You are on page 1of 4

Bhagwani Bai

LEAD 8011

Dr. Reginald Leon Green

February 22, 2016

Transformational Leadership Framework

Styles of School leadership in 21st century:

Green 2009 writes that todays school leaders are expected to have shared vision for the

uplifitng the school condition. This require compaitablity between schools goals and objectives

and staff and faculitys individual goals and objectives. Identification and application of

appropriate leadership style/approach/process is key to be effective leader.(p. 11-12) the school

leaders should apply the principles of benefit maximinzation and equal respect. The heart, head

and hand of the leadership require leaders to the responsibility for making people feel

welcomed, wanted, and part of the school with equal respect of their belief and values. Green

2013. P. 63-64)

Transformational Leadership Framework:

Transformational leadership serves as a means to create and sustain a context for

building human capacity by identifying and developing core values and unifying purpose,

liberating human potential and generating increased capacity, developing leadership and effective

followership, utilizing interaction-focused organizational design, and building

interconnectedness (Hickman, 1997, p. 2) Transformational leaders generate visions, missions,


goals, and a culture that contributes to the ability of individuals, groups, and the organization to

practice its values and serve its purpose (Hickman, 1997, p. 9 as cited by Given. 2008. P.6).

According to Trice and Beyer (1993) and Schein (1985), leadership can change and sustain the

culture of the organization by generating new or reinforcing established sets of beliefs, shared

values, practices, and norms within organizations. (as cited by Givens. 2008. p. 6)

Adopted from google.com


Transformational Leadership Theoretical Framework in School
Leadership Practices Process
Outcome

Collaboration Mutual respect


Facilitative and synergy
Professionalism
Commitment of
Shared vision stakeholders
Distributive
leadership

Shared leadership Dual role of


Preparation, ability independent
Distributive and Interests of thinker and part
followers of group
Inquiry into best Individual
practices greatness result
Trust based culture in school
Facilitative Leaders: Needs of every student is fulfilled

Green 2009 writes that transformational leaders are facilitators. By exhibiting their

behavior they enhance collective abilities of the school faculty. They support professionalism and

free exchange of information. (p. 13) As a result, feeling of empowerment among faculty is seen

that contribute in their effective performance, adoption of changes and solution of problems for

personal and overall performance of school. Their non-directive and collaborative behavior

foster learning community in participating in collaborative dialogue, creating shared vision and

coordinating resources to achieve the vision. The enhanced interaction build relationships among

school faculty and result in high productivity, mutual respect and synergy, commitment of

stakeholders and apply distribute leadership throughout the school.

Distributive Leaders:

Distributing power and authority is an essential characteristic of transformational leader.

He has ability to select appropriate people and delegate them responsibilities within their ability.

(Collins, 2001 as cited by Green 2009 p. 14) As school leaders share the leadership role, they

must give consideration to preparation, ability, and interest levels of the individual selected. They

encourage individual to conduct inquiries into best practices and function in a trust based culture.

Sharing the leadership role:

Have understanding of oneself and individuals who work in the school


Avoid duplication and benefit of expertise with school

The preparation, ability and Interest of Followers:


Willingness of faculty in fulfilling of roles and responsibilities
And understanding of how their roles and responsibilities fit into overall school plan
Contribute in schools open social system (if one does not fulfil responsibility it will affect

overall school goal)


Professional development requirement need to be fulfilled

Conducting Inquiry into best practices:

Conduct inquiry of best practices they are assigned for quality decisions that affect entire

school

Functioning in Trust based Culture:

Trust based culture for enhanced student achievement


Skills needed for developing trust based culture in the school
1. Visionary Leadership
2. Unity of purpose
3. Establishing professional learning communities
4. Organizational Management
5. Instructional Leadership

References:

Givens R. J. (2008) Transformational leadership: The impact on organizational and personal

outcomes. Emerging Leadership Journeys, Vol. 1 Iss. 1, 2008, pp. 4-24. ISSN 1941-4684

Green, R. L. (2010). The four dimensions of principal leadership: A framework for leading 21st-

century schools. Allyn & Bacon.