A Review of Transformational School Leadership Research 1996–2005

Bibliographic Data

ID23329950
AuthorsKenneth Leithwood (0000-0002-8053-7347, University of Toronto), Doris Jantzi (University of Toronto)
Year2005
Volume4
Issue3
Pages177-199
Publication date2005-09-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueLeadership and Policy in Schools (JOURNAL)
Journal identifiersISSN: 1570-0763 • E-ISSN: 1744-5043
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15700760500244769
OpenAlexW2047405005
LanguageEN
Citations received105
References cited61

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