Transformational leadership effects on teachers’ commitment and effort toward school reform

Abstract

This article examines the effects of transformational school leadership on the commitment of teachers to school reform, and the effort they are willing to devote to such reform. It does so by building on the knowledge from both educational and non‐educational research into such effects. A model of such effects is tested using two approximately comparable sets of data collected from samples of Canadian and Dutch teachers. Structural equation modeling is applied to test the model within each data set. Results of the Canadian and Dutch studies are then compared. The findings show transformational leadership dimensions to affect both teachers’ commitment and extra effort. The effects of the dimension's vision building and intellectual stimulation appear to be significant in particular. Overall, the findings clearly indicate the importance of analyzing dimensions of transformational leadership for their separate effects on teacher commitment and extra effort within the context of educational reform.

Teachers’ understanding about education decision-making processes at the macro, meso and micro levels

“…Successful school leaders complement structural mechanisms (e.g., goal-setting, curricular organisation, student assessment, and teacher evaluation) with cultural tools (e.g., values, vision, and collaboration) in their efforts aimed at school improvement (Geijsel, Sleegers, Leithwood & Jantzi, 2003). Meso-level decisions include a control system and affect the development and management decisions in educational institutions, in so far as how flexible leaders are in guiding, recognising and supporting teachers' professional development.…”

Dönüşümcü ve İşlemci Liderlik Stilleri: Kavramsal Çerçevesi ve Eğitim Örgütleri Açısından Etkileri

“…42 olaylara ve sorunlara farklı açılardan bakarak yeni çıkarımlarda bulunurlar, esnek çözümler üre-tirler; 43 zamanın ve rekabet ortamının gereklilikleriyle uyumlu şekilde örgütün misyon, vizyon, değerler ve stratejik planlamasında ihtiyaç duyulan değişiklikleri yerine getirirler. 44 Bu liderlik tarzı; özellikle değişimin baş döndürücü şekilde yaşandığı, bilim ve teknolojinin son derece hızlı gelişip, yayıldığı; rekabetin çok sert yaşandığı, örgütlerin yerel ve global düzeyde başarılı olabilmeleri, sorunlarla başa çıkıp varlıklarını devam ettirebilmeleri, değişen şartlara hızlı uyum sağla-yabilmeleri için hızlı ve esnek çözümler üretebilmeleri, bireysel özelliklere göre yönetim kurgusunun tekrar yapılandırıldığı, ekiple hareket ederek, takım ruhuyla çalışmaların başarıya ulaştırıldığı günümüz koşullarında, başarıya daha yakın olan bir liderlik anlayışıdır 45 .…”

Expert Teacher: Objective Determinants of Developing and Maintaining Expertise (in FLT perspective)

“…In terms of school management, it was not only material conditions, but also encouragement and appreciation of teachers' work as well as promotion of participative decision making and teacher empowerment which they appreciated. The role of the principal as a communicator of shared school vision was regarded as crucial which corresponds with the study by Geijsel et al (2003) (T6) It is interesting that none of the expert teachers commented on the school leadership critically, despite the fact that they are undoubtedly capable of taking an analytical and critical view of professional matters. Their biographies highlighted their agency -in case of dissatisfaction they either took on an active role (four of them had direct experience with leadership positions at schools), or chose to change the school (cf.…”

“…Current trends in educational management theory and research consider transformational leadership (Geijsel, Sleegers et al, 2003;Pol et al, 2013, for the Czech context) to be most effective in terms of professional learning support, namely clear formulation of the vision of the school, provision of individual support and intellectual stimulation. Further on, teacher involvement in the decision-making processes and provision of sufficient access to information increase their motivation and openness to change.…”