ST.

VINCENT COLLEGE OF CABUYAO

COLLEGE OF EDUCATION

SPECIAL TOPICS IN
EDUCATION 1

TOPIC:
TRANSFORMATIONAL
LEADERSHIP

HIBEK, JERIC A
III – BSED MATHEMATICS
MONDAY ( 1PM – 2PM)
MRS. SALAMAT
ON BECOMING A TRANSFORMATIONAL LEADER: WHAT IS AND
WHAT NOT?

* JAMES MCGREGOR BURNS (1978)

- First Developed the idea of transformational leadership.
- "Transformational leadership can be seen when leaders and followers make each
other to advance to a higher level of moral and motivation.

* THREE IMPORTANT WAYS

1. Increasing followers' awareness of the importance of their task and the importance of
performing them well
2. Making followers aware of their needs for personal growth, development and
accomplishment.
3. Inspiring followers to transcend their own self-interests for the good of the
organization.

* BERNARD M. BASS (BASS' TRANSFORMATIONAL THEORY)

- Based on the impact that it has on followers.
- Garner trust, respect, and admiration.

* TRANSACTIONAL LEADERSHIP
- Involves leader-follower exchanges necessary for achieving agreed-upon performance
goals between leaders and followers.

* FOUR DIMENSIONS OF TRANSACTIONAL LEADERSHIP

1. Contingent reward
2. Management by exception (active)
3. Management by exception (passive)
4. Laissez faire

* TRANSFORMATIONAL LEADERSHIP
- Leads to positive changes in those who follow.
- Focused on helping every member of the group succeed as well.

* FOUR COMPONENTS OF TRANSFORMATIONAL LEADERSHIP (BASS)

1. INTELLECTUAL STIMULATION - Transformational leaders not only challenge the
status quo; They also encourage creativity among followers.
2. INDIVIDUAL CONSIDERATION - Transformational leaders offer support and
encouragement to individual followers.
3. INSPIRATIONAL MOTIVATION - Transformational leaders have a clear vision that
they are able to articulate to followers.
4. IDEALIZED INFLUENCE - Transformational leaders serve as a role model for
followers.

* THREE GOALS OF TRANSFORMATIONAL LEADERSHIP ( LEITHWOOD, 1999 )

1. HELPING STAFF DEVELOP AND MAINTAIN A COLLABORATIVE,
PROFESSIONAL SCHOOL CULTURE
- Staff members often talk, observe, critique, and plan together. Norms of collective
responsibility and continuous improvement encourage them to teach each other how to
teach better.
2. FOSTERING TEACHER DEVELOPMENT
- Teachers motivation for development is enhanced when they internalized goals for
professional growth.
3. HELPING TEACHERS SOLVE PROBLEM MORE EFFECTIVELY
- Transformational leadership is valued by some because it stimulates teachers to
engage in new activities and put forth that "extra effort".

* INSTRUCTIONAL LEADERSHIP
- Encompasses hierarchies and top-down leadership, where the leader is supposed to
know the best form of instruction and closely monitors teachers' and students' work.

* THOMAS SERGIOVANNI (1990)

- Considers transformational leadership as a first stage and central to getting day-to-day
routines carried out.

* MITCHELL AND TUCKER

- Transactional leadership works only when both leaders and followers understand and
are in agreement about which tasks are important.
* EIGHT DIMENSIONS OF TRANSFORMATIONAL LEADERSHIP ( LEITHWOOD,
1994 )
1. Building school vision.
2. Establishing school goals.
3. Providing intellectual stimulation.
4. Offering individualized support.
5. Modeling best practices and important organizational values.
6. Demonstrating high performance expectations.
7. Creating a productive school culture.
8. Developing structures to foster participation in school decisions.
* SPECIFIC IDEAS CULLED FROM SEVERAL SOURCES ON
TRANSFORMATIONAL LEADERSHIP ( SAGOR, LEITHWOOD, LEITHWOOD AND
JANTZI, and POPLIN )
1. Visit each classroom everyday.
2. Involve the whole staff in deliberating on school goals, beliefs, and visions at the
beginning of the year.
3. Help teachers work smarter by actively seeking different interpretations and checking
out assumptions.
4. Use action research teams or school improvement teams as a way of sharing power.
5. Find the good things that are happening and publicly recognize the work of staff and
students who have contributed to school improvement.
6. Survey the staff often about their wants and needs.
7. Let teachers experiment with new ideas.
8. Bring workshops to your school where it's comfortable for staff to participate.
9. When hiring new staff, let them know you want them actively involved in school
decision-making; hire teachers with a commitment to collaboration.
10. Have high expectations for teachers and students, but don't expect 100% if you
aren't also willing to give the same.
11. Use bureaucratic mechanisms to support teachers, such as finding money for a
project or providing time for collaborative planning during the workday.
12. Let teachers know they are responsible for all students, not just their own classes.