The Need for Transformational Leadership in Large-Scale Innovation: The Case of The Netherlands.Report as inadecuate




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In The Netherlands, schools are becoming more and more responsible for the successful implementation of large-scale innovations initiated by governmental policy. The nature of transformational leadership and its relation to teachers' changed practice within the Dutch context of school restructuring and change is examined in this paper. The paper presents two qualitative studies that resulted in defining three dimensions of transformational leadership: vision, individual consideration, and intellectual stimulation. The first study involved a group of high-innovative and a group of low-innovative secondary schools, whereas the second study entailed a survey of 1,249 teachers who taught in the Dutch Agricultural Training Centers. Within the framework of the survey, these dimensions were further operationalized and related to teachers' concerns and teachers' changed practices. The results indicate direct and indirect significance of the dimensions of transformational leadership in relation to teachers' changed practices. The results seem to support Hallinger and Heck's assumption that leadership impact is likely to be indirect by nature, which calls for the use of more comprehensive models in leadership studies. Based on these findings, the use of intervening constructs and leadership impact are discussed. (Contains 41 references, 3 figures and 8 tables.) (RJM)

Descriptors: Administrator Effectiveness, Educational Change, Foreign Countries, Instructional Leadership, Leadership Qualities, Secondary Education, Teacher Administrator Relationship, Teacher Attitudes











Author: Geijsel, Femke; Sleegers, Peter; Berg, Rudolf van den

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10646&id=ED426458







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