A Review of Transformational School Leadership Research 1996–2005

Dados Bibliográficos

ID23329950
AutoresKenneth Leithwood (0000-0002-8053-7347, University of Toronto), Doris Jantzi (University of Toronto)
Ano2005
Volume4
Fascículo3
Páginas177-199
Data de publicação2005-09-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoLeadership and Policy in Schools (JOURNAL)
Identificadores do periódicoISSN: 1570-0763 • E-ISSN: 1744-5043
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15700760500244769
OpenAlexW2047405005
IdiomaEN
Citações recebidas105
Referências citadas61

This paper uses evidence about transformational forms of leadership in schools provided by 32 empirical studies published between 1996 and 2005 to answer questions about the nature of such leadership, its antecedents, and the variables that both moderate and mediate its effects on students. Results indicate significant, primarily indirect effects of this form of leadership on both student achievement and engagement in school. These effects are mediated by school culture, teachers’ commitment and job satisfaction, and a small number of other variables. Few studies have examined the antecedents or moderators of transformational school leadership.

Educational leadership · Empirical research · Instructional leadership · Job satisfaction · Leadership style · Pedagogy · Shared leadership · Transactional leadership · Transformational leadership · Collaborative Teaching and Inclusion · Educational and Psychological Assessments · Mathematics · Psychology · Social Psychology · Teacher Education and Leadership Studies