A Review of Transformational School Leadership Research 1996–2005

“…evidence indicates principals hold responsibility for the success or failure of their schools and in supporting student achievement in both direct and indirect ways (Hallinger 2003; Hallinger and Heck 1998; Heck and Hallinger 2009; Leithwood and Jantzi 2000, 2005; Riley and MacBeath 2003).”

“Principal leadership has been linked to student outcomes, school climates, and instructional organization of a school (Cross & Rice, 2000; Hoy & Hoy, 2003; Leithwood & Jantzi, 2005; Sammons, 2007).”

“Studies have also claimed that transformative leadership positively impacts teacher outcomes, such as job satisfaction, organizational commitment, organizational citizenship behavior [51], student engagement, and achievement [52].”

“Previous research done by Leithwood and Jantzi on organizational commitment showed consistent evidence that transformational leadership has a direct positive effect on various dimensions of teachers’ commitment [3], making it a potential factor for sustainability.”

“Subsequent studies, conducted in the 1990s in the wake of policy shifts toward decentralization, supported a greater emphasis on shared or collaborative approaches (e.g., Leithwood & Jantzi, 2005; Marks & Printy, 2003).”

“Scholars, education practitioners and lawmakers have reached to a consensus stating that the school leaders’ leadership is the main contributor in enhancing the performance and excellence of a school system (Fullan, 2007; Harris, 2013; Leithwood & Jantzi, 2005).”

“Several studies have approached core practices of successful school leadership (Leithwood and Jantzi, 2005; Leithwood et al., 2004).”

“…decades suggests that instructional and transfor-mational leadership can have the greatest impacts on outcomes and, thusly, that all leaders should aspire to espouse transfor-mational and instructional leadership behaviors (Eyal & Roth, 2011; Leithwood & Jantzi, 2005; also see Tan et al., 2022).”

“In several studies, indirect effects on student outcomes have been identified (see, for example, Leithwood & Jantzi, 2005).”

“As occurs with tenure, it can also be viewed as an internal factor that may be consciously altered by leaders themselves (Leithwood & Jantzi, 2005).”

“Typically, only students’ background and classroom teachers account for greater amounts of variance in student and school outcomes (Leithwood and Jantzi, 2005; Sammons, 2007).”

“…of commitment to achieve school goals by identifying and articulating a school vision, fostering the acceptance of group goals, providing individualized support, providing intellectual stimulation, providing an appropriate model and having high performance expectations (Jantzi & Leithwood, 1996).”

“Moreover, the journals overlap with the scope of publications incorporated into other scholarly reviews of the educational leadership and management literature conducted since 1995 (Hallinger & Bryant, 2013b; Hallinger & Heck, 1996; Leithwood & Jantzi, 2005; Robinson et al., 2008).”

“…coordinating curricula in the main content areas in ways that ensure that all students have access to demanding academic content, and promoting and enforcing high academic standards or quality instruction (Ladd, 2011; Leithwood & Jantzi, 2005; Murphy, Goldring, Cravens, Eliot, & Porter, 2007).”

“Previous research has indicated that transformational leaders manage structures but, at the same time, they seek to impact upon the school cultures in order to change them (Leithwood and Jantzi, 2005).”

“This approach supports smoother transitions during periods of change and improves staff morale and student outcomes (Leithwood&Jantzi, 2022).”

“efficacy beliefs, capacities, personality characteristics (Leithwood and Jantzi, 2005), and self-awareness (Titrek and Celik, 2011), as well as variations in the context in which school principals work (Leithwood and Jantzi, 2005).”

“These drivers influence the exchange of knowledge and leave leaders with a significant role to play in teachers’ CPD and workplace learning (Leithwood and Jantzi 2005; Ballangrud and Paulsen 2018).”

“Transformational leadership is seen to be sensitive to school improvement in promoting positive school outcomes (Leithwood & Jantzi, 2005; Sun & Leithwood, 2012).”

“…Leithwood, 1994, 2006; Leithwood, Jantzi, Silins, & Dart, 1991; Leithwood, Steinbach, & Jantzi, 2002; Leithwood, Louis, Anderson , & Wahlstrom, 2004; Leithwood & Jantzi, 2005; Bryk & Schneider, 2003; Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010; Louis, Leithwood, Anderson, & Wahlstrom,…”

“…been proven to be an essential catalyst for both organizations ’ current performance and their capacity to change, by providing followers with vision, high motivation, and individual development opportunities (Anderson, 2017; Ba š karada et al., 2016; Jansen et al., 2008; Leithwood & Jantzi, 2005).”

“Accordingly, integrated leadership that embraces both instructional and transformational leadership theories has emerged in the recent educational leadership fi eld (e.g. Hallinger, 2003; Leithwood and Jantzi, 2005; Marks and Printy, 2003).”

“In line with this, Leithwood and Jantzi (2005) highlight three sets of practices associated with building leaders’ and administrators’ professional capacities.”

“In fact, Leithwood and Jantzi (2005) observe that the school principal is the largest factor associated with student achievement, after accounting for students’ backgrounds and abilities.”

“Evidence suggests that the importance of leadership is second only to the influences of classroom instruction (Leithwood & Jantzi, 2005; Leithwood, Louis, Anderson, & Wahlstrom, 2004; Waters, Marzano, & McNulty, 2003).1 As a result, demonstrating the capacity to facilitate school improvement and to…”

“Research indicates that principals’ leadership practices can enhance teachers’ effectiveness (Leithwood & Jantzi, 2005).”

“The aforementioned studies reveal that school principals’ leadership is a significant predictor of student achievement and their engagement to school (Leithwood and Jantzi 2000, 2005).”

“…principals because they have to implement the imposed changes and mediating between the top authority and teachers through building trust and positive school culture, where the teachers seem to energise them in resolving the dissonance, consistent with Leithwood and Jantzi (2005) and Day (2009).”

“Leithwood and Jantzi (2005) state, ‘few studies have examined the antecedents … of transformational school leadership’ (p. 177).”

“Its core dimensions—idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—have been widely applied across organizational domains, including education (Leithwood and Jantzi, 2005).”

“Heck and Hallinger (2009) and Leithwood and Jantzi (2005), for instance, have argued that the goal of PD is to direct and promote effective action toward improving teaching and learning effectiveness and addressing problems that negatively impact student outcomes.”

“When this approach is linked to professional learning for school leaders, there is the prospect of transformational leadership that encourages proactivity, even that which challenges the status quo and systemic issues (Leithwood & Jantzi, 2005).”

“Leadership practice and associated analytical categories have previously been conceived and tested through school-level research (Dexter, Anderson & Ronn kvist, 2002; Leithwood, Anderson & Wahl - strom, 2004; Leithwood & Jantzi, 2003, 2005; Zhao & Frank, 2003; Vanderlinde, 2010; 2013).”

“While transformational (Hallinger, 2003; Leithwood & Jantzi, 2005) and instructional leadership (O’Donnell & White, 2005) have been the most thoroughly researched (Day et al., 2016), other studies focused on distributed (Spillane, 2006), collegial (Sweetland & Hoy, 2000), and democratic leadership…”

“More generally, Leithwood and Jantzi [84] reviewed research in the educational environment and drew four conclusions about the effects of transformational leadership: 1) Its effect on perceived organizational effectiveness is significant and large.”

“Second, research showed that the contributions of individual educators to student achievement vary widely (e.g., Bill and Melinda Gates Foundation, 2012; Goldhaber & Brewer, 1997; Leithwood et al., 2010; Leithwood & Jantzi, 2005).”

“…that building collective knowledge and professional capacity is considered essential for school effectiveness and improvement (Hallinger, 2011; Leithwood & Jantzi, 2005), less research has been conducted on the collective professional discussions established for knowledge and capacity…”

“In this respect, researchers state that initial research on school leadership emphasized student achievement and teacher performance (Leithwood & Jantzi, 2005; Murphy & Vriesenga, 2006; Yukl, 2012).”

“Hallinger and Heck [9], and Leithwood and Jantzi [10], also support the view that in addition to resources, technology and people, leadership and motivation are two other important considerations in implementation of interventions.”

“(Leithwood & Jantzi, 2005) Transformational leadership has been shown to contribute to developing organizational capacity and commitment among education professionals.”

“…instructional goals and resources to support the attainment of those instructional goals, and setting the overall vision and culture of the school (Darling-Hammond et al., 2007; Grissom et al., 2021; Hallinger & Heck, 1998; Leithwood & Jantzi, 2005; Leithwood et al., 2004; Waters et al., 2003).”

“In the same way, Leithwood and Jantzi (2005) also informed that school leaders need to be such who could establish transformational leadership practices to draw the positive outcome in the organization.”

“…Leadership for Learning Improvement in Indonesian Schools The primary purpose of educational leadership has been regarded as the most priority of the students’ adaptive learning which is reflected by accumulating empirical evidence (Davies, 2005; Leithwood & Jantzi, 2005; Southworth, 2005).”

“Different international studies have empirically shown the importance of transformational leadership and its impact on school outcomes (Bryk et al., 2010; Leithwood & Jantzi, 2005; Leithwood & Sun, 2012; B. Mulford, 2003b; Robinson et al., 2009).”

“While some change processes are prescribed and linear (Kotter, 1996), others are organic and unfolding (Hagstrom, 2004; Wheatley, 1992) and depend on developing a collaborative, trusting culture (Leithwood & Jantzi, 2007).”

“However, many of their goals have been perceived by both students and the public as being limited by their authority (Leithwood, 2005).”

“Leithwood & Jantzi (2005) kepemimpinan yang efektif menciptakan lingkungan positif yang mendukung pengajaran, memungkinkan guru untuk lebih termotivasi dan berdedikasi dalam pekerjaan mereka.”

“Transformational leadership is frequently associated with positive organizational outcomes, including teacher motivation, satisfaction, and development (Leithwood & Jantzi, 2005).”

“(Leithwood & Jantzi, 2005) This article provides a critical analysis of the teacher leadership literature.”

“Likewise, transformational leadership—an approach to school leadership that appeals to the intrinsic motivation of workers to serve the organizational mission— has been shown to be associated with improved school productivity (Leithwood & Jantzi, 2005; Leithwood & Sun, 2012).”

“…relevant individual antecedents of leadership and leadership development in schools, with gender, administrative experience and general self-ef fi cacy being the most considered variables in this regard (Berkovich and Eyal, 2015; Leithwood and Jantzi, 2005; Moorosi and Bush, 2020; Sun et al., 2017).”

“Instructional leadership and its direct or indirect effects on student achievement has been a popular area of study by researchers in the field of educational leadership (Leithwood & Jantizi, 2005).”

“According to a literature review by Leithwood and Jantzi (2005), important factors for fostering transformational school leadership include prior student achievement, family educational culture, organizational culture, shared school goals and coherent plans and policies.”

“The semistructured interviews were guided by a protocol developed in alignment with theories of school leadership (Leithwood, 1994; Leithwood and Jantzi, 2000; 2005) and transactional leadership (Bass, 1990, 1997).”

“This type of leadership emphasizes traits such as integrity, empathy, and ethical decision-making, which have been shown to foster positive school cultures and enhance both teacher and student outcomes [18].”

“Hallinger (2014) reviewed 38 exemplary review articles; Leithwood and Sun (2012) conducted a meta-analysis of 79 unpublished studies while Leithwood and Jantzi (2005) reviewed 32 articles on transformational leadership.”