Through the Lens of Discourse Analysis: Transformational Leadership as a Leverage Point for Promoting Educational Sustainability

Abstract

This exploratory qualitative study sought to understand the role of transformational leadership in promoting educational sustainability (ES) through examining three classroom critical incidents. For this undertaking, the study employed a quadratic method integrating four theories: Ethnomethodology (particularly indexicality and contextualization), Flanders’ Interaction Analysis Categories (FIAC), Interactional Sociolinguistics (IS), and Transformational Leadership (TL). Two of the three incidents took place during face-to-face classes, while the third transpired online due to the COVID-19 pandemic. Analyses of teachers’ TL and communication strategies were administered, and each respective event was unfolded, explored, and evaluated qualitatively through a bidirectional model designed by the researchers. Data were collected and the study revealed that teachers demonstrated varied levels of TL based on their perceptions of incidents, the awareness of their professional roles as leaders, and the linguistic choices they made. In addition, analyzing the results of teachers’ discourses, TL was demonstrated to be a leverage point for promoting educational sustainability. Proven to be an effective tool, the bidirectional model can be advocated by policy makers to help teachers assume their roles as leaders, and even to qualify them as leaders.

The effects of idealised influence on the dimensions of employee resistance to change at the automobile dealerships in the eThekwini region of Kwazulu-Natal, South Africa

“…Idealised influence has proven to be successful in remote education setting (Tsibidaki, 2021). However, limited studies have proven its effect on employee resistance to change (Qadan, Jabarin & Chaleila, 2023). Hence, this study advances the effect of idealised influence in reducing employee resistance to change.…”

Technostress, transformational leadership, and academic performance of university students in South Colombia

“…In this regard, transformational teacher leadership is expected to be characterized by impacting, improving, increasing, and recognizing its responsibility in training people and, therefore, stimulating said people to achieve better teaching and learning results (Li et al, 2020). In other words, transformational leadership happens when teachers get involved in the lives of their students and positively influence their performance and motivation in multiple ways, such as by granting rewards when they achieve their goals, collaborating with strategies to achieve their achievements, or providing an uplifting and pleasant environment for training (Qadan et al, 2023).…”