Is Transformational Leadership Theory Passé? Revisiting the Integrative Effect of Instructional Leadership and Transformational Leadership on Student Outcomes

Autor/in	Kwan, Paula
Titel	Is Transformational Leadership Theory Passé? Revisiting the Integrative Effect of Instructional Leadership and Transformational Leadership on Student Outcomes
Quelle	In: Educational Administration Quarterly, 56 (2020) 2, S.321-349 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kwan, Paula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X19861137
Schlagwörter	Transformational Leadership; Instructional Leadership; Outcomes of Education; Assistant Principals; Foreign Countries; Administrator Attitudes; Models; Correlation; Administrator Characteristics; Institutional Characteristics; Hong Kong + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Lernleistung; Schulerfolg; Principal; Principals; Stellvertretende Schulleitung; Ausland; Analogiemodell; Korrelation; Hongkong
Abstract	Purpose: Despite occasional claims for the coexistence of transformational leadership and instructional leadership in schools, the literature is dominated by views supporting an "either/or" orientation. This is especially true in the wake of recent findings that instructional leadership has a greater impact on student learning. This study, going beyond simply evaluating whether these two modes of leadership complement or contradict each other, explores how they may intersect in complex and nuanced ways. Specifically, I examine the moderating effect of transformational leadership on the impact of instructional leadership on student outcomes. Research Design: A questionnaire, composed of items to measure instructional and transformational leadership, student outcomes, school background factors, and informant's demographic variables, was sent to the vice-principals in Hong Kong schools. Hierarchical regression analysis was used to factor out the effect of informants' personal and school factors on leadership perception and student outcomes in the testing of the moderating effect. Findings: With evidence drawn from 177 aided schools, this study confirms the moderating effect of transformational leadership through the identification of a disparity in the effect of instructional leadership on student outcomes corresponding to disparate levels of transformational leadership enactment in schools. Implications: The effect of instructional behaviors on student outcomes is considered to be situationally contingent on the extent of transformational behavior enactment. Despite its lack of a direct impact on student outcomes, transformational leadership serves as a necessary, although insufficient, condition for the effective implementation of instructional monitoring measures. Limitations of the study are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01