Developments in Transformational School Leadership Research: A Systematic Review

Abstract

The purpose of this study is to outline the nature of empirical base on transformational leadership in Turkey. The present study included a total of 109 graduate theses conducted on school principals’ transformational leadership behaviors between 2000 and 2019 and released in the Council of Higher Education’s (CoHE) database. Results revealed that an important body of research investigated the relationship between transformational leadership and job satisfaction and organizational commitment. Authors’ suggestions to policymakers and practitioners were often about enabling further in-service training activities and providing school principals with various opportunities to study for a master's degree. Suggestions from quantitative studies echoed the need for conducting relevant studies on different samples and expanding qualitative studies to inquiry into transformational leadership. Results, therefore, mirrored the fact that the empirical base on transformational leadership is lacking in terms of mediator and moderator effects of various variables along with the antecedents and results of transformational leadership.

Keywords

• Transformational leadership
• school principal
• systematic review
• graduate thesis

Dönüşümcü Okul Liderliği Araştırmalarındaki Gelişmeler: Sistematik Bir Derleme

Öz

Bu çalışma Türkiye’de dönüşümcü liderlik alanındaki ampirik gelişimin doğasını ortaya koymayı amaçlamaktadır. Bu araştırma 2000-2019 yılları arasında Yükseköğretim Kurulu (YÖK) tez merkezi veri tabanında okullarda dönüşümcü liderliğe yönelik yayınlanan toplam 109 lisansüstü tezini kapsamaktadır. Sonuçlar dönüşümcü liderlik ile iş doyumu ve örgütsel bağlılık arasındaki ilişkinin sıklıkla çalışıldığı görülmüştür. Bununla birlikte dönüşümcü liderlik ile örgütsel vatandaşlık, okul kültürü, okul iklimi, informal ilişkiler, duygusal zekâ, örgütsel imaj ve motivasyon arasındaki ilişki bir dizi araştırmaya konu olmuştur. Araştırmalarda politika yapıcı ve uygulayıcılara müdürlerin dönüşümcü liderlik davranışlarının geliştirilmesine yönelik genel olarak hizmet içi eğitim ve lisansüstü eğitim olanaklarının sunulması gibi öneriler sunulmuştur. Öte yandan araştırmacılara yönelik önerilerde sıklıkla kavramın farklı örneklemlerde çalışılması ve nitel araştırmaların yaygınlaştırılması vurgulanmıştır. Bu bağlamda dönüşümcü liderliğin öncülleri ve sonuçlarının yanı sıra aracı ve düzenleyici etkilerin oldukça sınırlı düzeyde incelenmiş olduğu görülmektedir. Bir okulun etkili olabilmesi ve öğrenci başarısına katkı sağlayabilmesi için okul müdürlerinin dönüşümcü liderlik davranışları sergilemeleri önem arz etmektedir.

Anahtar Kelimeler

• Dönüşümcü liderlik
• okul müdürü
• sistematik derleme
• lisansüstü tez

Kaynakça

1. Barnett, K., & McCormick, J. (2004). Leadership and individual principal-teacher relationships in schools. Educational Administration Quarterly, 40(3), 406-434. doi: 10.1177/0013161X03261742
2. Allix, N. M. (2000). Transformational leadership: democratic or despotic? Educational Management & Administration, 28(1), 7-20. doi: 10.1177/0263211x000281002
3. Ayık, A., Diş, O. ve Çelik, Z. (2016). Okul müdürlerinin dönüşümcü liderlik rolleri ile okulların değişime açıklığı arasındaki ilişki. Kastamonu Eğitim Dergisi, 24(2), 547-564.
4. Bass, B. M. (1985) Model of transformational leadership. In T.F. Mech & G.B. McCabe (Eds.), Leadership and academic librarians (pp. 66–82). Westport, CT: Greenwood.
5. Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19-31. doi: 10.1016/0090-2616(90)90061-S
6. Bass, B. M., & Avolio, B. J. (1990). Developing transformational leadership: 1992 and beyond. Journal of European Industrial Training, 14(5), 21-27. doi: 10.1108/03090599010135122
7. Bass, B. M., & Avolio, B. J. (1993). Transformational leadership and organizational culture. Public Administration Quarterly, 17, 112-121.
8. Bass, B. M. (1995). Comment: Transformational leadership: Looking at other possible antecedents and consequences. Journal of Management Inquiry, 4(3), 293-297. doi: 10.1177/105649269543010

9. Blase, J., & Blase, J. (1999). Principals’ instructional leadership and teacher development: Teachers’ perspectives. Educational Administration Quarterly, 35(3), 349-378. doi: 10.1177/0013161X99353003
10. Buluç, B. (2010). İlköğretim okullarında bürokratik okul yapısı ile okul müdürlerinin liderlik stilleri arasındaki ilişki. Eğitim ve Bilim, 34(152), 72-85.
11. Cemaloğlu, N. ve Kılınç, A. Ç. (2012). Okul müdürlerinin liderlik stilleri ile öğretmenlerin örgütsel güven düzeyleri arasındaki ilişki. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(23), 132-156.
12. Çoğaltay, N., Karadağ, E. ve Öztekin, Ö. (2014). Okul müdürlerinin dönüşümcü liderlik davranışlarının öğretmenlerin örgütsel bağlılığına etkisi: Bir meta-analiz çalışması. Kuram ve Uygulamada Eğitim Yönetimi [Educational Administration: Theory and Practice], 20(4), 483-500. doi: 10.14527/kuey.2014.019
13. EPPI-Centre (2006). EPPI-Centre methods for conducting systematic reviews. http://pblevaluation.pbworks.com/w/file/fetch/14976232/EPPI- Centre_Review_Methods_1.pdf adresine 20/12/2019 tarihinde erişilmiştir.
14. Gough, D. (2007). Weight of evidence: a framework for the appraisal of the quality and relevance of evidence. Research Papers in Education, 22(2), 213-228.
15. Griffith, J. (2004). Relation of principal transformational leadership to school staff job satisfaction, staff turnover, and school performance. Journal of Educational Administration, 42(3), 333-356. doi: 10.1108/09578230410534667
16. Hallinger, P. (2017). Surfacing a hidden literature: A systematic review of research on educational leadership and management in Africa. Educational Management Administration & Leadership, 46(3), 362-384.
17. Hallinger, P., & Heck, R. (1998). Exploring the principal’s contribution to school effectiveness: 1980-1995. School Effectiveness and School Improvement, 9(2), 157-191.
18. Hallinger, P., & Heck, R. (1999). Can leadership enhance school effectiveness (ed. Tony Bush, Les Bell, Ray Bolam, Ron Glatter, Peter M. Ribbins). Educational management: Redefining theory, policy and practice (pp.178-190). Thousand Oaks, Californina: Sage
19. Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329- 352. doi: 10.1080/0305764032000122005
20. Hallinger, P. (2010). Developing instructional leadership. In Brent Davies & Mark Brundrett (Eds.), Developing successful leadership (pp. 61-76). Springer, Dordrecht. doi:10.1007/978-90-481-9106-2_5
21. Hallinger, P., Wang, W. C., Chen, C. W., & Liare, D. (2015). Assessing instructional leadership with the principal instructional management rating scale. Dordrecht: Springer. doi: 10.1007/978-3-319-15533-3
22. Harris, A. (2003). Teacher leadership as distributed leadership: heresy, fantasy or possibility? School Leadership & Management, 23(3), 313-324. doi: 10.1080/1363243032000112801
23. Harris, A. (2004). Distributed leadership and school improvement: leading or misleading?. Educational Management Administration & Leadership, 32(1), 11-24. doi: 10.1177/1741143204039297
24. Harris, A., Jones, M., Cheah, K. S. L., Devadason, E., & Adams, D. (2017). Exploring principals’ instructional leadership practices in Malaysia: insights and implications. Journal of Educational Administration, 55(2), 207-221. doi: 10.1108/JEA-05-2016-0051
25. Heck, R. H., & Hallinger, P. (2009). Assessing the contribution of distributed leadership to school improvement and growth in math achievement. American Educational Research Journal, 46(3), 659-689. doi:10.3102/0002831209340042
26. Hiller, N. J., DeChurch, L. A., Murase, T., & Doty, D. (2011). Searching for outcomes of leadership: A 25-year review. Journal of Management, 37(4), 1137-1177. doi: 10.1177/0149206310393520
27. Humphreys, J. H. (2001). Transformational and transactional leader behavior. Journal of Management Research, 1(3), 151-159.
28. Jantzi, D., & Leithwood, K. (1996). Toward an explanation of variation in teachers' perceptions of transformational school leadership. Educational Administration Quarterly, 32(4), 512-538. doi: 10.1177/0013161X9603200404
29. Kuhnert, K. W., & Lewis, P. (1987). Transactional and transformational leadership: A constructive/developmental analysis. Academy of Management Review, 12(4), 648-657. doi: 10.5465/amr.1987.4306717
30. Lambert, L. (2002). A framework for shared leadership. Educational Leadership, 59(8), 37-40.
31. Lambert, L. (2003). Leadership redefined: An evocative context for teacher leadership. School Leadership & Management, 23(4), 421-430. doi: 10.1080/1363243032000150953
32. Leithwood, K. (1994). Leadership for school restructuring. Educational Administration Quarterly, 30(4), 498-518. doi: 10.1177/0013161X94030004006
33. Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research 1996–2005. Leadership and Policy in Schools, 4(3), 177-199. doi: 10.1080/15700760500244769
34. Leithwood, K., Tomlinson, D., & Genge, M. (1996). Transformational school leadership. In International handbook of educational leadership and administration (pp. 785-840). Springer, Dordrecht.
35. Leithwood, K., & Jantzi, D. (1999). Transformational school leadership effects: A replication. School Effectiveness and School Improvement, 10(4), 451-479. doi:10.1177/0013161X99355002
36. Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement with school. Journal of Educational Administration, 38(2), 112-129. doi: 10.1108/09578230010320064
37. Leithwood K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201-227. doi: 10.1080/09243450600565829
38. Leithwood, K., Harris, A., & Hopkins, D. (2019). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(4), 1-18. doi: 10.1080/13632434.2019.1596077
39. Li, C., & Shi, K. (2005). The structure and measurement of transformational leadership in China. Acta Psychologica Sinica, 37(06), 803-811. doi: 10.1007/s11782-008-0032-5
40. Liu, P. (2018). Transformational leadership research in China (2005–2015), Chinese Education & Society, 51(5), 372-409, doi: 10.1080/10611932.2018.1510690
41. Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370-397. doi: 10.1177/0013161X03253412
42. McCleskey, J. A. (2014). Situational, transformational, and transactional leadership and leadership development. Journal of Business Studies Quarterly, 5(4), 117.
43. Mhatre, K. H., & Riggio, R. E. (2014). Charismatic and transformational leadership: Past, present, and future In D. Day (Ed.), The Oxford handbook of leadership and organizations (pp. 221-240). London: Oxford University Press.
44. Moolenaar, N. M., Daly, A. J., & Sleegers, P. J. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovative climate. Educational Administration Quarterly, 46(5), 623-670. doi: 10.1177/0013161X10378689
45. Oakley, A. (2002). Social science and evidence-based everything: The case of education. Educational Review, 54(3), 277-286.
46. Özcan, K., Balyer, A., & Yıldız, A. (2018). Ekonomik olarak dezavantajlı bölgelerde görev yapan ortaokul müdürlerinin liderlik davranışları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 532-547. doi: 10.17860/mersinefd.434775
47. Kandemir, M. (2018). Kadın müdürlerin dönüşümcü liderlik davranışının öğretmenlerin örgütsel bağlılığına etkisinde motivasyonun aracı rolü (Yüksek lisans tezi). İstanbul Ticaret Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
48. Pearce, C. L. (2004). The future of leadership: Combining vertical and shared leadership to transform knowledge work. Academy of Management Perspectives, 18(1), 47-57.
49. Podsakoff, P. M., MacKenzie, S. B., Moorman, R. H., & Fetter, R. (1990). Transformational leader behaviors and their effects on followers’ trust in leader, satisfaction, and organizational citizenship behaviors. The Leadership Quarterly, 1(2), 107-142. doi: 10.1016/1048-9843(90)90009-7
50. Sağnak, M. (2010). The relationship between transformational school leadership and ethical climate. Educational Sciences: Theory and Practice, 10(2), 1135-1152.
51. Seltzer, J., & Bass, B. M. (1990). Transformational leadership: Beyond initiation and consideration. Journal of Management, 16(4), 693-703. doi: 10.1177/014920639001600403
52. Sendjaya, S., & Sarros, J. C. (2002). Servant leadership: Its origin, development, and application in organizations. Journal of Leadership & Organizational Studies, 9(2), 57-64. doi: 10.1177/107179190200900205
53. Southworth, G. (2002). Instructional leadership in schools: Reflections and empirical evidence. School Leadership & Management, 22(1), 73-91. doi: 10.1080/13632430220143042
54. Spillane, J. P. (2005). Distributed leadership. The Educational Forum, 69(2), 143-150. doi: 10.1080/00131720508984678
55. Stewart, J. (2006). Transformational leadership: An evolving concept examined through the works of Burns, Bass, Avolio, and Leithwood. Canadian Journal of Educational Administration and Policy, 54, 1-29.
56. Sun, J., Chen, X., & Zhang, S. (2017). A review of research evidence on the antecedents of transformational leadership. Education Sciences, 7(1), 2-27. doi:10.3390/educsci7010015
57. Valentine, J. W., & Prater, M. (2011). Instructional, transformational, and managerial leadership and student achievement: High school principals make a difference. NASSP Bulletin, 95(1), 5-30. doi: 10.1177/0192636511404062
58. Van Dierendonck, D. (2011). Servant leadership: A review and synthesis. Journal of Management, 37(4), 1228-1261. doi: 10.1177/0149206310380462
59. Yang, Y. (2014). Principals’ transformational leadership in school improvement. International Journal of Educational Management, 28(3), 279-288. doi: 10.1108/IJEM-04- 2013-0063