CBAPTERTWO THE PRINCIPALS
2.2 LITERATURE REVIEW
2.2.2 Who is a traDsformationalleader?
To understand the theory of transformational leadership it is important to trace its history. The term transformational leadership was conceived by Downtown (1973) and conceptualized by Bums (1978), who differentiates between two types of leadership: transactional and transformational. The transactional is based on exchanges that occur between leaders and their followers, whereas transformational leadership refers to the process whereby an individual engages with others and creates a connection that raises the level of motivation and morality in both the leader and the follower (Northouse, 2001). House (1976), in his theory of charismatic leadership, identifies charisma to be the trait that allows leaders to influence their followers. Bass (1985: 20) reviewed the theory of transformational leadership to extend the focus to followers by arguing that transformational leadership motivates followers by:
(a) raising followers' levels of consciousness about the importance and value of specified and idealized goals
(b) getting followers to transcend their own self-interest for the sake of the team or organization, and
(c) moving followers to address higher-level needs.
It is apparent that transformational leadership aims to encourage followers to explore their potential for the greater good· of the organization. It follows then that transformational leadership (Bass and Avolio, 1994) is seen when leaders:
• stimulate interest among colleagues and followers to view their work from new perspectives,
• generate awareness of the mission or vision of the team and organization,
• develop colleagues and followers to higher levels of ability and
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potential, and
• motivate colleagues and followers to look beyond their own interests towards those that will benefit the group.
To achieve the above outcomes, transformational leadership incorporates four factors, each of which elaborates behaviour/qualities of the leader that drives followers to develop their potential and to work in collaboration with others to achieve the vision and mission of the organization. The four transformational leadership factors listed below will form a theoretical framework for my study of the principal as a leader in school transformation. Inthe process of exploring how principals perceive their roles, perform their roles and construct themselves as leaders within school transformation, I constantly measured their behaviour/qualities in terms of the following factors:
Idealized bOuence
• role models
• high morals/ethics
• admired, respected and trusted
• prioritizes needs ofothers over personal needs.
Inspirational Motivation
• provides meaning and challenge in work
• clear expectation of followers
• generates team spirit
InteUectual Stimulation
• encourages creativity and innovation
• includes followers in problem solving
Individualized Consideration
• acts as coach or mentor to individuals
• respects individual differences
• personally interacts with followers
• delegates to develop
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2.2.2.1 Research in the area oftransformationalleaden
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Research conducted by Bennis and Nanus (1985) on 90 leaders and Tichy and DeVanna (1986a; 1990b) on 12 CEOs shed new light on transformational leadership.
Bennis and Nanus identified four strategies that are adopted by leaders in transforming organizations. They begin by creating a practical vision for the organization by considering the inputs of followers and assessing the needs of the organization so that the vision is embraced by the leader and the followers. They take on the role ofsocial architects whereby they change the values and norms of the organization. These leaders go on to developtrustin the organization by being open and transparent. Finally, transforming leaders usecreative deployment ofselfthrough positive self-regardby recognizing their strengths and weaknesses, but importantly
focus on their strengths.
Tichy and DeVanna's investigation revealed a special interest in how leaders conducted the change process. Their findings suggested that leaders manage change through a process that involves three acts: Act 1- recognize the need for change and instill this need in the individuals within the organization, Act 2 - create a vision with the inputs of individuals within the organization and Act 3 - institutionalize change together with the individuals within the organization.
After exploring the history of transformational leadership to its current development it would be safe to say that a transformational leader is a change agent, committed to change her/his followers for the progress of the individuals and for the institution at large. She/he strikes the image of a moral and just individual who serves as a role model prepared to take people and organizations to new heights. This is executed by convincing people that change is necessary by securing their trust and confidence.
Most importantly transformational leaders provide direction for the organization by creating a vision by taking cognizance of the needs of the organization and its people.
To sum up, transformational leadership is recognized when there is a positive and productive interplay between leader and followers to work towards the vision of an organization.
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Dimensions of transformational leadership within schools (as cited in Collarbone &
Billingham, 1998) have been advanced by:
• Kouzes and Pasner (1987), whose research identifies the following qualities found in good leaders: ability to challenge the process, to inspire a shared vision, to enable others to act, to model the way and to encourage the heart.
• Leithwood (1992), who identifies three fundamental goals of transformational leadership:
1. the structure and development of a collaborative climate 2. the continuous professional development of teachers 3. the expansion of the school's problem solving capacity
• Sergiovanni (1996), who sees leadership becoming moral in its tone and direction, enhancing both significance and meaning of work and life for leaders and followers. In 'Leadership for the Schoolhouse' he regards leadership for meaning, problem solving, collegiality, shared responsibility, serving school purposes, demanding high standards from all yet being tender enough to encourage the heart.
Similarly Leithwood (1994: 499) argues for transformational leadership in school- restructuring contexts: "Transformational approaches to school leadership are especially appropriate to the challenges facing schools now and through the remainder of this decade". Vision, group goals, high performance expectations, appropriate models, intellectual stimulation and support are highly rated.
Martin's (2000: 9) observation that ''transformational leadership is philosophically and functionally compatible with a principal's efforts at developing a multicultural learning community" has particular significance for South African education since we are emerging from a past that practiced separatist education policy. To right the wrongs of the apartheid regime would take moral courage and motivation, which are factors of transformational leadership theory. By encouraging followers to pursue the vision of multicultural education in an environment which respects and celebrates diversity, sets the tone and atmosphere for transformation.
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Avolio (1999) points to studies by Silins (1992), Koh (1990) and Philbin (1997) within school settings from British Columbia to Singapore to illustrate the positive impact of transformational leadership on levels of trust, commitment and satisfaction.
Teachers perceived principals to be more effective and were inspired to go the extra mile.
Inthe process of exploring transformational leadership theory and its development a multimodal theoretical framework emerged, the main features of which can be summarized as follows:
• Transformational leaders are models of moral, humane, creative and visionary behaviour.
• Transformational leaders motivate followers to set higher goals, reach their full potential, work in collaboration and aspire to leadership.
• Transformational leaders and followers share a common focus, which is the betterment of the organization.
Itis within the framework of this multimodal theoretical framework that the principals in my study were viewed and analysed.
2.2.2.2 CharactemtKs of a principal as atransformational leader
A review of the literature on transformational leadership theory led me to conceive of the principal as a transformational leader within the school. The result of my endeavour led to the following list of characteristics, which I believe are consistent with transformational leadership theory but is by no means exhaustive.
• prepared to change themselves
• trigger change
• provide a school climate that is conducive to change
• maintain high morals and ethics
• motivate all stakeholders
• inspire all stakeholders
• capacitate individuals
• be a visionary
• nurture a shared vision and mission
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• practice participative decision making
• be a role model