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ERIC Number: ED386785
Record Type: Non-Journal
Publication Date: 1995-Apr
Pages: 40
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Toward an Explanation of How Teachers' Perceptions of Transformational School Leadership Are Formed.
Jantzi, Doris; Leithwood, Kenneth
The challenges of school restructuring have been cited as reasons for advocating a move from instructional to transformational forms of school leadership. This paper presents findings of a study that examined teachers' overall perceptions of their principals' transformational leadership performance. It also examined teachers' perceptions of how their principals performed on six individual leadership dimensions: identifying and articulating a vision; fostering the acceptance of group goals; providing individualized support; providing intellectual stimulation; serving as an exemplary model; and demonstrating expectations for high performance. The study's conceptual framework was based on an information-processing model of leader perceptions influenced by the work of Lord and Maher (1993). The model delineates a set of alterable (changeable) variables that exist both inside and outside the school. A set of unalterable variables is associated with the characteristics of teachers, leaders, and the school organization. Teachers in schools engaged in policy implementation were surveyed during the second and third years of a 5-year study of policy implementation in British Columbia, Canada. A total of 770 and 757 teachers participated during years 2 and 3, respectively. Three types of analysis were conducted--Pearson-product correlations, hierarchical multiple regression, and standard multiple regression. Findings indicate that in-school conditions most powerfully influenced teachers' perceptions of their principals' leadership behavior. These conditions included the school's mission, vision, and goals; culture; programs and instruction; policies and organization; decision-making structures; and resources. The gender of the principal also was an important variable of teachers' perceptions. Women leaders were perceived as more transformational than were men; however, other variables should be considered before making generalizations. One figure and six tables are included. Appendices contain indicators of transformational leadership, alterable variables, and within-school characteristics. (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada