Many studies conducted within the field of education to illustrate the benefits of transformational leadership in different levels of instruction. The aim of this paper is to provide a summary of various research done among students and staff who have interacted with a transformational leader. Each study examines transformational leadership within a classroom. Pachler, D., Kuonath, A., & Frey, D. (2019). How transformational lecturers promote students’ engagement, creativity, and task performance: The mediating role of trust in lecturer and self-efficacy. Learning and Individual Differences, 69, 162″172.
Summary. The quantitative study conducted by Pachler, Kuonath and Frey studied transformational leadership style in the tertiary education setting. The authors hypothesized transformational teaching increasing trust in lecture, increased student creativity over time also increased study and task engagement to name a few. The population identified for this study were students from a large German university. They were selected from the university’s student mailing list of those who were interested in psychological studies.
Further, a final sample selected in Time 1 and Time 2. The sample consisted of 165 students with 26.1% being male and 73.9% being female.
Methodology. Participants required to complete the first questionnaire three to four weeks after the beginning of the semester. This provided students with the opportunity to become familiar with their lecturers and be able to assess their teaching style.
Results. The results supported some of the hypothesis made by the authors. It showed that lecturer trust, student creativity and the prediction that transformational teaching relates to increased trust in lecturer and study engagement.
The results showed that transformational teaching can enhance students’ performance over time within higher education.
Evaluation. A few limitations of this study was the use of self-reported data, the issue dropouts and a high number of females than males participants. This research results can offer first insights regarding how to foster students’ motivation and subsequently students’ study engagement, creativity, and task performance in higher education. This research can be beneficial for my paper as it provides insight into transformation leadership and students.
Vanblaere, B©n©dicte & Devos, Geert (2016). Relating school leadership to perceived professional learning community characteristics: A multilevel analysis. Teacher and Teacher Education 57, 26-38. doi.org/10.1016/j.tate.2016.03.003
Summary. The above-mentioned research analyzed the function of transformational and instructional school leadership in professional learning communities. The authors conducted a quantitative study via a survey of experienced primary school teachers. Data was collected from 48 Flemish (Belgian) primary schools from 495 experienced teachers. The sample consisted of 12 high SES schools, 14 moderately high SES schools, 10 moderately low SES schools, and 12 low SES schools.
Methodology. Multilevel regression analysis in MLwiN 2.29 was conducted in three part. The dependent variable was the teachers’ perspective on one of the interpersonal professional learning community and the independent variable was teachers’ perception of school leadership.
Findings. According to the findings teachers with experience highly valued the presence of collective responsibility in their school. Such transformational leaders are deemed asbuilding a strong vision, being available to stimulate professional development and motivate teachers through collaboration.
Evaluation. Two limitations of this study were first, three interpersonal PLC characteristics selected in this study and secondly, the self-reported measures were used. This study fits into my topic because it has implications for teacher’s professional development.Anderson, K. D. (2008). Transformational teacher leadership in rural schools. Rural Educator, 29(3), 8″17. Retrieved from Anderson (2008) in his research examined the rural school and its teacher leaders as a third transformational leadership. This study was based on a school and its five respondents. The data collected was part of a larger qualitative case study of teacher leadership.
Methodology. In the qualitative study, five respondents have interviewed: the principal, two teacher leaders in each school. Each respondent answered questions. The interview was transcribed and sorted into idea statements.
Findings. Two of the findings revealed that the school has a partnership with outside organizations and the informal teacher leadership roles may be more likely to take advantage of transformational teacher leadership.
Evaluation. This study has valid claims which can fit into my topic.
Dumay, X., & Galand, B. (2012). The multilevel impact of transformational leadership on teacher commitment: cognitive and motivational pathways. British Educational Research Journal, 38(5), 703″729. doi: 10.1080/01411926
Summary. Dumay and Galand (2012) examined in their research the effect transformational leadership has on teacher commitment in schools. To conduct this study, they hypothesized that transformational leadership is positively associated with teachers’ collective efficacy and it is mediated by teachers’ collective efficacy. A sample of 660 teachers within 50 primary French-speaking Belgian schools was selected.
Methodology. Participants were required to complete a self-reported questionnaire. The schools were selected at random to take part in the research.
Findings. The results showed that the principal’s transformational leadership is to bring about a level of culture strength within the school and the level of collective efficacy.
Evaluation. A limitation of this study is that the correlation design used in this research does not give any information about the causal ordering of the relationships between the principal’s transformational leadership, culture strength, collective efficacy and teachers.Li, Y. (2015). The culture of teacher leadership: A survey of teachers’ views in Hong Kong early childhood settings. Early Childhood Education Journal, 43(5), 435″445. doi: 10.1007/s10643-01
Summary. The study conducted by Li examined how teacher leaders viewed their role within current school leadership models. The authors sought answers to questions 1. What are the patterns of teacher leadership practised in early childhood settings in Hong Kong? 2. How does the cultural and institutional context of early childhood education in Hong Kong shape leadership practice among teachers? The population involved 706 kindergartens that were participating in the Pre-primary Education Voucher Scheme.
Methodology. A pilot study was conducted with thirty teachers. The data coded and analyzed using a Principal Component Analysis.
Results. The results indicate that the approach to leadership and teachers’ years of teaching experience are the same as well as the size of kindergartens and the academic qualifications of teachers. Additionally, the results revealed a mixture of leadership styles in Hong Kong Kindergarten.
Evaluation. The implications for future research and my topic are that the idea of leadership for learning’ is meaningful, useful and applicable to teachers and school.Conclusion‹Each research provides further insight into the topic of transformation in education. Itwill be used in a literature review as a source to offer scholarly information in the investigation of my topic. ReferencesAnderson, K. D. (2008). Transformational teacher leadership in rural schools. Rural Educator, 29(3), 8″17. Retrieved from Dumay, X., & Galand, B. (2012). The multilevel impact of transformational leadership on teacher commitment: cognitive and motivational pathways. British Educational Research Journal, 38(5), 703″729. doi: 10.1080/01411926 Li, Y. (2015). The culture of teacher leadership: A survey of teachers’ views in Hong Kong early childhood settings. Early Childhood Education Journal, 43(5), 435″445. doi: 10.1007/s10643-01 Pachler, D., Kuonath, A., & Frey, D. (2019). How transformational lecturers promote students’ engagement, creativity, and task performance: The mediating role of trust in lecturer and self-efficacy. Learning and Individual Differences, 69, 162″172. doi: 10.1016/j/lindif.2018.12.004 Vanblaere, B©n©dicte & Devos, Geert (2016). Relating school leadership to perceived professional learning community characteristics: A multilevel analysis. Teacher and Teacher Education 57, 26-38. doi.org/10.1016/j.tate.2016.03.003 ‹