3.4 The Transformational Leadership Theory
3.4.1 Principles of Transformational Leadership
There is well documented evidence from recent literature that Transformational leadership has notable effects on organisational and subordinate outcomes that include improved satisfaction and commitment by the subordinates for the betterment of the organisation (Kouzes & Posner, 2010; Shields, 2011; DuBrin, 2012). These relationships are based on principles that guide the Transformational Leadership Theory bringing subordinate satisfaction and organisational outcomes. Transformational leaders portray leadership behaviours as a means to produce subordinate and organisational outcomes. It is vitally important to give a detailed theory base of the Transformational Leadership Theory so that when its applications to this particular study are discussed, it will be understood. The principles of this theory are the lenses that will be used to view all the discussions yet to come in this chapter.
Hickman (2010), Shields (2011) and Warrilow (2012) identified four principles of Transformational Leadership Theory which are: idealised influence, inspirational motivation, intellectual stimulation and individual attention. Transformational leadership is a leadership style that is principled to share a vision between the leader and the followers (Burns, 2010).
Transformational leaders are role models to their followers and share the vision and mission with the followers (Kouzes & Posner, 2010; Robbins, et al., 2011). Shields (2011) propounds that a Transformational leader is that leader who always stimulates maximum work performance from the followers who in turn work beyond what they are expected. DuBrin (2012) also supported them saying that the leader is the most capable and the „overseer‟ of all. These infer that the leader is an exemplary figure in an organisation which is transformed in character and performance. The Transformational leader is professionally craft literate and
competent in nature (Warrilow, 2012), someone who can „walk the talk‟, a transparent leader who is professionally ethical. Dimensionally, the Transformational leader is like a written syllabus that is plainly interpreted and followed by the followers. They are always emulated and trusted by the followers.
Shields (2011), Kouzes and Posner (2010) are interested in the Transformational leaders‟
behaviours as used to boost teacher motivation for school reform. The leader provides inspirational motivation to the followers and expects maximum performance for the benefit of the organisation (Hargreaves, et al., 2010; Robbins, et al., 2011). Followers are faced with challenges that are attached to reasons for working towards these challenges. This shows the leaders‟ abilities in establishing and maintaining confidence in their followers. Therefore, followers are motivated to work maximally, especially when they trust, appreciate and respect their leader (Robbins & Coulter, 2007; Shields, 2011). The underlying influence process is prescribed in terms of arousing interest for work among followers through an awareness campaign on the importance of over commitment for the sake of the organisation (Cranston, 2009; Fulton & Briton, 2011). The leader conveys clear messages about being hopeful, encouraging followers to put their utmost efforts so that the organisation can also grow and develop (Bush, 2009; Hickman, 2010; Warrilow, 2012).
Followers are intellectually challenged by the leader in order to contemplate their problems in the organisation and provide new strategies to solve the problems (Robinson, Lloyd & Rowe, 2008; Warrilow, 2012). The leader promotes brainpower, wisdom and careful problem solving. Followers have the autonomy to try new strategies to solve organisational problems, since they have confidence in their leader who will not criticise them in public when these strategies differ from his/hers (Hargreaves, et al., 2010). All the mistakes that are made by the followers in their endeavour to solve organisational problems are taken as learning procedures, since trust and respect are prevalent in the organisation (Hargreaves, et al., 2010;
Shield, 2011). Transformational leaders provide a supportive environment where required resource materials are available and opportunities for professional development are provided (Elmore, 2006; Cranston, 2009). The leader is ready to coach the followers as means to professionally develop them. Actually, professional development of followers is the primary priority for the Transformational leader as a means to bring about organisational outcomes and follower satisfaction at work.
Transformational leaders build confidence in the followers, believing that they are worthy, valuable and capable in all human worthwhile activities, hence they treat each one as unique, important and a contributor to the workplace (Robinson, et al., 2008; Hargreaves, et al., 2010;
Hickman, 2010). The followers are provided with challenges and learning opportunities as individuals, through some coaching to develop suitable behaviours that is expected in the organisation (Shields, 2011; Warrilow, 2012). Much importance is given to the professional development of the followers (Bush, 2009; Williams, 2010). Each follower is treated as an individual coached, mentored and given ample opportunities for professional growth (Warrilow, 2012). The followers form the playing team in the field who are supposed to effectively perform to bring change to the system. The moment the followers are coached and supported, there is a greater chance for positive outcomes in the organisation.
Dedication and Commitment as exerted by the leader, is the most critical element central to the responsibilities of an effective leader (Alexander, 2008). According to Shields (2011), leadership is accountability. Taking responsibility by the leader is a great stride in commitment, since it involves psychological challenges that are complex to human activity.
This leader takes responsibility by committing to a purpose, which in most cases are influenced by situational incidents and is most critical when situations are difficult (Alexander, 2008). In such instances leaders demand for undertakings and achievement from followers, hence they continue motivating them. Leaders communicate purpose of commitment to followers, for the survival of the organisation.
Improvement of human resources and relations within the system is part of the leadership roles. This takes into consideration aspects like providing support and encouragement, recognising worthy contributions from followers and providing coaching and mentoring.
Transformational leaders consult others on decisions, thereby empowering and delegating as well as encouraging co-operation and teamwork. Transformational leadership is all about improving innovation and adaptation to the entire system (Hickman, 2010). Most importantly, the Transformational leaders explain the urgent need for change in the organisation through the articulation of an inspiring vision about the organisation.
Encouraging innovative thinking, facilitating collective learning and the courage to take risks to promote change in the organisation is part of leadership (Yukl & Lepsinger, 2005;
Warrilow, 2012). As has been reflected by the above principles, Transformational Leadership Theory deals mainly with leader and follower business for organisational transformation.
Therefore, following is the contribution of this theory to teacher development and