Cited by 776School Leadership and Teacher PerformanceEducational Leadership and PracticesTeacher Education and Leadership Studies

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A Review of Transformational School Leadership Research 1996–2005

Leithwood, Kenneth, Jantzi, Doris·2005·Leadership and Policy in Schools

DOI 10.1080/15700760500244769

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Abstract

This paper uses evidence about transformational forms of leadership in schools provided by 32 empirical studies published between 1996 and 2005 to answer questions about the nature of such leadership, its antecedents, and the variables that both moderate and mediate its effects on students. Results indicate significant, primarily indirect effects of this form of leadership on both student achievement and engagement in school. These effects are mediated by school culture, teachers’ commitment and job satisfaction, and a small number of other variables. Few studies have examined the antecedents or moderators of transformational school leadership.

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Background
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Background
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“Second, and in correspondence with the literature, the study has indicated the central importance of partnerships between schools and community organisations in addressing student engagement issues (Leithwood and Jantzi, 2005; Epstein and Sheldon, 2002).”
Another Way to Go
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“The positive impact of distributed leadership has been well-documented (Darling-Hammond et al., 2007; Leithwood & Jantzi, 2005; Louis, Mayrowetz, Smiley, & Murphy, 2009), and every program in the study highlighted its importance.”
BackgroundMethod
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Morris, E., & Elizabeth, C. (2017) · UKnowledge (University of Kentucky) · doi:10.13023/etd.2017.462 · Cited by 2
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“Ethnicity and socioeconomic background are also associated with variation in perceived climate and wellbeing, shaped partly by inequities in access to support and culturally responsive pedagogy (Bottiani et al., 2016; Leithwood & Jantzi, 2009 ; OECD, 2019; Sexton, 2022).”
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“This approach supports smoother transitions during periods of change and improves staff morale and student outcomes (Leithwood&Jantzi, 2022).”
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“…kulturelle und nationale Kontexte hinweg generalisieren (Crede et al., 2019), wobei insbesondere in Bezug auf Schulsysteme bislang unklar ist inwieweit Kontexte (national, regional, lokal) einen Einfluss auf die transformationale Führung an Schulen haben können (Leithwood & Jantzi, 2005).”
Background
PERAN KEPEMIMPINAN INOVATIF DALAM MENGHADAPI TANTANGAN PENDIDIKAN DI ERA DIGITAL
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Background
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“Conversely, the transactional, authoritarian (directive) and task-focused style characterises the male management strategies (Leithwood, Jantzi, 2005; Eagly, Carli, 2003).”
THE PROMOTION OF ORGANIZATIONAL CULTURE: THE CASE OF GREECE
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“…ways for achieving it, the participation of teachers and students, to the extent they are liable to, in the making of decisions is praised (I. 7) (Leithwood & Jantzi, 2005), the teachers' association freedom to take initiative (I. 4) (Turan & Bektas, 2013), the assistance and support of the…”
BackgroundInfluential
The Perceptions of Primary Education Teachers on Their Occupational Burnout and the Contribution of the School Principal to Its Coping
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“When a principal asserts his/her authority, but at the same time gives space to the subordinates in terms of their decisions and responsibilities [28], this results in teachers who are positive towards school and feel confident and secure for achieving the tasks assigned to them [29].”
Background
Homo Sovieticus in policy versus teacher leadership in Polish international baccalaureate practices
Leek, J. (2020) · International Journal of Leadership in Education · doi:10.1080/13603124.2020.1853245 · Cited by 4
“Leithwood and Jantzi (2005) developed a basic typology, which includes a set of practices demonstrated by successful school leaders that appear common across different contexts.”
Background
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“Creating collaborative frameworks and strong working relationships among staff is considered a key strategy for improving instructional leadership (Leithwood & Jantzi, 2005).”
Background

Authors: Leithwood, K., & Jantzi, D.
Affiliations: University of Toronto (CA)
ORCID: Leithwood, Kenneth
Venue: Leadership and Policy in Schools
Publisher: Informa UK Limited
Published: 2005-09
Volume: 4
Issue: 3
Pages: 177-199
ISSN: 1570-0763 (ISSN-L)
1744-5043
DOI: 10.1080/15700760500244769
OpenAlex: W2047405005
Cited by: 776
References: 0
Citations by year: 2026: 66 · 2025: 53 · 2024: 41 · 2023: 39 · 2022: 35 · 2021: 62 · 2020: 56 · 2019: 49 · 2018: 35 · 2017: 36 · 2016: 42 · 2015: 45 · 2014: 49 · 2013: 40 · 2012: 26
FWCI: 47.85
Type: journal article
Language: en
Open access: closed
Locations: Leadership and Policy in Schools (publishedVersion)
Topics: Social Sciences › Education › School Leadership and Teacher Performance
Social Sciences › Education › Educational Leadership and Practices
Social Sciences › Education › Teacher Education and Leadership Studies
Keywords: transformational leadership, school leadership, academic performance, student engagement, school culture, teacher commitment, teacher job satisfaction, antecedents of leadership, mediating effect, moderating effect

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A Review of Transformational School Leadership Research 1996–2005

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