Transformative leadership conversation: a conceptualization and empirical test of its function

Abstract

PurposeThe study begins by defining and conceptualizing Transformative Leadership Conversation (TLC). The conceptualization addresses the meaning of transformation, sensemaking and learning dialogue, and the conversation structures of framing, questioning and listening, and affirming. Next, the authors build a theoretical argument from self-determination theory on the function of TLC. The study concludes with an empirical test of the structure and function of TLC.Design/methodology/approachThere were two parts to the empirical study. First, the authors designed and tested a scale to measure TLC by its structural features (e.g. questioning, listening and affirming language). Second, the authors used a correlational design with ex-post facto data to test the primary assumption that TLC activates autonomous motivation and action. Data came from a random sample of 2,500 teachers in a southwestern state. Useable responses were obtained from 1,615 teachers, for a response rate of 65%.FindingsThe empirical tests reveal that the 12-item and 6-item measure of the School Leader Transformative Conversation Scale present valid and reliable evidence on the frequent use of TLC. Consistent with the hypothesized model, TLC had a direct, positive relationship with teacher vitality. It also had a negative relationship with autonomy frustration and a positive indirect effect on teacher vitality by reducing the negative effect of autonomy frustration.Originality/valueTLC advances a new conceptual lens to study school leadership as a discursive process. The concept opens lines of inquiry that have not yet been examined in school settings.

The structure of principal-teacher conversation: Why it matters for school leadership

“…, 2007). Often, transformation gets equated with whole-system or whole-school change, but transforming social structures with other people varies in scope, depth and complexity (Adams et al. , 2023).…”

“…TLC was designed for the complex work of transforming established interactions, ways of being and entrenched social structures that impede people from accomplishing desired realities (Adams et al. , 2023).…”

“…, 2023). TLC is defined as sense-making and learning dialog used to fundamentally restructure how people see reality and how they relate to the self, others and the environment (Adams et al. , 2023).…”

“…Together, sense-making and learning dialog keep transformation moving in and out of mental representations and actions through three interactive dialogs: dialog with self, dialog with others and dialog with the social context (Adams et al. , 2023).…”

“…Extrinsic motivators are social forces outside of a person that interact with psychological states to affect the type of motivation behind a person’s behavior and actions (Ryan and Deci, 2020). Conversation is a social force, and thus, it is an extrinsic motivator that has consequences for teachers’ psychological states (Adams et al. , 2023).…”