A study examining the use of transformational leadership practices for teacher development

Abstract

The purpose of this study was to identify the personal qualities of good teachers as identified by teachers, students and researchers, and to determine whether transformational leadership practices can help develop these desirable personal qualities in teachers. The study included a comprehensive review and critical analysis of research and literature concerning the characteristics, qualities and attitudes of good teachers and ways to develop those qualities, including emotional intelligence, self-awareness, reflective and reflexive practices, and renewal for teachers. The study also included a review of research and literature concerning transformational leadership practices, principles and training methods. Review and analysis suggested that teachers do function as leaders in their classrooms, and that there is significant overlap in the qualities and characteristics of good teachers and those that are emphasized and developed through transformational leadership practices. Recommendations were made that teacher education programs include personal development and self-awareness content in the curriculum; that transformational leadership training be included in in-service and professional development activities for teachers; that college-level courses in transformational leadership should be developed and that they should bring together practicing teacher and teachers in training; that administrators and principals work to create transformational school environments; and that teachers be made aware that they are the models of leadership for their students. In addition, further research is recommended, particularly in classroom contexts, as most leadership activities are currently directed toward administrators rather than teachers.