The Nature and Effects of Transformational School Leadership

By K. Leithwood, Jingping Sun. 2012

591 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/466423cf752db002c101da4c1587ff565a4907d9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Transformational leadership, professional learning communities, teacher learning and learner centred teaching practices; Evidence on their interrelations in Mozambican primary education (2019, unknown): “…Silins & Mulford, 2002; Silins, Mulford & Zarins, 2002; Yu, Leithwood & Jantzi, 2002), although other scholars have applied somewhat different conceptualizations (e.g. Hopkins, Ainscow & West, 1998; Leithwood, Jantzi & Steinbach, 1996; Leithwood, Tomlinson & Genge, 1996, Leithwood & Sun, 2012).”
The Impact of Leadership on Student Outcomes (2016, background): “Evidence from the empirical research reported in this article supports and extends Marks and Printy’s (2003) conclusions, those of other later work on integrated leadership (Printy, Marks, & Bowers, 2009), and the conclusions of Leithwood and Sun (2012).”
Understanding the Human Side of School Leadership: Principals’ Impact on Teachers’ Morale, Self-Efficacy, Stress, and Commitment (2016, background): “While there have been several meta-analyses of leadership effects (Hattie, 2012), Leithwood and Sun (2012) argue for studies that understand in deep ways the most fruitful leadership practices: All but the largest and most ambitious of future studies, in other words, should use “deeper” measures of…”
Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, background): “This points towards ‘‘modeling’’ as a key leadership practice (Barth, 1990; Bass, 1985; Leithwood and Sun, 2012).”
Academic Administrator Leadership Styles and the Impact on Faculty Job Satisfaction. (2014, background): “In a study of teachers from highperforming schools, Leithwood and Sun (2012) observed a relationship between the principals’ use of individualized consideration and the importance the teachers ascribed to a collegial, professional climate.”
Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, methodology): “The first stage of this effort focused on the model as a whole (Leithwood & Sun, 2012), while the second stage, beginning with this paper, inquires about the independent influence of each of the model’s four major *Corresponding author.”
Systematic Review of Key Leader Practices Found to Influence Student Achievement (2016, background): “…under the discretion of formal school leaders as this is reflective of the theoretical and empirical models accepted in school leadership (Leithwood & Sun, 2012; Marks & Printy, 2003); and (c) the practices can be considered to influence student achievement indirectly through a…”
The relationship between transformational leadership, perceived leader effectiveness and teachers’ job satisfaction (2014, background): “There is evidence to suggest that transformational leadership has a positive effect on specific educational outcomes ranging from leader effectiveness to teachers’ job satisfaction and student achievement (see, e.g. Eyal and Roth, 2011; Griffith, 2004; Koh et al., 1995; Leithwood and Jantzi, 2006; L”
How School Leadership Influences Student Learning: A Test of “The Four Paths Model” (2020, background): “…now indicate that school leadership matters a good deal to students’ learning (e.g., Hallinger, 2011; Witziers et al, 2003; Robinson et al, 2009; Leithwood and Sun, 2012) and that the contributions of school leadership to such learning are largely indirect (Hallinger and Heck, 1996; Bossert et…”
Seven strong claims about successful school leadership revisited (2020, background): “…from a systematic review and synthesis of five comprehensive leadership frameworks (Hitt and Tucker 2016), a series of meta-analytic reviews (Leithwood and Sun 2012; Sun and Leithwood 2015; Sun and Leithwood 2017) and several quantitative empirical studies that test parts or all of this…”
What Are the Different Types of Principals Across the United States? A Latent Class Analysis of Principal Perception of Leadership (2014, background): “In the second conceptual framework, Leithwood (1994) and associates (Leithwood & Jantzi, 2000; Leithwood & Sun, 2012) extended the conceptualization of transformational leadership for school leaders to six factors: building school vision and goals, providing intellectual stimulation, offering…”
Department-Head Leadership for School Improvement (2016, unknown): “…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): “Three recent meta-analyses by Leithwood and Sun examine the effects of transformational leadership. All three meta-analyses, Sun and Leithwood (2012, 2015) and Leithwood and Sun (2012), synthesize 79 doctoral dissertations from various contexts between 1996 and 2008 in a narrative review, a directio”