The DOI matches its Crossref record.
Toward an Explanation of Variation in Teachers' Perceptions of Transformational School Leadership
Abstract
This study has two purposes: to develop a theoretical account of how teachers'perceptions of transformational school leadership are formed and to provide an initial, empirical test of the theory. The theory, developed from cognitive science views of human thought and perception, explains the formation of teachers' leader perceptions as a function of both alterable conditions found in the school context and unalterable characteristics of both leaders and followers. Survey evidence from a sample of 423 elementary and secondary schools about their principals suggests that alterable school conditions explain most of the variation in teachers' leader perceptions.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cited by
Ladd, H. F. (2011) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373711398128 · Cited by 445
(2015) · ScholarWorks (Walden University) · Cited by 8
Metadata
- Authors
- Jantzi, D., & Leithwood, K.
- Venue
- Educational Administration Quarterly
- Publisher
- SAGE Publications
- Published
- 1996-10
- Volume
- 32
- Issue
- 4
- Pages
- 512-538
- ISSN
- 0013-161X (ISSN-L)
- 1552-3519
- OpenAlex
- W1994265005
- Cited by
- 167
- References
- 0
- FWCI
- 14.06
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Toward an Explanation of Variation in Teachers' Perceptions of Transformational School Leadership. https://app.cochat.ai/papers/10.1177/0013161x9603200404
- The paper
- Jantzi, D., & Leithwood, K. (1996). Toward an Explanation of Variation in Teachers' Perceptions of Transformational School Leadership. Educational Administration Quarterly. https://doi.org/10.1177/0013161x9603200404
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
