The Effects of Transformational Leadership on Organizational Conditions and Student Engagement with School.

By K. Leithwood, D. Jantzi. 2000

1,033 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/9d96305622f2dcb34eec73907f1f3bc01c95dbca

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In Developmental and Educational Psychology

In Education

In Safety Research

Citations in the corpus

Revisiting the Importance of the Direct Effects of School Leadership on Student Achievement: The Implications for School Improvement Policy (2007, neutral): “Principals of effective schools have been shown to take personal interest and responsibility for instructional matters (Klingner, Arguelles, Hughes, & Vaughn, 2001; Leithwood & Jantzi, 2000; Waters et al., 2003).”
Conceptual and methodological issues in studying school leadership effects as a reciprocal process (2011, neutral): “Researchers proposed more complex models that conceptualized a variety of moderating and mediating variables that could impact this relationship (e.g., Hallinger & Heck, 1996b, 1998, 2010; Leithwood & Jantzi, 1999, 2000; Marks & Printy, 2003; Wiley, 2001).”
Assessing the Utility of a Daily Log for Measuring Principal Leadership Practice (2010, background): “Leadership scholars have long held that instructional leadership is one of the greatest sources of leverage principals have on student learning (Leithwood & Jantzi, 2000).”
What Are the Different Types of Principals Across the United States? A Latent Class Analysis of Principal Perception of Leadership (2014, background): “The concept of transformational leadership was developed in the business literature as a means for transforming organizations (Bass, 1985; Bass & Avolio, 1993; Burns, 1978) and was transferred into the context of schools as a strategy to support reform (Leithwood, 1994; Leithwood & Jantzi, 2000).”
Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices (2006, neutral): “A compelling, although still modest body of empirical evidence now demonstrates the significant effects of such leadership on school conditions and students’ learning (e.g., Hallinger & Heck, 1996a, 1996b, 1998; Leithwood & Jantzi, 2000; Waters, Marzano, & McNulty, 2003).”
Relating school leadership to perceived professional learning community characteristics: a multilevel analysis (2016, background): “More recently, four dimensions were added to the transformational leadership model of Bass (1985): modelling best practices, demonstrating high performance expectations, creating a productive school culture, and developing structures to foster teachers’ participation (Leithwood & Jantzi, 2000).”
An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance (2020, methodology): “…improving collective capacity, and developing the structure for collaboration through transformational leadership (Allen, et al., 2015; Day et al., 2016; Demir, 2008; Graves et al., 2013; Griffith, 2004; Koh et al., 1995; Leithwood & Jantzi, 2000, 2006; Marks & Printy, 2003; Printy et al., 2009).”
The Relationship Between Distributed Leadership and Teachers’ Academic Optimism (2008, positive): “So the challenge is to identify the indirect path through which leadership influences students; this is a challenge to identify variables that leaders influence and which also influence students (Hallinger and Heck, 1996; Leithwood and Jantzi, 2000; Wahlstrom, and Louis, in press).”
Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, background): “Leithwood and Beatty (2008) also emphasized the necessity for leaders to tune into teacher emotions as a means of building trust and commitment to change in the school (see also Beatty, 2000; Donaldson, 2001; Leithwood and Jantzi, 2000; Leithwood et al., 2010a, 2010b; Louis et al., 2010; Saphier and”
The Leadership Teachers Want from Principals: Transformational (2013, background): “…Heck, 1996, 1998), others have provided data from meta-studies (Deal & Peterson, 1990), and still others have approached the issue by attempting to secure first-hand reports using empirical measures (Blase & Blase, 2000; Blase & Kirby, 1992; Hauserman, 2005; Leithwood & Jantzi, 1990, 1999, 2000a).”
Transformational Leadership: An Evolving Concept Examined through the Works of Burns, Bass, Avolio, and Leithwood (2006, neutral): “Prawat and Peterson (1999) emphasize “the importance of encouraging members in an organization to learn and develop, realizing that the goals are apt to be met when members of the organization work together to make it happen” (p.”
Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, methodology): “…out of all the various forms of educational leadership conceptualized so far, based on an extensive set of individual empirical studies (e.g., Leithwood & Jantzi, 2000a, 2006), in combination with a handful of comprehensive reviews of literature (Hallinger & Heck, 1998; Leithwood & Jantzi,…”
Schools as Learning Organisations - Effects on Teacher Leadership and Student Outcomes (2004, neutral): “Leithwood and Jantzi (1999b) studied the relative effects on student engagement with school of principal and teacher sources of leadership.”