Running Head: TRANSFORMATIONAL LEADERSHIP MODEL
Suzanne Bryant
Transformational Leadership Model
EDAD 6301 - Online: Administrative Theory and Practice
Houston Baptist University
June 28, 2015
Abstract
1
TRANSFORMATIONAL LEADERSHIP MODEL
2
This paper examines a brief collection of research journals with the purpose of
identifying an overall assessment of transformational leadership and the contributions this model
has on administrative theories, processes, and outcomes. Transformational leadership is
embedded in the concepts of shared visions, mission statements, long-term goals, and is changeoriented. Public, private, and charter schools are currently transforming into more diverse,
rigorous, technological, and globally minded institutions. A school cannot continue these rapid
improvements and changes of 21st century education and address the associated challenges
without a leader who is able to transform, instead of simply maintain, a school environment. The
belief in transformational leadership is that fundamental change cannot take place until the
administrator has a followership of teachers, staff, parents, community members, and other
stakeholders that support the vision and direction of the school.
The Transformational Leadership Model is supported by numerous research studies, with
evidence that transformational leadership actions can move followers to high achievement that
surpasses expected performance. This leadership model is different from the laissez-faire and
transactional leadership theories in that transformational leadership has the ability to influence,
motivate, and stimulate followers instead of remaining passive or gaining support in an exchange
of rewards. In the educational setting, administrators who portray transformational leadership
traits notice a commitment to a shared vision and mission statement, reflective and innovative
faculty members, and direct, positive effects on student achievement outcomes. According to the
research review of John Chubb (2014), “The quality of a school will never be greater than the
quality of its people” (p. 11). The Transformational Leadership Model has the ability to inspire
and cultivate high quality individuals within a school system who are committed to a mission
and support change for the success of students.
TRANSFORMATIONAL LEADERSHIP MODEL
3
Background
Biographical Sketch
School leadership has been a topic of on-going study for over four decades. Educational
researchers want to conceptually and methodologically know how school principals can “make a
difference” for the success of students. Notably, with the increase of school accountability
measures and data-driven student assessments, administrators are held to an even higher degree
of responsibility for student performance. School administrators are not only accountable to the
teachers and students, but to parents, board members, and the local community. According to
Hoy and Miskel (2013), “Although some allege that school leaders are to blame for inadequate
academic achievement, the main concern is that current leaders are not up to the task of bringing
about needed changes” (p. 427). Despite the great pressure on schools today, principals are still
seen as strong leaders that can either radically transform schools or serve as a detriment for the
success of students.
Transformational leadership is a model that addresses the concern of bringing about
necessary change to a school system. B.M. Bass (1998) identifies a full-range leadership
continuum consisting of three types of leadership: laissez-faire, transactional, and
transformational. Laissez-faire leaders are passive and ineffective; this would be the “principal
who stays in the office” (Hoy & Miskel, 2013, p. 449). Transactional leaders exchange rewards
and promises of rewards in return for increased effort. For example, a principal will provide
teachers with needed resources in order to teach a new curriculum to students. The third
leadership model on the full-range continuum is transformational leadership. This leadership
style expands on the transactional model in that exchanges and agreements are not what motivate
TRANSFORMATIONAL LEADERSHIP MODEL
4
employee work efforts. Watts and Corrie (2013) define transformational leadership as those
leaders “who inspire their followers to shape their motives, aspirations, values and goals so that
personal aspirations become aligned with the identify and vision of the [organization]” (p. 87).
The transformational leadership model can be described as incorporating the “four I’s”
with regard to the roles of the organization’s leader. These four attributes, as described by Bass
and Riggio (2006), are idealized influence, inspirational motivation, intellectual stimulation, and
individualized consideration. A leader must build trust, respect, optimism, values, and instill
creativity and problem solving among the followers. A transformational leader will also help
followers grow and develop in his or her strengths. Research has provided evidence that the most
effective leaders in an organization are those who are transformational in approach. This is
largely due to transformational leadership being embedded in one’s beliefs and personal values
that are instilled to followers.
Timeline in History
Transformational leadership was first introduced in the 1980s under the basic premise
that these leaders were portrayed as “heroes” due to their inspirational and charismatic nature.
Beginning in the 1990s, scholarly attention increased as the accomplishments of these leaders
were noticed. According to Basham (2012), this heightened interest in transformational
leadership was the result of two major undercurrents. The first reason stemmed from the cynical
belief at that time with the very idea of leadership, and the varying types of leadership models.
The second reason for the increased research of transformational leadership was due to cultural
and economic shifts of development taking place in society and leadership styles changing in
response. Chub (2014), believes that the basic attributes of transformational leadership such as
TRANSFORMATIONAL LEADERSHIP MODEL
5
mutual trust and respect may seem old-fashioned yet “are likely the skills that are most important
for securing a different future for our schools and our students” (p. 11).
Much of the research of the 1990s led to the conclusion that transformational leadership
was more effective than transactional leadership because of the idealized influence and
inspirational nature. “The most extensive work on transformational leadership in educational
organizations has been done by Leithwood and his associates” (Hoy & Miskel, 2013, p. 453).
Leithwood formulated an eight-dimension model of transformational leadership to be used in an
educational setting in the mid-1990s. The eight-dimensions are: building school vision;
establishing school goals; providing intellectual stimulation; offering individualized support;
modeling best practices and important organizational values; demonstrating high performance
expectations; creating a productive school culture; and developing structures to foster
participation in school decisions.
Until recently, there has been very few case studies conducted, which capture
transformational leaders and the followership in action. Current research on the transformational
leadership model involves qualitative studies to identify the leadership traits that are most
productive in schools. Basham (2012) believes that the transformational leadership model must
still overcome obstacles to become the predominant leadership style used in most organizational
settings. Despite the obstacles, transformation leadership is a notable model, and is currently
being enhanced by providing formal trainings to prospective and developing leaders.
Overview of Ideas on the Educational Administrator
TRANSFORMATIONAL LEADERSHIP MODEL
6
Most would agree that schools are in need of transformation in such areas as technology
integration, higher order thinking skills, methods to teach diverse learners, funding and resource
allotment, and teacher development. Advocates of transformational leadership believe that
instead of school districts testing students more frequently, or purchasing the newest curriculum,
that much of the change in schools should begin with excellent people skills. According to the
research of Chubb (2014), “Schools will not change fundamentally until all school constituents
support it: families, local communities, teachers, administrators, staff members, trustees, alumni,
government authorities, higher education officials, and more” (p. 10). Chubb (2014) goes on to
state that the needed change “will not happen without leadership – transformational leadership
within schools” (p. 10). School leaders can follow the model of transformational leadership by
inspiring school stakeholders to understand what a school should look like today, and then to
help them see that such change is valuable for student success, teacher retention, and the future
of education.
Through the research of Leithwood (1994), the eight-dimensions of leadership in
educational settings can be generalized into two overarching themes. The first theme asserted
that transformational leadership in schools “directly affects school outcomes as teacher
perceptions of student goal achievement and student grades. Second, transformational leadership
indirectly affects these outcomes by influencing three critical psychological characteristics of
staff” (Hoy & Miskel, 2013, p. 454). The three critical areas Leithwood address are a staff’s
perceptions of school characteristics, teacher commitment to change, and organizational learning,
which in turn can affect outcomes. An administrator can influence these crucial areas by setting
high standards and purposes for the staff to believe in and follow, while together, as a school
community, pursue collective ambitions for the school organization. In a recent study conducted
TRANSFORMATIONAL LEADERSHIP MODEL
7
by Basham (2012), a Delphi study methodology was implemented to determine the effectiveness,
or ineffectiveness of transformational leadership in regards to the critical areas directly affecting
the outcomes of the school organization. To obtain consensus, Basham selected the sample size
of administrators by using a random number generator. Basham then conducted three rounds of
panel research with fifty-two participating administrators addressing characteristics of
transformational leadership. The results were complementary to Leithwood’s critical areas of
concern for administrators in addressing the needs of staff perceptions and commitment to
change. The administrators in Basham’s study acknowledged the effectiveness of providing all
stakeholders with a clear “vision, purpose, and values that result in clear and consistent direction”
(Basham, L.M., 2012, p. 346).
On the Full-Range Leadership Continuum, an educational administrator who follows the
laissez-faire model of leadership would continue to allow the current school system to proceed in
the same manner, without providing feedback, ideas for improvement or a real concern for
learning. An administrator who follows the transactional leadership model will temporarily meet
the critical needs in a school organization by providing teachers with rewards for working hard
to improve student learning. This approach; however, overlooks personal relationships, job
satisfaction, and the creation of followers. According to Hoy and Miskel (2013), a principal who
portrays transactional leadership traits can be compared with an economic exchange of material
in return for constructed services. Real change occurs when educational administrators follow
the transformational leadership model. These administrators are able to work with followers in
solving the difficult problems facing education, and help eliminate the fixation of using the “old
way” of doing things in the classroom. The transformational leadership model has been
TRANSFORMATIONAL LEADERSHIP MODEL
8
effectively utilized in the private and public sectors of education as administrators continue to
confront the challenges of modernizing school organizations.
Professional Reflective Synthesis
The transformational leadership model incorporates the heart of leadership in the
declaration that the leader alone cannot achieve success or address changes. The leader must
work collaboratively and solicit the help of everyone who will be affected by leadership
decisions. A principal listens to stakeholders and encourages collective problem solving. I chose
this model to study because I have worked as a teacher under a transformational leader and also
under a transactional leader. The transactional leader quickly lost staff support and the
“transactions” were not seen as motivation by the staff for hard work efforts. Decisions under
this principal were made without staff collaboration and were done so passively until problems
became too serious to ignore. The transformational leader I worked under was truly a principal
that I wish to emulate as I pursue administration. This principal gained a followership among the
faculty and staff, and we were all committed to the mission and vision of our school, which
resulted in exceptional student achievement. When researching this model, I kept a mental
checklist of all the attributes of a transformational leader as each one reminded me of this
principal.
As a Christian, transformational leadership aligns with my faith and beliefs of treating
others with love and respect. Coleman (2008) explains this in that “Jesus defines in His life and
work the meaning of transformational leadership—leadership that shows not only the nature of
the Kingdom of God, but also how it comes into the world as His followers go forth in the power
of His Spirit to emulate His lifestyle” (Coleman, R.E., 2008, p. 1). When looking at Jesus’
TRANSFORMATIONAL LEADERSHIP MODEL
9
leadership style with his disciples, he trusted them, involved them in his ministry, and helped
them use their gifts and talents for his kingdom. A school leader can follow this biblical example
of leadership by entrusting the mission, vision, and values of the school to the followers to work
together, using individual talents and experiences, to transform schools to best address the needs
of students. As an aspiring administrator, I hope to be a transformational leader that invests in
my teachers, builds commitment around a collective vision, and works together to accomplish
the mission of promoting a school that centers around student needs for success.
TRANSFORMATIONAL LEADERSHIP MODEL
10
References
Basham, L. (2012). Transformational Leadership Characteristics Necessary For Today’s Leaders
In Higher Education. Journal of International Education Research, 8(4), 343-348.
Chubb, J. (2014). Transformational Leadership. Independent School, 9-11.
Coleman, R. (2008). Preparing Transformational Leadership The Jesus Way. Knowing & Doing,
1-5.
Hoy, W., & Miskel, C. (2013). Educational administration: Theory, research, and practice (9th
ed.). New York: McGraw-Hill Humanities/Social Sciences/Languages.
Watts, M., & Corrie, S. (2013). Growing the ‘I’ and the ‘We’ in Transformational Leadership:
The LEAD, LEARN & GROW Model. The Coaching Psychologist, 9(2), 86-99.