School Effectiveness and School Improvement, vol. 10, issue March 2015 (1999) pp. 451-479
Most school restructureing initiatives assume significant capacity development on the part of individuals, as well as whole organizations: they also depend on high levels of motivation and commitment to solving the subastantial problems associated with the implementation of restructureing initiatives. Transformational approaches to leadership have long been advocated as productive under these conditions, and evidence suggests that transformational practices do contribute to the development of capacity and commitment. Much less evidence is availsble, however, about whether these socio-psychological effects actually result in organizational change and enhanced organizational outcomes.
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