Transactional and Transformational Leadership in Schools in Challenging Circumstances: A Policy Paradox

Autor/inn/en	Smith, Phil; Bell, Les
Titel	Transactional and Transformational Leadership in Schools in Challenging Circumstances: A Policy Paradox
Quelle	In: Management in Education, 25 (2011) 2, S.58-61 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-0206
DOI	10.1177/0892020611399608
Schlagwörter	Interviews; Foreign Countries; Transformational Leadership; Research Projects; Principals; Logical Thinking; Philosophy; Disadvantaged Environment; Educational Improvement; Accountability; United Kingdom (England) + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Ausland; Forschungsvorhaben; Principal; Schulleiter; Philosophie; Teaching improvement; Unterrichtsentwicklung; Verantwortung
Abstract	This article reports on a research project that studied the approaches to leadership adopted by head teachers in one local authority in an area of extreme social deprivation in northern England. Using data from semi-structured interviews which was analysed using three software packages, it examines how far the heads use either transactional or transformational leadership and identifies the factors that lead heads to make leadership choices. It concludes that while heads use both approaches to leadership, they believe that transformational leadership is far more effective in bringing about change which produces successful school development. However, external pressures cause the heads to concentrate far more than they would wish on transactional leadership in spite of the espoused national policy to facilitate school improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10