Transformational leadership

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

Transformational Leadership in Work Groups The Role of Empowerment, Cohesiveness, and Collective-Efficacy on Perceived Group Performance

Abstract: It has been argued that transformational leaders increase group effectiveness by empowering followers to perform their job independently from the leader, highlight the importance of cooperation in ...

Leadership: A New Synthesis

Abstract: First Things First PART ONE: LEADERSHIP KNOWLEDGE CONTENT AND KNOWLEDGE ORIENTATION Core Concepts for a Multi-Organizational Level Leadership Model The Extended Multi Level Leadership Model Leadership Knowledge Orientation Aspects PART TWO: EXPLORING THE MULTI LEVEL MODEL External Environment, Societal Culture and Leader Critical Tasks Background Factors and Preference Aspects of Individual Capability Individual Capabilities - Cognitive Complexity and Selected Social Cognition Aspects Individual Capabilities - Transactionally Oriented Leadership Skills Individual Capabilities - Transformationally Oriented Leadership Skills Organizational Culture Developmental Implications and Enriching Schema Variety Last Things Last

The Impact of Leadership on Student Outcomes: How Successful School Leaders Use Transformational and Instructional Strategies to Make a Difference

Abstract: Purpose: This article illustrates how successful leaders combine the too often dichotomized practices of transformational and instructional leadership in different ways across different phases of their schools’ development in order to progressively shape and “layer” the improvement culture in improving students’ outcomes. Research Methods: Empirical data were drawn from a 3-year mixed-methods national study (“Impact Study”) that investigated associations between the work of principals in effective and improving primary and secondary schools in England and student outcomes as defined (but not confined) by their national examination and assessment results over 3 years. The research began with a critical survey of the extant literature, followed by a national survey that explored principals’ and key staff’s perceptions of school improvement strategies and actions that they believed had helped foster better student attainment. This was complemented by multiperspective in-depth case studies of a subsample of 20 schools. Findings: The research provides new empirical evidence of how successful principals directly and indirectly achieve and sustain improvement over time through combining both transformational and instructional leadership strategies. The findings show that schools’ abilities to improve and sustain effectiveness over the long term are not primarily the result of the principals’ leadership style but of their understanding and diagnosis of the school’s needs and their application of clearly articulated, organizationally shared educational values through multiple combinations and accumulations of time and context-sensitive strategies that are “layered” and progressively embedded in the school’s work, culture, and achievements. Implications: Mixed-methods research designs are likely to provide finer grained, more nuanced evidence-based understandings of the leadership roles and behaviors of principals who achieve and sustain educational outcomes in schools than single lens quantitative analyses, meta-analyses, or purely qualitative approaches. The findings themselves provide support for more differentiated, context sensitive training and development for aspiring and serving principals.

Transformational Leadership and the Falling Dominoes Effect

Abstract: This investigation examined the practice of tranformational leadership at two levels of management in a New Zealand government agency. Transformational leadership was defined as the extent to which...

Transformational and Transactional Leadership and Their Effects on Creativity in Groups

Abstract: This study used a 2 (transformational vs. transactional leadership) × 2 (real vs. nominal group) experiment to examine the effect of different leadership styles and brainstorming conditions on group members' divergent thinking. Participants performed a brainstorming task, and their performance was assessed using fluency and flexibility. Results clearly supported the hypotheses in that the participants in the transformational leadership condition and in the nominal group condition outperformed their counterparts in the transactional leadership condition and in the real group condition. This pattern was consistent across the 2 measures of creativity.