Exploring the relationships between principals’ life experiences and transformational leadership behaviours

Nash, Steve; Bangert, Art

doi:10.1080/13603124.2013.858775

Cited by 6 publications

(5 citation statements)

References 23 publications

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“…Under the dimension of idealized influence, transformational leaders act in ways that help others to see them as persons who have their interest at heart (McCleskey, 2014;Nedelcu, 2013 As supported by earlier studies (Nedelcu, 2013;Nash & Bangert, 2014;Onorato, 2013), communication is a sine qua non in the practice of transformational leadership. In this vein, one teacher's comment was insightful:…”

Section: Idealized Influence Behaviors Displayed By Basic School Headmentioning

confidence: 79%

“…This purpose stems from the fact that transformational leadership practices are known to influence teachers to want to willingly work to change organizational functioning and improve institutional performance towards achieving institutional effectiveness (Balyer, 2012;Hauserman & Stick, 2013;Lowrey, 2014;Nash & Bangert, 2014;Nedelcu, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…They value followers as important members of the organization whose contributions are vital to improving organizational performance. Thus, these leaders make the effort to identify and satisfy the needs of followers, and as well, solicit and incorporate employee opinions into making workplace decisions (Nash & Bangert, 2014;Washington et al, 2014). Through such means, the leader may win the commitment of employees, improve their capacity, and increase their willingness to put in sufficient effort to bring about institutional improvement (Lowrey, 2014;Nedelcu, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Are Basic School Head Teachers Transformational Leaders? Views of Teachers

Asare

2017

AJOTE

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Transformational leadership practice is associated with improved school functioning and quality education delivery through teacher commitment and willingness to exceed targets or educational benchmarks (Balyer, 2012;Nedelcu, 2013). The establishment of the Leadership for Learning (LFL) program in Ghana in 2009 aimed at improving the effectiveness of basic school head teachers to better lead schools to promote student learning. In this study, the perceptions of basic school teachers as to the transformational leadership conduct of head teachers who had received training under the LFL model were collected and reviewed. The purpose of this qualitative inquiry was to determine from teachers' perceptions how the conduct of head teachers related to transformational leadership. From the study results, the findings indicated that while teachers largely perceived their head teachers as transformational leaders, more than the influence of head teachers is required to motivate teachers to give of themselves to improve education outcomes. Recommendations and implications of the study for practice and research were considered.

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Section: Idealized Influence Behaviors Displayed By Basic School Headmentioning

confidence: 79%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Are Basic School Head Teachers Transformational Leaders? Views of Teachers

Asare

2017

AJOTE

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“…It is no wonder that culture also influences parenting styles which have been found to influence leadership style development, as Towler's (2005) study of the relationship between the leader's parental attachment style and transformational leadership suggests that one's father's parental control is negatively related to transformational leadership. 'Antecedent life experiences' have an impact on the effectiveness of educational leaders as proposed by Nash (2012) who investigated the relationship between previous life experiences of K-12 educational leaders and their performance as transformational leaders in USA. Bronfenbrenner's (1994) ecological development theory is an ode to how the context influences an individual.…”

Section: Literature Review Contextual Influencesmentioning

confidence: 99%

Navigating gender stereotypes as educational leaders: An ecological approach

Shah

2021

Management in Education

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This paper employs the feminist educational leadership perspective to analyse the ecological context and its influence on the leadership experiences of school head teachers within a patriarchal cultural setting. Methodology: This paper forms part of a mixed methods study that included a quantitative random survey during the first research phase to determine the leadership styles of 350 secondary school head teachers across nine districts in the Punjab province of Pakistan using the Multifactor Leadership Questionnaire. This paper is based on the second research phase that analyses empirical data from semi structured interviews of a purposive-stratified sample of 14 head teachers, selected from among the 264 survey respondents, comprising of seven males and seven females. Bronfenbrenner’s ecological development theory is employed as an analytical framework for thematic analysis. Findings: The study reveals that females must navigate gender stereotypes in a society where they have to fight to establish authority, encounter misogynistic attitudes, rely upon familial support to begin their career, gain spiritual support from a higher power, face work-family conflicts all while practicing educational leadership with high motivation. On the other hand, males assume themselves to be natural leaders and appear to be spared from ecological challenges that impede their leadership journeys. Implications: The findings confirm the prevalence of gender stereotypes that position leadership within the masculine domain in a patriarchal context. The study proposes a complete restructuring of the socio-cultural framework to create a gender neutral society that provides equal educational and professional opportunities to all social members in order to maximize human capital development that is crucial for a country’s economic progress. The findings reflect several subtle and non-subtle socio-cultural challenges faced by female leaders around the world. Originality – This study contributes to enhancing the literature on gender and educational leadership in a patriarchal cultural context.

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“…Furthermore, school principals could affect teachers’ commitment to their school (Dumay & Galand, 2012) by building trust between them and teachers (Browning, 2014). Last but not least, researchers support that school principals could improve teachers’ job satisfaction (Gkolia et al., 2014; Menon Eliophotou, 2014) by providing a shared vision, being an example based on their experience and by having high expectations of success for individuals staff (Dimopoulos et al., 2015; Leithwood et al., 1999; Nash & Bangert, 2014).…”

Section: Essential Practices Of Transformational Leadershipmentioning

confidence: 99%

Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context

et al. 2021

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The purpose of this study was to investigate the applicability of the Principal Leadership Questionnaire (PLQ) to Greek educational context and to present the most important aspects describing educational leadership in a centralized educational context. It was sought to examine; a) the factorial structure of PLQ b) its invariance across teachers’ levels of education and c) its concurrent validity. Data were collected from 730 Greek primary and secondary school teachers of 77 schools. Teachers were asked to fill in the PLQ and Teacher’s Satisfaction Inventory (TSI). A bi-factor model was selected as the most tenable among five completive PLQ structures to describe teachers’ responses. Moreover, PLQ was found to be invariant across primary and secondary school teachers. Multiple-group analysis results indicate that primary, compared to secondary school teachers, reported more often that their principals behave as a transformational leader. On the contrary, secondary school teachers’ perceptions revealed that their principal implemented practices related to factor “intellectual; stimulation” more often than primary school teachers. Structural equation modeling showed that the general factor of the PLQ significantly and substantially predicted the “principal” facet of teachers’ job satisfaction, providing evidence of concurrent validity of the Greek version of the PLQ. Implications and suggestions for future research and policy are discussed.

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Exploring the relationships between principals’ life experiences and transformational leadership behaviours

Cited by 6 publications

References 23 publications

Are Basic School Head Teachers Transformational Leaders? Views of Teachers

Are Basic School Head Teachers Transformational Leaders? Views of Teachers

Navigating gender stereotypes as educational leaders: An ecological approach

Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context

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