1. Transactional and Transformational Leadership
Gerald J. Hasselman, Ed. D

2. Transactional Leadership
“…in transactional leadership, leaders engage in a relationship for the purpose of exchanging valued things…”
- Burns

3. Transactional leaders motivate followers by exchanging rewards for services rendered- do want I want and you’ll get additional teaching supplies

4. Transactional leaders pursue a cost benefit economic exchange to meet the followers needs in return for the followers doing what the leaders is seeking to accomplish

5. Three components of transactional leadership
Contingent leadership-I will give you want you want if you do what I want
Active management-high level of vigilance to ensure that standards are met. Correction is used when needed.
Passive management-leaders fail to intervene until a problem becomes serious

6. “Transactional leadership is an exchange process or problem intervention relationship and correlates with the traditional command and control styles of management.” -Bass

7. Bass adds-”…transactional leaders provide rewards when merited, encourage individual self-interest and attempts to align self-interest with the organizational goals…”

8. “Transactional leadership employing exchange relationships between followers and leaders using concessions, negotiations and accommodations to manipulate and integrate social variables…

9. …leaders and followers are conscious of each other’s power and usually pursue their own purposes and goals by forming temporary relationships to benefits themselves…”

10. What is Transformational Leadership
In 1978 James McGregor Burns developed the idea of transformational leadership.
He described transformational leadership as a process by which leaders and followers raise one another to higher levels of morality and motivation.

11. Working with Burns’ definition, Bernard Bass in 1985 researched transformational leadership.
His research stated that transformational leaders motivate followers by appealing to strong emotions regardless of the followers.
Bass listed an example as the Rev. Jim Jones of the Jonestown massive suicide.

12. Sergiovanni proposed that “…transformational leadership be capable of enhancing the ability of members of an organization to realize their vision and achieve their goals…”

13. …further he adds”…a moral dimension to leadership that allows for the creation of a covenant of shared values, commitment and vision that can move members to develop an effective and successful organization…

14. …transformational leadership is really an expansion of the transactional leadership that simply goes beyond simple exchanges and agreements…

15. …transformational leaders are proactive leaders that raise the awareness of the followers about inspiration, collective interest…they seek to help followers to achieve unusually high achievement and performance…”

16. Transformational leadership is… a process in which the leader takes action to try to increase the awareness for what is right and important

17. Four “I’s” of transformational Leadership
Idealized influence- build trust and respect and are seen as charismatic
Inspirational motivation-belief that together we can solve all problems
Intellectual stimulation-addressing problems with new and creative thinking
Individual considerations-paying attention to each person’s need to achieve an grow

18. Transformational Leaders are… PROACTIVE

19. Other characteristics of transformational leadership.
Going beyond individual needs.
Focusing on a common purpose.
Developing commitment with and in the followers.

20. Goals of Transformational Leadership

21. Kenneth Leithwood, in 1992 found that transformational leaders pursue three fundamental goals.

22. Helping staff develop and maintain a collaborative, professional school culture.
2. Fostering teacher development.
3. Helping teachers solve problems more effectively.

23. Formal and Informal Systems

24. What is a system ?
“…a condition that enables parts to work together on behalf of the whole…”
“…in schools…this can generally be seen as the areas that make up the administration , instruction and learning and component parts of each function…”
“…a systems thinker would relate every venue is important and adds to the complexity and role of the overall system…”

25. Systems Frameworks
Vertical Dimension—the hierarchical nature of systems in the overall system and in the various subset of the system
Horizontal Dimension---the nature of systems to be composed of many subset that are equal in practice and not hierarchical

26. What is systems theory ?
Viewing the to total of all the subsets of a school system.
It is particularly helpful in organizations to identify the many variables that effect the total school system.
Should help administrators avoid making decision that may impact distant parts of an organization

27. Use of Systems Theory
In practice, systems theory will provide leaders with an understanding and knowledge of appropriate action to promote both short term and long term growth for ALL parts of the organization.

28. Systems Theory Theory-work for improving the whole
Concepts-look big picture
Generalizations-identify variables and processes
Hypothesizes-a raising tide raises all boats

29. Critical Knowledge
Administrators must be aware of both theory and practice if they are to be successful in leading their school organizations

30. Common Misconception
The system is the combination of all the parts of the organization

31. Truth about Systems
A true systems approach takes into consideration the interactivity, integration and interdependence between the parts of the system.

32. Example
Systematic reform—for this to happen, each part of a system is studied and changed to meet the overall objectives of the reform—a failure to each part and the interdependence between the parts will always lead to failure.

33. Three Management Systems
Scientific Management
Human Relations
Social Science

34. Why study systems theory ?
Future and current leaders must learn to see the “big picture” not only understanding how the system works but also understanding the critical parts of the system but also the critical relationships between all the component parts

35. This also allows leaders to move from viewing things and events in isolation or with narrow interpretations to seeing things as a big picture with many causes and effects to each event