Occupying the Principal Position: Examining Relationships Between Transformational Leadership, Social Network Position, and Schools’ Innovative Climate

Abstract

Throughout the world, educational policy makers, practitioners, and scholars have acknowledged the importance of principal leadership in the generation and implementation of innovations. In many studies, transformational leadership has emerged as a promising approach in response to increasing demands to develop and implement innovations in schools. Although research has suggested that having access to leaders with expertise can significantly stimulate innovation, the link between transformational leadership and principals' social network position has not yet been extensively studied. The goal of this study was to investigate the relationship between principals' positions in their schools' social networks in combination with transformational Article at OhioLink on March 16, 2015 eaq.sagepub.com Downloaded from

Leadership for team learning: the case of university teacher teams

“…On the one hand, vertical transformational leadership behaviors appear to stimulate team learning on innovative tasks. Moolenaar et al (2010) found that such behaviors supported secondary school teachers' recognition of innovative task features and their sense of urgency and willingness to collectively develop new knowledge. Furthermore, vertical transformational leadership behaviors appear to support team learning via promoting team psychological safety and team efficacy.…”

Toward Conceptual Clarity

“…Third, most studies of PLCs acknowledge the importance of stimulating and participative leadership as a key dimension that is part of the organizational capacity that fosters PLCs. This dimension refers to the degree to which school and departmental leaders support and stimulate teacher learning, delegate responsibilities, and share leadership functions (Geijsel, Sleegers, Stoel, & Krüger, 2009;Geijsel, Sleegers, Van den Berg, & Kelchtermans, 2001;Mitchell & Sackney, 2000;Moolenaar, Daly, & Sleegers, 2010;Mulford et al, 2004;Spillane, 2006;Spillane & Kim, 2012;Visscher & Witziers, 2004). Together, the three capacities (personal, interpersonal, and organizational) and their eight underlying dimensions form a conceptual model of PLCs that we will use to test the multidimensional, multilevel nature of PLCs within Dutch elementary schools.…”

Transformational Leadership and Organizational Climate of Educational Institutions Along Thai-Cambodian Borders

“…Litwin and Stringer (1968) stated that Organizational Climate as a relatively enduring quality of the internal environment that is experimental by its members, influence their behavior and can be described in terms of the values of a particular set of characteristics of the organization. According to Moolenaar (2010) transformational leadership helps to attain innovative organizational climate and motivates followers in line with the works of (Bass, 1985). Phothong (2016) found that there is relationship between leadership and work climate.…”