Transformationalleadership has significant influence on a student’s performance. Inthis respect teachers are continually tasked with increasingstudent’s achievement. An approach that meaningfully improves thisapproach emanates from improving the relationship betweenorganisational factors and school leadership. Evidently, leaderswithin a school should offer preferred leadership characteristicsgiven its influence on the overall student performance. As such, theleaders should be the agents of change, in which they continuallyseek to improve the school’s performance through effectiveleadership. Determining the positive link between these two variablesis instrumental in understanding the role transformational leadershiphas on student performance (Hoy et al., 2006).Transformationalleadership practice are effective in creating preferred positiveresults in school reform efforts, notably improve students’performance in various aspects.
Transformationalleadership creates a high level of the commitment and motivation onthe students with respect to the organisational trust and commitmentamong teachers and students that facilitates organisational learning.Traditional models of leadership in schools have been ineffective inrealizing transformational approach. Specific organisation attributessuch as faculty trust, collective teacher efficacy and academicemphasis are organisational attributes that directly influencestudent performance. Hoy et al., (2006) has associated this linkedcharacteristic into a single latent factor named academic optimism.As such, a student’s increased performance can be realised inschools where leaders showcase transformational practice thatimproves academic optimism among students.A relationship betweenorganizational structure and innovation performance is paramount forany organization. Therefore, transformational leadership improvesinnovation, which is vital for success, notably Weber’sbureaucratic organization model best describes the need for theinnovation, from a transformational perspective. The nature of thetransformational leadership among teachers, this paper confronts, isinfluential in determining aspects of development and improvedperformance among students.
Transformationalleadership affects the teacher’s professional commitment,stipulated as commitment to the organizational values. It isevidenced that the transformational leadership accounts for the 18percent of differences in the organizational commitment. Tentatively,transformational leadership closely contributes to the concepts oforganizational leadership is closely linked to organizationalcitizenship, which highlights to a person’s motivation to functionbeyond official requirements to enhance productivity within theorganization.
Thesocial cognition theory presupposes that the belief regarding aperson’s agency forms an important foundation for actions.Evidently, self-efficacy is simply the belief in an individual’scapabilities to organize effectively and execute actions essentialfor the production of a job task (Birasnavet al, 2010).This approach influenced behaviors through its impact on goals,affective states outcomes and conceptualized social, culturalchallenges.Collective teacher efficacy is a form of personalefficacy, wherein, the targets of the beliefs are the organization towhich the persons belong.
Transformationalleadership can be described as a progression where leaders andfollowers bound together to progress to superior interaction levels(Birasnavet al, 2010).Thecomplexities of leadership and managerial features are attributed tocharacter and behavioral concepts affecting the organizationalstructure. Birasnav(2010) presupposesthat transforming approach is instrumental in various employeeaspects which enhance productivity. The changes revamp insight andprinciples and bring prospects and ambitions among the employees.Transformational leadership are based on leader’s personality andresilience. As such, they are ideal in the contemporary educationplatform since they uphold moral values and work towards achievingthe organization’s goals.
Transformationalleadership portrays on an assortment of capability and advances toleadership, crafting diverse advantages for the organization(Birasnavet al, 2010).The team’s needs are emphasized in such an approach wheremotivation is prevalent at all organizational levels. Sharing ofideas within the team is an important step rather, the leader’sapproach to various issues offers a learning platform for thefollowers in various dimensions.
Transformationalleadership has four different attributes pertinent to itsdispensations. Tentatively, it creates a building block for thetransformational leadership approach. These attributes include
Logical stimulation- This element helps leaders to encourage vision among their followers that will enable them explore new opportunities for them to learn.
Individual Consideration-Transformational leadership entails supporting and encouraging individual followers (Birasnav et al, 2010). In order to develop a supportive relationship, transformational leaders maintain an effective communicative channel with his followers.
Inspiring Motivation-this element clarify about the leaders vision to articulate to their followers. The leaders are also able to help followers experience the passion and motivation to fulfill their goals (Birasnav et al, 2010).
Ideal influence-Leaders should show as a role model for their followers. Followers emulate their trust and respect from their leaders.
Thefour attributes of transformational leadership, developing people,setting goals, managing instructional programs, redesigning theorganisation, showcase leadership behaviors that enhance academicoptimism. Contrariwise, the three aspects of academic optimism,academic emphasis and collective efficacy are an instrumental aspectof any learning institution. Transformational leadership addressesthese features holistically. Hoy et al., (2006) established therelationship between student performance and the three types ofefficacy attributes. Evidently, people typified by high level ofefficacy are more attuned into the seeking challenges and settinghigher targets in accomplishing goals. Particular leadershippractice, such as offering colleague with a sense of purpose,initiating staff in collective development of a shared vision,expecting staff to be innovative, hardworking and professional,providing coachingfor the members, creating opportunity for collaborative workenvironment and offering encouragement to individuals for goodperformance, are examples of strong academic optimism (Hoyet al., 2006).
Purposeof the study
Thepresent managerial environment necessitates the need for a robustorganizational approach in solving divergent organizationalfunctions. As such, this retrospect study seeks to present aspectsof transformational leadership and its impacts on the present statureof leadership arena confronted by divergent leadership challenges.This study is developed on preliminary studies showcasing theimportance of transformational leadership in attaining societaldevelopment.
Leadersshould articulate a clear purpose of organizational values, create aninsight and set up organizations that depend on communication skillsand effective decision- making process for the followers (Birasnavet al, 2010).Thepurpose of this study, is twofold, to ensure that leaders undergorobust programs that will enable them how to enact change in variouspublic sectors and the leadership as a whole. The programs also helpleaders in transforming and understanding essential characteristicsabout leadership, communication, vision and strategies that areinfluential in the society. The understanding helps in creating aproductive and fulfilling relationship within stipulated complexsystem. This paper not only focuses on leadership but also on Code ofEthics, whichseek to address aspects and questions regarding morality, conceptslinked to what is morally good and bad. The study also helps leadersdevelop leadership skill that requires the integration of humanattributes that are attuned to the organization’s development(Birasnavet al, 2010).
Thisstudy will use a structured qualitative study to draw valuable data,from various teaching institutions. Participants will be interviewedaccordingly, where data will be categorized under various sectionsfor analysis, in which, appropriate analytical tools will be used.
Thisstudy will be address a number of questions relating totransformational leadership competency, as well as, how training anddevelopment methods can be used to improve leadership styles(Birasnavet al, 2010).The following questions will be guide this study
How can transformational leadership bring change in our society and improve the standards of living?
What are the challenges they face in articulating their roles in various public sectors?
What reforms should be initiated ?
What role does each leader have to play to ensure that reforms are achieved?
What are the impacts of bad transformational leadership?
How a leader can create an inspiring vision?
Birasnav,M., Rangnekar, S., & Dalpati, A. (2011). Transformationalleadership and human capital benefits: The role of knowledgemanagement. Leadership& Organization Development Journal, 32(2),106-126.
Hoy,W., & McGuigan, L. (2006). Principal leadership: Creating aculture of
academicoptimism to improve achievement for all students. Leadershipand Policy in Schools,5, 1-27.