Transformational leadership effects on teachers' commitment and effort toward school reform

By F. Geijsel, Peter J. C. Sleegers, K. Leithwood, D. Jantzi. 2003

483 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/f3042cff1bf76093f63a97e68351e95d26d81166

How researchers see this paper

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

In Education

In Organizational Behavior and Human Resource Management

Citations in the corpus

What Are the Different Types of Principals Across the United States? A Latent Class Analysis of Principal Perception of Leadership (2014, background): “…community, providing professional development activities either seldom (0 = never to once or twice a month) or frequently (1 = once or twice a week to daily) (Bass & Avolio, 1993; Bogler, 2001; Geijsel et al., 2003; Hallinger, 2003; Leithwood et al., 1998; Nguni et al., 2006; Thoonen et al., 2011).”
Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors (2012, background): “Teachers who have a strong belief in and acceptance of the organization's goals and values are also more engaged in professional learning activities (Geijsel, Sleegers, Leithwood, & Jantzi, 2003 ; Leithwood et al, 1999 ).”
Organizational commitment among high school teachers of India and Iran (2009, background): “In addition to being a theoretical focus for most conceptions of transformational leadership, teacher commitment has been identified as a key aspect of a school's capacity for reform and renewal through insights hard wrung from research and experience with innovation failure dating back to the 1960s”
Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, background): “As leaders of learning, Hong Kong principals must play a delicate role in balancing system administrators’ expectations for efficiency and results with teachers’ needs for a satisfying professional work environment (see Li, Hallinger and Ko, in press; Cuban, 1988; Geijsel et al., 2003; Sleegers et a”
Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran (2018, background): “This reaffirms past research on the effects of school leadership and CTE on teacher commitment, teacher change, and student learning (Caprara et al., 2006; Gallante, 2015; Geijsel et al., 2003; Hallinger and Lu, 2014; Leithwood and Jantzi, 2006, 2008).”
The impact of school leadership on school level factors: Validation of a causal model (2007, background): “…and effects of transformational leadership clearly showed that transformational leadership has a positive impact on teacher motivation, professional growth, and on a variety of organizational conditions, including school culture, contributing to educational change in schools (Geijsel et al., 2003).”
Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case (2006, methodology): “According to Yukl (1989) and Geijsel et al. (2003), individualised consideration is usually operationalized in terms of both a ‘‘developing’’ part (coaching and mentoring) and a ‘‘supporting’’ part (respect, consideration, appreciation).”
The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment (2017, background): “Transformational leadership draws attention to a wider range of conditions that may need to be changed if learning is to improve (Geijsel et al., 2003).”
The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, methodology): “The scale is based on the work of Geijsel and colleagues (Geijsel et al., 2003, 2009) who adapted it from Leithwood and colleagues’ (Leithwood et al., 1993) and Bass’ (1985) scale.”
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, background): “…learning and situated learning, has seen the emphasis in Teacher Professional Learning (TPL) research and practice shifted to teacher learning that is job-embedded, contextualised, and sustained over time (Geijsel et al. 2003; Sleegers et al. 2014; Timperley 2011; Vescio, Ross, and Adams 2008).”