Essay Instructions: A leader's understanding of an organization's culture and climate is critical if meaningful change is to occur. Transformational leaders are described as individuals who are capable of influencing the organizational culture so that it is congruent with the desired organizational goals and objectives. In doing so, they also empower their followers and cause them to sacrifice their own self-interests in fulfill the mission of the organization.
Transformational Leadership
Reference: Chirichello. Michael. (1997). A study of the preferred leadership styles of principals and the organizational climates in successful public elementary schools in New Jersey. Unpublished doctoral dissertation. Seton Hall University, NJ.
Mentor: Anthony J. Colella, Ph.D.
The term transformational leadership can be traced back to Burns (1978). Transformational leadership occurs when persons interact with others to raise one another to higher levels of motivation and morality. This type of leadership raises the level of human conduct and ethical aspirations of both the leader and the led and has a transforming effect on both. Burns also stated that men like Mahatma Gandhi, Vladimir Ilich Lenin, and Mao Tse-tung were transformational leaders. Burns was the first to add moral and ethical dimensions to the study of leadership.
Bass (1985) derived his theory of transformational leadership from Burns (1978). Bass described transformational leadership as having three distinct characteristics: charisma (idealized influence/inspirational motivation), intellectual stimulation, and individualized consideration.
Bass (1995) believed that charisma creates an enthusiasm in the followers and helps to create a sense of mission in the organization. Intellectual stimulation provides the inspiration to solve problems in a way that reinforces or creates the organization's beliefs and values. Individual considerations results in satisfying the followers' needs for the growth and development within a framework of high expectations.
Bass believed that transformational leadership would result in performance beyond expectations because followers would have a sense of commitment to the leader, would be intrinsically motivated, and would have a sense of purpose or mission.
Bennis and Nunus (1985) isolated four strategies that leaders embody: (1) attention through vision, (2) meaning through communication, (3) trust through positioning, and (4) the deployment of self through positive self-regard.
Rost (1991) believed that Burns (1978) developed a model of transformational leadership that was influenced by the industrial paradigm. Rost accepted Burns' notion, but created a new paradigm based on post-industrial assumptions and values. Rost defined leadership as "…an influence among leaders and followers who intend real changes that reflect their mutual purposes" (p. 102).
Bosler and Bauman (1992) reinforce the importance of modeling in transformational leaders. They cite two other characteristics that are equally important in identifying transformational leadership: clarity of vision and empowerment of subordinates.
Goens and Clover (1991) also support the visionary characteristics of transformational leaders. Sagor (1992) identified three essential characteristics of transformational leadership: a clear and unified focus, a common cultural perspective, and a constant push for improvement.
Mitchell and Tucker (1992) state that transformational leaders give primary attention to their staffs rather than to the organizational structures.
Liontos (1993) studied schools in Oregon that appeared to be consistently good, turnaround schools that have made dramatic changes, and schools that have experienced a change in circumstances such as a recent influx in minorities. Liontos found that the leadership styles of all the principals were similar. The principals were facilitative and collaborative and "…might be termed transformational" (Liontos, p. 60).
Silins (1993) believes that transformational leaders recognize followers' needs and attempt to raise those needs to higher levels of motivation and maturity while striving to fulfill human potential. The interaction between the leader and the followers results in a responsive and innovative environment.
Silins (1994a) identified leadership behaviors that had an effect upon student performance, curriculum outcomes, teacher outcomes and school culture using data from a survey administered to 291 primary teachers in South Australia. The research resulted in a model that supported the transformational leadership behaviors of vision, individual considerations, collaborative problem solving, goal achievement and ethos. These behaviors promoted student performance, curriculum and teacher outcomes, and school culture.
Leithwood (1993a, 1993b) believes that transformational leaders pursue three fundamental goals: (1) the assist staff in developing and maintaining a collaborative, professional school culture; (2) they support teacher development; and (3) they assist teachers in effective problem solving. Leithwood (1993b) defined a transformational leader as one who "…identifies and articulates a vision…, fosters the acceptance of group goals…, conveys high performance expectations…, provides appropriate models…, provides intellectual stimulation…, [and] provides intellectual support…" (Leithwood, p. 21-22)
Walker (1993) discusses the knowledge, skills, and beliefs transformational leaders must develop. They include a commitment to shared decision-making; an emphasis on teacher professionalism; and an understanding of learning, leadership and change.
The results of a study by Howell and Avolio (1993) suggest that leaders who displayed more individualized consideration, intellectual stimulation, and charisma contributed positively to the achievement of business-unit goals.
Bass and Avolio (1994) use the earlier characteristics of transformational leadership and rename them the "Four I's." They are idealized influence, inspirational motivation, intellectual stimulation and individualized consideration.
As a result of a study of Total Quality Management in the Department of Labor and Employment Security in Florida, Koehler and Panpowski (1997) wrote a text on transformational leadership for government leaders. They define transformational leadership. It is a "…process of inspiring change and empowering followers to achieve greater heights, to improve themselves and to improve organization processes. It is an enabling process causing followers to accept responsibility and accountability for themselves and the processes to which they are assigned. (p.16)
In a study of supervisors and agents int he agricultural extension service in Uganda, Padde, Budke, and McCaslin (1995) found that female supervisors were inclined to excel in practices that are characteristic of transformational leaders. Male supervisors were inclined to be more transactional in their leadership style.
Chirichello (1997) defines transformational as an influencing relationship among inspired, energetic leaders and followers who have a mutual commitment to a mission that includes a belief in empowering the members of the organization to affect, through a collaborative responsibility and mutual accountability, lasting change or continuous improvement that will benefit the organization's clients (Bass & Avolio, 1994; Koehler & Pankowski, 1997; Leithwood, 1994; Rost, 1991; Roueche, Baker & Rose, 1989; Silins, 1994a, 1994b).
References
Bass, B. M. (1985). Leadership and performance beyond expectations. New York: Free Press.
Bass, B. M. & Avolio, B. J. (Eds.). (1994). Improving organizational effectiveness through transformational leadership. Thousand Oaks, CA: Sage.
Bennis, W. & Nanus, B. (1985). Leaders: The strategies for taking charge. Cambridge, MA: Harper & Row.
Bosler, R. and Bauman, D. (1992, June). Meeting cultural diversity with personal conviction: The teacher as change agent and transformational leader. A presentation for the Association of Independent Liberal Arts Colleges for Teacher Education, Louisville, KY. (ERIC Document Reproduction Service No. ED 350 283)
Burns, J. H. (1978). Leadership. New York: Harper and Row.
Goens, G.A. & Clover, S. I. R. (1991). Mastering school reform. Massachusetts: Allyn and Bacon.
Koehler, J. W. & Pantkowski, J. M. (1997). Transformational leadership in government. Delray Beach, FL: St. Lucie Press.
Leithwood, K. A. (1993a), Conclusion: Leadership for restructuring schooling int he transition years. In K. Keithwood, A. Hargreaves, & D. Gerin-Lojoie (Eds.), Years of transition: Times for change. A review and analysis of pilot projects investigating issues in the transition years. Volume four: Exemplary practices in the transition years: A review of research and theory (pp. 154-163). Toronto, Ontario: MSG Publications Services. (ERIC Document Reproduction Service No. ED 371 475)
Leithwood, K.A. (1993b), January). Contributions of transformational leadership to school restructuring. Paper presented at the 1993 Convention of the University Council for Educational Administration, Houston, TX. (ERIC Document Reproduction Service No. ED 367 061)
Liontos, L. B. (1993). Transformational leadership, profile of a high school principal. Eugene, OR: University of Oregon. (ERIC Document Reproduction Service No. ED 359 652)
Mitchell, D. & Tucker, S. (1992). Leadership as a way of thinking. Educational Leadership, 49, (8), 30-35.
Padde, P., Budke, W. E., & McCaslin, N. L. (1995). An evaluation of the relationship between supervisory techniques and organizational outcomes among the supervisors in the agricultural extension service in the eastern region districts of uganda. (Summary of Research 81). Columbus: Ohio State University, Department of Agricultural Education, (ERIC Document Reproduction Service No. ED 384 732)
Rost, J. C. (1991). Leadership for the twenty-first century. New York: Prager.
Sagor, R. D. (1992). Three principals who make a difference. Educational Leadership, 49, (8), 13-18.
Silins, H. C. (1993, April). The relationship between school leaders and school improvement outcomes. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA. (ERIC Document Reproduction Service No. ED 360 721)
Silins, H.C. (1994a, April). Leadership characteristics that make a difference to schools. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED. 383 086)
Walker, Deborah (1993). Developing transformational leaders. Thrust for Educational Leadership, 22, (5), 34-35.
