Transformational Leadership

Transformational Leadership

In “Transformation School Leadership in a Transactional Policy World”, Leithwood (2007) defines transformative approaches as ones that “spring from an organic worldview, assume capacity to be a key to change, offer intrinsic incentives and rewards when additional motivation is required, and use commitment strategies” (p. 189).  I would define transformative approaches to leadership as being based on values and vision, rather than currency and advancement.  Transformational leadership is founded on an organization’s mission and developing employees whose values are aligned with that same mission.  Rather than offering employees salary increases or promotions, transformative leaders offer their employees inspiration and self-fulfillment. 

Transformational leadership can flourish in a learning environment because it is already an environment whose members are more dedicated to ideals and passion than to money and advancement.  Teachers do not typically enter this profession because their goal is to make a lot of money.  They become teachers because they believe in education and care for young people.  Transformational leadership will also flourish in a learning environment because of the category of practices within this form of leadership: charisma, inspirational leadership, individualized consideration, and intellectual stimulation (Bass, 1993).  These four practices are inherent in any learning environment.  The personal qualities and mission of a principal are on display for the staff and students daily, through forums such as faculty meetings, assemblies, and morning announcements. Teachers and staff members receive individualized considerations through professional development and lesson observations.  The staff’s opportunity to reflect after professional development and lesson observations allows for intellectual stimulation and the awareness of problems.

Transformational leadership can impact the way an administrator leads a school because, up to now, the transactional approach has not been working.  In his article, Leithwood discusses the recent trend in education: higher expectations, with more accountability (2007, p. 186). He writes about the school system’s failed attempts to solve the problem of “both raising the bar and closing the gap” (Leithwood, 2007, p. 187); all of these solutions have been transactional in nature because they have attempted to increase accountability of schools and teachers through competition, salary increases, and high stakes testing.  Leithwood’s findings indicate that the only way to increase accountability is through transformational leadership.  He references the instructional leadership models provided by Hallinger and Murphy (1985) and then writes, “Hallinger’s recent review of evidence concerning instructional leadership found that mission-building activities (the most “transformational” of the dimensions) on the part of principals are the most influential set of leadership practices”  (p.191).  I agree with Hallinger and Leithwood.  I believe that allowing the staff to help build the mission will only increase their commitment and dedication to the school and the students. 

When integrating technology with instruction, an administrator should use transformational leadership by establishing technology and 21^st century skills as part of the mission.  Transformational leadership is founded upon a common vision and belief system.  If the administrator cannot find a way to help his/her teachers share in this technology integration belief system, I’m not sure that this type of leadership will be effective.  Teachers need to be intrinsically motivated to learn these new strategies, not provoked by promises of salary increases, promotions, or satisfactory evaluations.   In order to use transformational leadership, the administrator will have to do his/her best to build a mission for the school that involves the integration of technology, and then continue to inspire the staff and model exemplary practices. 

References:

Leithwood, K. (2007). Transformation School Leadership in a Transactional Policy World. The     Jossey-Bass Reader on Educational Leadership (pp. #183- #196). San Francisco: John Wiley & Sons, Inc.