Transformational Leadership

In mathematics, a transformation is an operative factor or set of factors that completely change(s) the function, matrix, or shape in focus. Every variable, every coefficient takes on a new role as part of some overarching systemic alteration of the situation. While the definition of transformation has a different look in every context, it remains true and equitable to my mathematical understanding of the term. Keith Leithwood calls Transformational Leadership broad and systemic, and he provides some possible factors of transformation. If you see it from Bernard Bass’ perspective, the factors of transformational leadership are charisma, inspirational leadership, individualized consideration, and intellectual stimulation. Leithwood has worked with colleagues to identify Setting Directions, Developing People, and Redesigning the Organization as three broad categorical factors of transformational leadership. It seems to me that transformational leadership is personal, emotional, and collaborative; intangible in definition to those outside the organization and vital to successful change for the members of the organization.

Regardless of when and how we spend our time on earth, we live in the here and now, the modern world. As effective human beings, we mold ourselves to fit the modern era through understanding of the views of others and the current best practices of our profession and community. It is no different for a school leader. We currently live in a world of high-stakes testing and continually outmoded technological infrastructure. An transformational school leader must ensure that he/she is utilizing educational best practices for successful implementation of systemic change. A transformational school leader must understand and appreciate the needs and strengths of the staff members of the organization, as it is their potential and abilities that will provide the catalyst for transformation, one of the most important mathematical factors (Covey, 1992). In stark contrast to a transactional leader, a transformational leader utilizes situational awareness skills to transcend daily affairs and focus on the big picture – that of the school’s shared vision and professional development while the transactional leader focuses on the mundane day-to-day transgressions. The transformational leader must be self-aware and confident in his motives for change, while the transactional leader’s common motive is to do his/her job to earn a paycheck. While the transactional leader may focus on the high-stakes testing above all else, the transformational leader must merely work his/her way through it en route to accomplishment of the community’s vision for the students at the school.

As I mentioned before, technology is continually updating and outmoding itself. A transformational school leader not only has to be innovative in his/her instructional integration of technology, but also aware of and able to predict the expenses of maintaining the infrastructure for continual quality and effectiveness. In our modern world, every school leader should coax some mention of technology integration into the school’s shared vision, and how it will be beneficial to the students of the organization. How will technology incite their emotions and engage their human potential? Will it be handled ethically and promote self-efficacy, or will it be seen as another standard of curricular development that must be somehow wired into the student’s brain? A transformational leader doesn’t have to have the answer to these questions on his own, but must convey to his/her staff members that these are important questions that should be reflected upon as technology becomes part of the life-blood of the institution.

Transformational leaders are innovative, charismatic, change-inspiring individuals with a sense of purpose and the ability to incite others’ human potential and intrinsic motivation for implementing reform agendas. The primary stakeholders of any school should unquestionably see their leader as transformative and inspirational, and while government bureaucrats and leaders of other schools may not understand his/her methods and potentially despise the risks taken, they have some level of respect and admiration for the emotion and excitement of the school’s community. Leithwood suggests that transformational leadership is vital to success in the world of high-stakes testing and declining community confidence in the school’s non-academic spheres’ ability to influence positive change. Follow the best evidence available in the modern world as you transform your school into a high-achieving, socially aware community of learners.