Kouzes and Posner's Transformational Leadership Model in Practice: The Case of Jordanian Schools

Abu-Tineh, Abdullah; Khasawneh, Samer; Omary, Aieman A.

doi:10.12806/v7/i3/rf10

Cited by 31 publications

(30 citation statements)

References 19 publications

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“…Transformational leadership is different from transactional leadership in that it involves changing the values, goals, and aspirations of followers (Abu-Tineh, Khasawneh, & Al-Omari, 2009;Bateh & Heyliger, 2014;Kouzes & Posner, 2009;Li & Hung, 2009). Followers' performance is expected to be consistent with their values, as opposed to expecting a reward for their efforts (MacKenzie et al, 2001).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

A Theory Based Model of Interpersonal Leadership: An Integration of the Literature

Lamm¹,

Carter²,

Lamm³

2016

Journal of Leadership Education

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Individuals expected to offer leadership are often chosen based on their power position within the field of interest and specialization in the context area being addressed and not on their leadership style. Leadership education curriculum often focuses on change as a product of leadership and leadership styles but places little emphasis on how the leadership styles of those chosen to lead change can influence the change process. In order to inform the development of curriculum targeting this aspect of leadership, research needs to be done to determine if leadership style impacts level of engagement in change. This research examined how transformational and transactional leadership styles impacted engagement in a national change process when 39 department chairs of universities across the United States were selected by the National Science Foundation to lead science, technology, engineering and math (STEM) educational reform at the undergraduate level. The findings revealed transformational leadership style positively predicted engagement in change and transactional leadership style negatively predicted engagement in change. While the small sample size makes the findings exploratory in nature and should be used with caution, they imply leadership education curriculum should include lessons on the impact these two styles have on engagement in change since there were statistically significant differences.

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Section: Theoretical Frameworkmentioning

confidence: 99%

A Theory Based Model of Interpersonal Leadership: An Integration of the Literature

Lamm¹,

Carter²,

Lamm³

2016

Journal of Leadership Education

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“…They should seek out challenging opportunities that test their skills and abilities and look for innovative ways to improve their organizations in readiness for the future. Transformational leaders are therefore willing to change the status quo (Abu-Tineh, Khasawneh, & Omary 2009). Deans must reclaim the intellectual edge if they want to demonstrate continued leadership in the learning domain and provide value for the students and the organizations they seek to serve.…”

Section: Discussionmentioning

confidence: 99%

Academic Dean and the Challenges of Meeting Changing Expectations within a Competitive Higher Education Environment in Africa

Otara¹

2015

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This article looks at the challenges involved and seeks to provide guidelines for leadership decisions and practices for the Deans that can be effective in institutions of higher learning. This paper provides an overview of academic leadership by faculty deans, and assesses the degree to which deans exhibit the behaviors embedded in this leadership in addressing the challenges and expectations of this century. Deanship is therefore treated as the academic act of building programs and a community of scholars to set direction and achieve the expectations of stakeholders in the current challenging economic times. The need for transformational leadership is emphasized. The paper shows how academic leaders must be the purveyors of ideas and knowledge that shape managerial thought and practice. Further, academic leadership needs to develop a human resource network inside and outside the departments and university and at the local, national, and international levels. Academic leadership needs to have a clarified program for faculty and staff promotion and development, and it should be placed on a priority list and agenda. Deans will need to use technology effectively and communication innovations to improve access to knowledge. Keeping pace with change in the world of work means offering education programmes that are relevant, are of high quality and, increasingly, include practical or work experience, as well as working more closely with stakeholders such as employers in course design or delivery. They will also need significantly to streamline their operations by incorporating new teaching and learning delivery mechanisms. Finally it is observed that academic leaders should take the initiative by adopting measures of success that are truly useful management tools for their institutions and that have credibility with the institution's external stakeholders.

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“…Through their transformation, leaders and followers become more effective members of the organization (Bass & Riggio, 2006;Burns, 1995;Kouzes & Posner, 2007). Kouzes and Posner (2007), in particular, developed a model of transformational leadership which serves as the theoretical framework for several studies (Abu-Tineh, Khasawneh, & Al-Omari, 2008;Fields & Herold, 1997;Hautala, 2005;Posner & Kouzes, 1994;Ridgway, 2001). They analyzed interviews and case studies of individuals describing their own personal-best leadership experiences.…”

Section: Transformational Leadershipmentioning

confidence: 99%

“…The survey consisted of two instruments, both using interval-type items (Colton & Covert, 2007) assessed on a 10-point Likert-type scale, as well as a section consisting of descriptive information about the participants. (Kouzes & Posner, 2003) is a validated and reliable 30-item scalar survey designed to measure transformational leadership (Abu-Tineh, Khasawneh & A- Omari, 2008;Brown & Posner, 2001;Fields & Herold, 1997;Harris, 1996;Hautala, 2005;Ridgway, 2001). It measures leadership along five dimensions based on Kouzes & Posner's five practices of exemplary leadership: challenging an organization's processes, inspiring shared vision, enabling others to act, modeling the way, and encouraging the heart (Kouzes & Posner, 2007).…”

Section: Data Collectionmentioning

confidence: 99%

“…Leadership practices inventory. According to Abu-Tineh, Khasawneh, and Al-Omari (2008), -Results from the LPI have shown high face validity and predictive validity, meaning that the results not only make sense to people but also predict whether a leader's performance is high, moderate, or low‖ (p.653). The internal reliability coefficients for the LPI range between .75 and .90 (Kouzes & Posner, 2002;Posner & Kouzes, 1988, 1993 and the test-retest reliability averages .94 (Kouzes & Posner, 2002;Posner & Kouzes, 1988, 1993.…”

Section: Validity and Reliabilitymentioning

confidence: 99%

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The Transformational Leadership Practices of National Board Certified School Librarians in North Carolina

Hirsh¹

2020

Preprint

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This study describes a questionnaire survey of school librarians in North Carolina who have received advanced certification from the National Board of Professional Teaching Standards. The survey was conducted to identify the transformational leadership practices of these school librarians and assess their ability to implement professional leadership guidelines. School librarians’ leadership practices were assessed using the Leadership Practices Inventory, 3rd Edition (LPI). School librarians perceived themselves as possessing a high level of transformational leadership in the five exemplary practices identified by the LPI: Modeling the Way (MTW), Inspiring a Shared Vision (ISV), Challenging the Process (CTP), Enabling Others to Act (EOA) and Encouraging the Heart (ETH). They perceived themselves as being very strong at MTW and EOA. They were less successful at ISV and CTP. Overall, they were very successful in implementing professional leadership guidelines. Successful implementation of these guidelines was highly correlated with ISV and CTP.

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Kouzes and Posner's Transformational Leadership Model in Practice: The Case of Jordanian Schools

Cited by 31 publications

References 19 publications

A Theory Based Model of Interpersonal Leadership: An Integration of the Literature

A Theory Based Model of Interpersonal Leadership: An Integration of the Literature

Academic Dean and the Challenges of Meeting Changing Expectations within a Competitive Higher Education Environment in Africa

The Transformational Leadership Practices of National Board Certified School Librarians in North Carolina

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