A Review of Transformational School Leadership Research 1996–2005

By K. Leithwood, D. Jantzi. 2005

814 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2b90f8672a64d182dee2252bc292cedb6554bc5c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teacher retention in international schools: The key role of school leadership (2010, result): “This is consistent with other studies that have indicated teacher turnover rates are lower in schools with a transformational leader (Griffith, 2004; Hallinger, 2003; Leithwood and Jantzi, 2005).”
Understanding the Human Side of School Leadership: Principals’ Impact on Teachers’ Morale, Self-Efficacy, Stress, and Commitment (2016, background): “This echoes what other writers on school culture have noted (Leithwood & Jantzi, 2005).”
Does Leadership Matter? Examining the Relationship among Transformational Leadership, School Climate, and Student Achievement. (2015, background): “The findings associated with inspirational motivation were consistent with findings reported by previous research (Leithwood & Jantzi, 2005; Marks & Printy, 2003); principals who motivate and empower teachers can positively influence school climate.”
Do Principal Preparation Programs Influence Student Achievement Through the Building of Teacher-Team Qualifications by the Principal? An Exploratory Analysis (2011, background): “…significant research on the relationship between effective leadership practices and school improvement efforts and outcomes (Leithwood et al., 2004; Leithwood & Jantzi, 2005; Waters et al., 2003) and growing research on principals’ practices that affect teacher development and teacher retention…”
The Leadership of the Improvement Teaching and Learning: Lessons from Initiatives with Positive Outcomes for Students (2007, background): “For example, transformational leadership research consistently shows relatively large effects on staff attitudes but negligible or weak indirect effect on students ( Leithwood & Jantzi, 2005 ).”
How Graduate-Level Preparation Influences the Effectiveness of School Leaders: A Comparison of the Outcomes of Exemplary and Conventional Leadership Preparation Programs for Principals (2011, background): “Of particular interest is which leadership practices were found to be most influential, given the debates around the efficacy of instructional and transformational leadership practices for school progress and student performance (Hallinger, 2005; Leithwood & Jantzi, 2005; Robinson et al., 2008).”
Integrated Leadership: How Principals and Teachers Share Transformational and Instructional Influence (2009, background): “Leithwood and colleagues have written extensively about transformational leadership in school settings (see Leithwood & Jantzi, 1999a, 1999b, 2005, 2006; Leithwood, Tomlinson, & Genge, 1996).”
Learning-Centered Leadership: A Conceptual Foundation (2006, background): “The spotlight here is on organizational processes (e.g., supporting staff)—employing effective methods for getting the school and its members (staff, students, families, community agents) to become more productive (Leithwood & Jantzi, 2005; Marzano, Waters, & McNulty, 2005).”
Leadership Style and Organizational Learning: The Mediate Effect of School Vision. (2010, methodology): “The spotlight here is on transformational leadership and on organizational processes, employing effective methods to increase the team’s efficiency and productivity (Leithwood and Jantzi, 2005; Marzano et al., 2005).”
Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, background): “Setting Directions is one of the four categories of successful school leadership practices1 included in a model of school leadership developed by the second author (e.g., Leithwood & Jantzi, 2005; Leithwood & Louis, 2011; Leithwood, Mascall, & Strauss, 2009).”
Department-Head Leadership for School Improvement (2016, positive): “…leadership,7 as well as the personal leadership resources8 found in the Ontario Leadership Framework (OLF) (Leithwood, 2012) and a series of related articles (e.g., Leithwood & Jantzi, 2005; Leithwood & Riehl, 2005; Leithwood & Sun, 2012), have been used as a framework to organize this summary.”
The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature (2019, background): “…much of the early empirical research literature sought to design and test the effects of broad leadership styles, for example, transformative (e.g., Leithwood & Jantzi, 2000, 2005), distributed (e.g., Heck & Hallinger, 2009), and collaborative (e.g., Hallinger & Heck, 2010; Heck & Hallinger, 2010)…”
How does leadership affect student achievement? Results from a national US survey (2010, background): “…of how formal leadership from principals affects a variety of school outcomes (see Hallinger, 2003; Hallinger & Heck, 1998; Heck & Hallinger, 2009; Leithwood & Jantzi, 1999, 2000, 2005), but many others have contributed to the accumulation of evidence that principals do, in fact, make a…”