Introduction
Transforming a learning institution is a complex matter, which demands the application of a realistic leadership framework. Tomal, Schilling, and Trybus (2013) state that the framework should not be defined “solely by hierarchy within the organization, but rather by the ability to motivate others to also perform leadership roles” (p. 40). In other words, it is difficult for a leader to implement changes in a school without considering the contribution of all stakeholders.
Therefore, there is a need to utilize a leadership approach that brings together all the parties that are affected by a school in one way or another. As schools constantly develop, its leaders must understand the different impetuses that are needed to encourage all stakeholders to devote themselves to inevitable transformations (Tomal et al., 2013). Transformational leadership is one of the management approaches that can help to implement permanent changes in a learning institution.
This leadership style aids in bringing people together to work towards mutual goals. This paper will discuss the transformational leadership style as the most valuable approach to introducing changes in learning institutions.
Personal and Professional Growth
A Transformational leader strives to establish a working environment that encourages people to use their skills to achieve shared goals. As Tomal et al. (2013) indicate, the transformational leadership style helps to create groups comprising of individuals who are dedicated to changes meant for both personal and professional development. Transformational leaders use their skills to persuade their followers to change their mindsets.
In a school setting, these leaders assist teachers in developing a novel outlook on education and teaching. This ensures that both learners and teachers will benefit. According to Berkovich (2016), transformational leaders appreciate that “to get the most out of people, their followers must feel like they are being asked to do something of appropriate complexity and difficult for their abilities” (p. 614). They look for opportunities to help teachers to learn, explore, and develop. Berkovich (2016) argues that leaders know what teachers require to advance their careers. Consequently, they commit to assisting instructors in realizing their full potential.
Transformational leaders pay attention to the unique needs of all people who contribute to a project. As per Berkovich (2016), for transformational leaders, the definitive intention is to facilitate the development of the parties involved in a program. But leaders hardly pay much attention to the task at hand. Some teachers need leaders who can push them to go beyond their abilities. On the contrary, there are tutors who want leaders who are able to appreciate everything they do, including reporting to school.
Bush and Glover (2014) state that transformational leaders respond to what teachers need. They do not put a lot of weight on what they consider as duties of the instructors. These leaders create an environment that allows teachers to work together and assist one another based on their abilities, therefore promoting personal and career development. Leaders ought to find ways to help their followers to ascend to leadership positions (Bush & Glover, 2014).
Transformational leaders look for ways to enable teachers to take control of projects that may appear to be challenging. This encourages creativity amid the instructors, therefore helping them to grow both intellectually and professionally.
Transformational leadership advocates investing in all stakeholders. In an education setting, this leadership style ensures that the school administration and teachers participate in formulating goals and strategies that are meant to promote institutional growth. McCarley, Peters, and Decman (2014) admit that transforming schools requires coping with inherent challenges. Consequently, transformational leaders make sure that they promote change in ways that are acceptable for all parties.
McCarley et al. (2014) posit, “Transformational leaders highly value expanded roles of followers so that their needs for growth during the time of change are considered” (p. 327). The leaders ensure that all followers take part in a transformation by assigning them different duties. The approach is helpful in identifying the weaknesses of individual parties.
Creation of a Positive Culture
Transformational leaders help to create a positive environment that is geared towards achieving a common mission and vision. Veiseh, Mohammadi, Pirzadian, and Sharafi (2014) claim that restructuring a learning institution requires abandoning practices that do not work. For instance, some schools may be compelled to dispose of social, academic, and behavioral practices that do not promote development amid students. In most cases, some practices are deeply entrenched, making it difficult for schools to get rid of them. It is the duty of the transformational leader to convince stakeholders about the significance of changing their traditions.
Transformational leaders strive to promote an environment that encourages creativity and is friendly to all parties. Veiseh et al. (2014) maintain that it would be difficult to change an institution without knowing the values, mission, and vision that led to its establishment. Transformational leaders review school practices, values, mission, and vision to determine which areas require changing or reinforcing. This step guarantees that the planned changes do not interfere with principles that unite teachers, students, and other education stakeholders.
Four distinct features identify transformational leadership. They are inspirational stimulus, individualized reflection, idealized influence, and intellectual incentive (Yang, 2014). Yang (2014) posits that transformational leaders create a positive culture using these discrete attributes. They assist teachers in identifying mutual goals and establishing a collective sense of purpose. This raises the expectations of teachers, therefore encouraging them to take risks.
Yang (2014) alleges that transformational leaders act as coaches, mentors, leaders, and role models. According to Yang (2014), leaders believe in the capacity of their followers. Therefore, they endeavor to create an atmosphere that motivates teachers to innovate and work together to achieve the mission and vision of their schools. The leaders acknowledge that change is not a one-man show. Thus, they persuade staff and students to work together to identify challenges that affect their institution, resolve them, and establish a common direction.
Conclusion
Successful school leaders identify a need for revolution and initiate measures to implement changes. Transformational leadership is effective in realizing changes in learning institutions. Transformational leaders create an environment that supports personal and professional growth among teachers. These leaders value empowerment. Consequently, they allow tutors to assume leadership roles in activities that appear challenging.
It helps to invoke creativity among teachers, thus enabling them to grow professionally. Transformational leaders understand what individual teachers need to develop both personally and professionally. Thus, they encourage them to participate in taxing assignments to acquire requisite skills.
Transforming a school requires discarding unfeasible practices. Transformational leaders help to create a positive culture that brings stakeholders together to pursue mutual objectives. They serve as mentors and coaches, assisting teachers in identifying shared values. The leaders realize that the success of change implementation requires a concerted effort between all the affected parties.
References
Berkovich, I. (2016). School leaders and transformational leadership theory: Time to part ways? Journal of Educational Administration, 54(5), 609-622.
Bush, T., & Glover, D. (2014). School leadership models: What do we know? School Leadership & Management, 34(5), 553-571.
McCarley, T. A., Peters, M. L., & Decman, J. M. (2014). Transformational leadership related to school climate: A multi-level analysis. Educational Management Administration & Leadership, 44(2), 322-342.
Tomal, R., Schilling, C., & Trybus, M. (2013). Leading school change: Maximizing resources for school improvement. New York, NY: Rowman and Littlefield Publishers Inc.
Veiseh, S., Mohammadi, E., Pirzadian, M., & Sharafi, V. (2014). The relationship between transformational leadership and organizational culture (Case study: Medical school of Ilam). Journal of Business Studies Quarterly, 5(3), 113-124.
Yang, Y. (2014). Principal’s transformational leadership in school improvement. International Journal of Educational Management, 28(3), 279-288.