concept paper aims to explain the leadership of transformation in the circle of leaders, namely headmasters and principals. The results of the analysis of previous studies show that leadership transformation is used in leaders, both in low and middle schools. Transformation leadership refers to the efforts of leaders to encourage followers to change values and attitudes for the better, so that they are committed to achieving the vision and mission of the school. However, in trying to build a school, the leader is faced with various problems and challenges. The problems that are often faced by school leaders are unsatisfactory commitment and attitude of teachers and low levels of efficacy of teacher control. The challenge for leaders who practice transformation leadership is to inspire and motivate staff and subordinates. Therefore, the leader must wisely choose and use an approach that can solve the problem. Among them by using an individual approach to identify the p...
Transformational Leadership and its Dimensions: Contributions in Organizational Change among Schools
BSSS Journal of Management, XI(I), 2020
Transformational leadership incorporates the charismatic and affective portions of leadership and accelerates the change in the organization. Thus, this paper aims to discuss the model of transformational leadership in terms of its dimensions and its contributions in organizational change particularly in educational sectors by reviewing its literature. On the basis of literature, the idealized influences, inspirational motivation, intellectual stimulation, and individual consideration collectively composed the transformational leadership. Due to this broad nature of composition, transformational leadership is useful in every kind of situation and it promotes the change process in the organization. Furthermore, the transformational leadership changes the organization and it reveals the high levels of performance and satisfaction. Thus, transformational leadership is a better approach to address the issues than other leadership models.
2012
Transformational leadership helps school principals’ to frame their attitudes to move their schools forward. It has four major characteristics. Of these, idealized influence is defined as leader’s behavior and the follower’s attributions about the leader. Inspirational motivation refers to the ways by which transformational leaders motivate and inspire those around them. Individualized consideration represents the leader’s continuing effort to treat each individual as a special person and act as a mentor who attempts to develop their potential. Finally, intellectual stimulation represents the leader’s effort to stimulate followers to be innovative and creative to define problems and approach them in new ways. It is considered that principals who demonstrate these major characteristics of transformational leadership have effects on satisfaction among teachers and better performance at school. Therefore, this study purposes to discover the level of transformational leadership behavior...
Perceptions of the School Principals about Visionary Leadership
Ozean Journal of Social Sciences, 2015
The aim of this research is to identify the opinions of the school administrators about visionary leadership. This research is seen important as it demonstrates the way how being a visionary leader, a phenomenal concept, is perceived by school administrators, and the way how it can be put into practice in schools. For this purpose, the study was organized by using quantitative and phenomenological research design, and the data were obtained by using semi-structured interview form. The workgroup of the research consists of 22 school administrators selected from different types of schools according to the maximum variety sampling method. The content analysis method was used for the analysis of the data. After the data were coded, they were grouped under common categories, and digitized. According to the findings of the research, the visionary leader is defined as the one who plans his institutions with a new perspective looking ahead, improves the conditions by motivating the workmates, and has the representational skills. To design the vision together with the workmates, and to turn the vision of the leader into the vision of the institution are also claimed. Also, it has been revealed that the school administrators apply various methods of motivation to carry out the predefined vision, but they don’t inform their workmates in detail about the steps of the transformation. Keywords: Visionary Leadership, Vision, School Administrator.
Benefits of Transformational Leadership in the Context of Education
2016
Following expansive changes in the management of schools and the methods of organizing the teaching as well as the changes in the styles of leadership as the function of management, contemporary approaches to leadership: transactional, charismatic, transformational and interactive become more often the focus of research interest. Each of these theoretical approaches has far-reaching impacts and values not only in time but also in a certain context. However, in this paper we give priority to transformational leadership taking into consideration the claim that transformational leadership style is the most suitable for guiding the students within the school conditions. This type of claim has its stronghold in these three points: 1) the ethical dimension of transformational leadership, that is, the moral basis; 2) the validity of previous researches supported by evidence, and 3) evidences of the leaders' practice in the field of education.
Principal Transformational Leadership in Improving Teacher and School Staff Performance
2021
The focus of this research aims to determine the role of the principal's transformational leadership in improving staff and teacher performance. This study uses the literature review method. The author reviewed various literature on the strategies of principals as transformational leaders in improving the performance of teachers and school staff sourced from the latest scientific journals. The results we get are that the principal's transformational leadership can change a person from the basic thoughts and behaviors that underlie the person about carrying out the assigned tasks and into an effective leadership style to produce constant performance and tends to increase.
The aim of this study is to investigate the transformational and transactional leadership styles of school principals, and to evaluate them in terms of educational administration. Descriptive survey model was used in the research. The data of the research were obtained from a total of 1,117 teachers working in public and private schools subjected to ministry of national education in Avcılar district of Istanbul province in 2014. In this study, data were obtained from the "personal information form" developed by the researcher and from the "leadership styles scale". Data entry that was obtained from the respondents was made by statistical package for the social sciences (SPSS) version 17.0, and research data was resolved with "average", "standard deviation", " t-test " and " one-way analysis of variance ". According to research result; teachers had a high level of positive opinions with regard to transformational and transactional leadership characteristics of school principals. Teachers' perceptions about transformational and transactional leadership characteristics of school principals did not vary significantly according to gender, state of education and professional seniority.