The Impact of Principals’ Transformational Leadership Behaviours on Teacher Efficacy and Leadership Development
Bibliographic record
Abstract
As processes and contexts for educating students alter, school leaders are expected to shift their leadership styles to effectively cultivate school climates that proactively accelerate student academic success. Transformational leadership has garnished attention and recognition in many educational settings, and encourages principals to respond collaboratively and innovatively to the complexities of change that exist within our school communities. As such, the purpose of this mixed method study was to explore the leadership practices of school principals, as perceived by principals and their teachers, and ways in which the practice of transformational leadership impacts the development of teacher leadership and teacher efficacy. The researcher used the Multifactor Leadership Questionnaire (MLQ 5X) as a baseline for identifying principals who are practitioners of transformational leadership. Next, purposely selected principals and teachers within a particular school district in a mid-sized city in Ontario took part in face-to-face semi-structured interviews. This study adopted a qualitative approach of thematic analysis to investigate the lived experience of teachers’ and principals’ relationships in school settings from a strengths-based perspective. The ideas and concepts about transformational leadership reported by participants were consistent with the work of researchers who framed transformational leadership as entailing leaders who: articulate a vision, foster acceptance of group goals, provide intellectual stimulation and individualized support, model best practices and important organizational values, demonstrate high performance expectations, create a productive school culture, and develop structures to foster collaboration in school decisions. This dissertation contributes to the research literature by establishing that principals with abilities as transformational leaders were insightful elements of teachers’ leadership development and sense of self-efficacy.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".