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Transformational leadership

About: Transformational leadership is a research topic. Over the lifetime, 18939 publications have been published within this topic receiving 600379 citations.


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Journal ArticleDOI
TL;DR: The authors found that teachers' attributions of transformational school leadership were largely explained by alterable rather than unalterable variables, and that teachers attribute leadership qualities to some principals and not others.
Abstract: What factors influence teachers to attribute leadership qualities to some principals and not others? In particular, what accounts for attributions of transformational school leadership? Guided by an information processing perspective to explain teachers’ attributions, answers to these questions were explored through data provided by an achieved sample of 1,253 elementary and secondary teachers from a single large school system. Replicating the framework and design of an earlier study by the same authors, this, as well as the previous study, found that teachers’ leadership attributions were largely explained by alterable rather than unalterable variables.

151 citations

Journal ArticleDOI
TL;DR: In this paper, the authors examined relationships between mentoring functions offered and transformational leadership as a mentor outcome and affective well-being and organizational commitment as mutual outcomes for both mentors and proteges.
Abstract: Summary This study examined relationships between mentoring functions offered and transformational leadership as a mentor outcome and affective well-being and organizational commitment as mutual outcomes for both mentors and proteges. For this examination, we conducted a longitudinal field study by using 111 matched reports from both mentors and proteges collected at three different points in time over seven months in nine Korean companies that administered a standardized formal mentoring program. Study results showed that mentoring functions assessed at Time 2 were positively associated with mentors' and proteges' post-mentoring outcomes at Time 3 after controlling for pre-mentoring initial levels of those outcomes at Time 1. Study findings also revealed that relative effects of mentoring on the mentor and protege outcomes differed by the types of mentoring functions. We discuss the theoretical, practical, and methodological implications from these results. Copyright © 2012 John Wiley & Sons, Ltd.

151 citations

Journal ArticleDOI
TL;DR: In this paper, the authors compare unidirectional and reciprocal effects models focusing on change in leadership and learning in 195 elementary schools over a 4-year period, and support the efficacy of a reciprocal-effects model that conceptualizes leadership within a changing, mutually reinforcing system of organizational relationships.
Abstract: Researchers have persisted in framing leadership as the driver for change and performance improvement in schools despite convincing theoretical commentary that proposes leadership as a process of reciprocal interaction. Although conceptualizing leadership as a reciprocal process offers leverage for understanding leadership effects on learning, methodological constraints have limited empirical tests of this model. This report focuses on understanding the contribution that collaborative leadership and school capacity for improvement make to growth in student learning in elementary school mathematics. We compare unidirectional and reciprocal-effects models focusing on change in leadership and learning in 195 elementary schools over a 4-year period. The results support the efficacy of a reciprocal-effects model that conceptualizes leadership within a changing, mutually reinforcing system of organizational relationships.

151 citations

Journal ArticleDOI
TL;DR: This study integrates Bass' transformational leadership model with Hagberg's power stage theory and Likert's organizational climate theory to explore transformational Leadership, stage of power, and organizational climate.
Abstract: Objective:The study examined a national sample of 396 randomly selected hospital nurse executives to explore transformational leadership, stage of power, and organizational climate.Background:Results from a few nurse executive studies have found nurse executives were transformational leaders. As exe

151 citations

Journal ArticleDOI
TL;DR: In this paper, the authors extended the self-efficacy concept to the leadership studies domain and found that high leadership selfefficacy was a necessary, though not sufficient, factor contributing to leadership performance.
Abstract: In this study Bandura’s (1986) self-efficacy concept was extended to the leadership studies domain. The literature was reviewed to support the proposition that high leadership self-efficacy was a necessary, though not sufficient, factor contributing to leadership performance. Also, antecedents of leadership selfefficacy were identified based upon self-efficacy theory. Leadership self-efficacy was found to predict leadership behavior and distinguish leaders from nonleaders. Further, prior leadership experiences predicted leadership self-efficacy judgments. Finally, women reported significantly lower leadership self-efficacy than men. Implications for leadership education practices and future research are discussed.

151 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20242
20231,359
20222,757
20211,032
20201,252
20191,209