Transformational leadership in the Greek public secondary education: exploring teachers' views
Published:
Oct 30, 2019
Keywords:
transformational leadership transactional leadership leadership outcome teachers Greek public secondary education
Abstract
Modern educational policy mandates high-standard school results leading to the transformation of schools and thus the transformation of education. As a result, over the last decades, researchers’ interest in the field of education turns to leadership’s dynamic process. This research examines the Greek Public Secondary Education’s teachers’ opinions concerning the leadership behavior style adopted by their head teachers in the field of Greek centralized educational system. Avolio and Bass’s Multifactor Leadership Questionnaire (M.L.Q.-5x) was chosen as the research instrument, since it measures the full range of leadership styles, from the transformational and transactional ones to the passive one. The M.L.Q.-5x focuses on leaders’ attributes and behaviors and the leadership outcome. The questionnaire was sent to 357 school units throughout Greece. 470 questionnaires have been collected. The findings uncovered that, concerning the leadership style, transformational leadership had a slightly stronger presence than the transactional one, whereas the passive one was presented with significantly low arithmetic means. Concerning the variables, the means detected on the transformational style’s “idealized influence-behavior” and the transactional one’s “management by exception”, are both equal and the highest. The transformational style’s “inspirational motivation” and “intellectual stimulation” follow. Furthermore, a strong positive correlation appeared between transformational and transactional leadership and very strong between the transformational one and the variables of the leadership outcome which are teachers’ “extra effort”, leader’s “effectiveness” and “satisfaction” with the leader. Multiple regression analysis revealed that transformational leadership is a significant predictor of the leadership outcome variables. It is an auspicious finding that transformational leadership is showcased in the Greek education, since it could contribute to the progressive dissociation from conservatism and the bureaucratic perception, which have long been the dominant tendencies in the Greek social structures. In the field of educational policy, the results can serve the establishment of a culture leading to the public education quality improvement.
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Καλλιοντζή Β., & Ιορδανίδης Γ. (2019). Transformational leadership in the Greek public secondary education: exploring teachers’ views. Hellenic Journal of Research in Education, 8(1), 112–128. https://doi.org/10.12681/hjre.20797
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