Effective leadership for school reform

Abstract

Examined the relationship between school leadership and school improvement outcomes within the conceptual framework of B. M. Bass's (1985) transformational and transactional leadership model. Multivariate analyses were applied to survey data obtained from 679 teachers representing 256 elementary schools in a school improvement program. A 2-factor model was supported in which transformational leadership proved to be the more dominant construct. Transformational leadership influenced all school outcomes except teacher effects. Transactional leadership influenced teacher effects favorably and school effects unfavorably. The implications of these findings in terms of leader and teacher power and their contradictory effects on school outcomes are discussed. (French abstract)