FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 29
TONY BUSH / SCHOOL LEADERSHIP FOR WHOLE CHILD DEVELOPMENT
The major limitation of transactional leadership is that it does not produce long-term commitment to the values and vision being promoted
by school leaders. However, Bass (1998: 11) stresses that leaders often use
both transformational and transactional approaches. 8Consistent honouring of transactional agreements builds trust, dependability, and perceptions of consistency with leaders by followers, which are each a basis for
transformational leadership9. Judge and Piccolo (2004: 765) conclude that
8transformational and transactional leadership are so highly related that
it makes it difocult to separate their unique effects9. Oterkil and Ertesvag
(2014) add that the best leaders are both transactional and transformational. The next section discusses transformational leadership.
TRANSFORMATIONAL LEADERSHIP
This form of leadership focuses on the commitments and capacities
of school leaders and stakeholders. Higher levels of personal commitment to school goals, and greater capacities for accomplishing those
goals, are assumed to result in extra effort and greater productivity.
(Leithwood et al., 1999. Leithwood (1994) links transformational leadership to building school vision and establishing school goals.
There is considerable international evidence to support the transformational leadership model. Thomas et al. (2020), for example, show that
the principal9s transformational leadership was directly related to positive teacher attitudes, in their study of orst-year primary school teachers
in Flanders (Belgium). Similarly, Ninkovic and Floric (2018) indicate that
transformational leadership had positive effects on collective teacher efocacy in Serbia.
The transformational model focuses primarily on the process by
which leaders seek to innuence school outcomes. However, Allix (2000)
argues that its heroic and charismatic features make it unsuitable for
democratic and inclusive schools. The policy climate in many countries
also raises questions about the validity of the transformational model.
The English system, for example, requires school leaders to follow government policies which affect aims, curriculum content and pedagogy
as well as values. In this respect, transformation is a process of implementation, not a context-specioc assessment of the needs of individual schools and their communities. Bottery (2004: 17) adds that 8there is
much to question9 in assessing transformational leadership, arguing
that it transforms and corrupts reality9 However, in contrast, Angelides
(2012) advocates transformational leadership for inclusive schools.
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