CHAPTER I

On Becoming a
Transformational
Leader
Transformational Leadership has garnered significant attention in the fields of
management, leadership, and positive psychology.
 TRANSFORMATIONAL
LEADERSHIP
◦ A universal paradigm for empowering, inspiring, and challenging individuals to
transcend their own self-interests for the purpose of achieving a higher level of
functioning.
◦ It has garnered significant attention in the fields of management, leadership,
and positive psychology.
◦ A universal paradigm for empowering, inspiring, and challenging individuals to
transcend their own self-interests for the purpose of achieving a higher level of
functioning.
◦ Similar to what most good teachers would say they do in the classroom.
◦ Similar to what most good teachers would say they do in the classroom.
 TRANSFORMATIONAL
TEACHING
It is defined as the expressed or unexpressed goal to increase students’
mastery of key course concepts while transforming their learning-related
attitudes, values, beliefs, and skills.
This process involves creating dynamic relationships between teachers,
students, and a shared body of knowledge in a way that promotes student
learning and personal growth.

Transformational Teaching is based on the idea that an

instructor’s purpose is greater than the delivery of
information.

TRANSFORMATIONAL TEACHERS
Create teams Students
of students collaborate also
Viewed as
who with their
intellectual
collaborate teacher to
coaches
with each master bodies of
other. information.
 Teachers simplify the complex
lessons, make abstract concepts
accessible to students, and
expose these students to ideas
and topics that they might
otherwise not have come into
contact with.
I believe that what we are as a
teacher is way more significant
than what we teach to our
students. Our skills, creativity
and other good traits as a
teacher has more impact on our
future than the lesson we give.
 HISTORY
2005 2005 2010 2011
SLAVICH: QUINN: BEAUCHAMP ROSE-BROUGH
Believes that Argued that AND AND
instructors can “Great teachers
promote call ordinary MORTON: LEVERETH:
meaningful change students to investigated the defined
in students’ lives if embrace their effects of Transformational
they view courses own greatness”. transformational Teaching as “an act of
as stages upon teaching in the teaching designed to
which life- context of Physical change the learner
changing Education. academically,
experiences can socially, and
occur. spiritually.”

SLAVICH (2005)
He conceptualizes developing student learning and personal development
through group-based activities. This includes experiencing key course concepts
while reflecting on the process. Slavich proposed that when such activities are
implemented with structured guidance from an instructor, these experiences do not
just “impart information to students but rather [change] something about how
students learn and live”.
Slavich also highlighted how instructors can be motivational leaders in the
process by compelling students to realize a shared vision for a course. Through this,
students tend to become more encouraged to go work together and maximize their
personal and collective potential.
QUINN (2005)
He suggested that teachers who encourage their ordinary students to be great
by entering a “fundamental state of leadership”. That way, they become results-
centered, internally driven, other-focused, and externally open.

BEAUCHAMP and MORTON (2010)

In their series of research, they showed that Transformational teaching
increases students’ motivation and positive beliefs toward physical activity.
Self-determined motivation is explained by students’ perceptions of their
teachers’ transformational behaviors and that an intervention designed to teach
transformational teaching behaviors can increase such behaviors and result in
higher student-reported motivation, self-efficacy, and intentions to remain
physically active.

ROSEBROUGH and LEVERETT (2011)

They argued that education should be more about inspiration than
information.
They believe that instructors should learn the importance of equipping
students with both the skills and attitudes that are necessary for overcoming
challenges.  This approach is similar with respect to its emphasis on promoting
student growth through leadership, but differs from previous formulations in that
the authors assign an important role to achieving “spiritual goals in the classroom”.
THEORETICAL UNDERPINNINGS OF
TRANSFORMATIONAL TEACHING
1. CONSTRUCTIVISM THEORY – knowledge is generated via
experiences that challenge current understanding and beliefs (i.e. learn by
doing). Instructors involve students in the discovery process to engage
higher-order cognitive skills.

2. SOCIAL CONSTRUCTIVISM THEORY – Social contexts and

interactions are critical for learning because they (1) provide information
about important symbol systems and (2) expose students to more
 knowledgeable peers. Instructors provide guided opportunities for interaction
and discourse, and focus on students’ individual needs.

3. SOCIAL COGNITIVE THEORY – Individuals exert intentional

control over their functioning and life through their actions, which are
determined by efficacy beliefs that can be self-generated but can also be
influenced by others. High self-efficacy is associated with several desirable
outcomes.

4. TRANSFORMATIVE LEARNING THEORY – Jack

Mezirow initially developed this theory. Students learn by revising their
 habits of mind (ways of thinking, acting, etc.) and points of view (attitude,
values, beliefs, etc.). Change occurs when students solve and discuss problems
while reflecting on their interpretations, habits of mind, and points of view.
Instructors serve as facilitators who engage students in interdependent
discovery involving problem-solving, discourse, and critical reflection.

5. TRANSFORMATIONAL LEADERSHIP THEORY – Leaders

empower, inspire, and challenge individuals to transcend their own self-
interests in order to exceed traditional expectations, and realize a shared
vision of personal and collective excellence. Instructors accomplish this by
employing the four components of transformational leadership. James
V. Downton was the first to coin the term in 1973. This was later added to by
James Burns in 1978.
6. INTENTIONAL CHANGE THEORY – Richard Boyatzis, a
professor at Case Western Reserve University, created the Intentional Change
Theory (ICT) and published it in the Journal of Management Development in
2006. Sustainable change in behavior, thoughts, feelings, and perceptions
involves (1) identifying ideal self and vision for future; (2) identifying real self
and comparing to ideal self; (3) devising a development plan with
personalized standards; (4) experiment and practice with new behaviors,
thoughts, and perceptions; (5) developing helpful personal relationships.

HOW TO INCORPORATE
TRANSFORMATIONAL LEADERSHIP INTO
INSTRUCTIONAL STYLE?
MAKE USE OF THE

FOUR DIMENSIONS OR COMPONENTS

OF TRANSFORMATIONAL LEADERSHIP:
 1. Idealized influence - leaders serve as role models who demonstrate
high standards of ethical and moral excellence, and who engender
admiration, trust, and respect from others while inspiring them to
maximize their personal and collective potential.
2. Inspirational motivation - promoting optimism and enthusiasm,
which inspires and motivates others to exceed expectations and realize
a collectively shared vision of excellence.
3. Intellectual stimulation - leaders instill more flexible and creative
patterns of thinking by prompting individuals to think independently,
challenge commonly held assumptions, and view problems from
different perspectives.
4. Individualized consideration - leaders provide challenges and
empathetic, supportive feedback that is tailored for each individual, and
when they recognize and celebrate the personal contributions that each
individual makes to the group.

What does it mean to be a

Transformational Teacher?
 This process involves creating dynamic relationships between teachers, students,
and a shared body of knowledge in a way that promotes student learning and
personal growth.

 It is the expressed or

unexpressed goal to increase students’ mastery of key course concepts while
transforming their learning-related attitudes, values, beliefs, and skills.
I believe that the job of a teacher is not just to teach the students about the
lesson but also to motivate, inspire and enhance them to become the best that
they can be. Teachers are the helpers molding our future. Their efficiency,
enthusiasm, resilience, commitment, and passion are the reflection of their
students’ effectiveness and contribution to society.

How to Become and Remain a

Transformational Teacher?
However talented, no one is a natural-born teacher. Developing ones’ self takes a lot
of care and effort, not just by the individual, but also by the school at large. Though
experience does matter, it matters only to the extent that a teacher -- regardless of
how long he or she has been in the classroom -- commits to continued professional
development to refresh his or her status as a transformational teacher.

(1)
Constantly
Share Best
Practices

(6) (2)
Caring Beyond Find a Trusted
What You Teach Mentor
How to become
and remain a
Transforma-
tional Teacher?
(5) (3)
Model the Commit to
Usefulness of Classroom
What You Teach Observations

(4)
Change Things
Up

TRANSFORMATIONAL TEACHERS
should:
1. Constantly share the best practices.
 As a first step, work toward recognizing that, no matter how long you've
been in the classroom, there will always be someone else who's more
effective at a certain facet of teaching. And so, teachers should be
encouraged to become more confident and comfortable with their
colleagues when asking for help.

2. Find a Trusted Mentor.

No matter how much experience you have, it's crucial to find and rely on a
trusted confidant. As teachers, we should not be afraid to spend hours of
chatting with colleagues when it regards the best practices and where we
might have fallen short. No matter the subject, teachers should value
hearing fresh perspectives from new and veteran teachers. Nobody has a
monopoly on good ideas.

3. Commit to Classroom Observations.

As teachers, we should learn to observe other teachers in action. Through
this, a teacher can benefit from watching a colleague:
◦ inject humor into a classroom to cultivate a more relaxed but effective
learning environment, which helps students feel less afraid of sharing ideas
and learning from mistakes.
◦ who might possess a gentle firmness that learners respond to, but more
importantly, students know that the teacher cares about them -- and they
don't want to let their teacher or themselves down.

4. Change Things Up.

It's certainly easier to teach the same books and content each year, but it's
also incredibly boring, which can lead to burnout. Teachers should change
things up, especially when they already get too comfortable in a routine.
Through this, students can be more inspired to complete any projects that
will showcase their understanding of the lesson or the course as a whole.
5. Model the Usefulness of What you Teach.
In line with changing things up, teachers should always look for new ways
to model the usefulness of what they teach. Teachers should understand
that most students want to know how they can apply what they learn in the
classroom to the real world.  In the age of Google, it is becoming less
important to assess how much students know. Instead, teachers should be
 significantly more concerned with how much sense students can make of
all the information so readily available to them. As teachers, as much as
possible, we should make it clear that knowing how to write well will play
a significant role in their future success.

6. Caring Beyond What You Teach.

As motivational teachers, we should strive to show that we care about our
students beyond the classroom.  This will surely motivate them toward
success. We, teachers, should value maintaining a healthy body just as
much as developing an inquisitive mind. Most transformational teachers
have a deep understanding of how their role transcends far beyond any
subject that they're teaching. Such teachers have the most lasting impact
on their students long after graduation.

How Do We Develop Transformational Teachers?

• summarizing transformational teaching in an easily digestible format—for
example, using handouts or videos that require minimal time or that can be
read or watched in short intervals, while can address common problems and
 issues. This is very useful, especially when teaching younger students such as
those at the preschool level.
• enacting initiatives that give instructors the time that is necessary to adopt
new techniques, by modeling transformational teaching for each other, and
communicating to others that acquiring new techniques is possible,
celebrated, and rewarded. Teachers should be open and needed to have
different opportunities to enhance their skills.

CONCLUSION:
◦ In recent years, a lot has changed remarkably. From classroom instructions and
discussions to its approaches about how and what a teacher should accomplish.
It is essential for us, teachers, to understand both traditional and modern ways.
◦ Education leaders may benefit from training and development in
transformational leadership styles since it has already been proven by many.
Most results are enhanced performance in business organizations and
educational settings.
◦ Transformational Leadership in Schools is a critical component to achieving
strong performance and students’ achievements. As schools face an environment
that has become business-oriented and managerially complex, school leaders
may benefit from training and development in leadership styles proven to
enhance success.
◦ Transformational leadership is the leadership style most researchers feel is
appropriate for today’s schools. It is characterized by a leader who works with
subordinates to identify needed change, create a vision to guide the change
through inspiration, and execute the change in unison with committed members
of a group.

References:
◦ Transformational Leadership in Education: A Review of Existing Literature by Matthew Anderson
https://digitalcommons.northgeorgia.edu/cgi/viewcontent.cgi?
article=1213&context=issr&fbclid=IwAR0W1XrgtkFehP-xBarA-
MXVVCKd4tlUbj9UW5C7DGPRysWe29r8XoWTYro

◦ Start Your Own Learning Revolution With Transformational Teaching by Monica Fuglei
https://resilienteducator.com/classroom-resources/learning-revolution-transformational-
teaching/?fbclid=IwAR0W1XrgtkFehP-xBarA-MXVVCKd4tlUbj9UW5C7DGPRysWe29r8XoWTYro

◦ How to Become and Remain a Transformational Teacher by David Cutler

https://www.edutopia.org/blog/become-and-remain-transformational-teacher-david-cutler?
fbclid=IwAR1J6_N7UHwyIcHyWpaYSW1T2NC-XWTBwTH-ZL8QucVaij1WeDUrYGkleE4

◦ Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods by

George Slavich and Philip Zimbardo https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3498956/?
fbclid=IwAR3xoCrq_BOJZatoxVap3kP51NlW-iVy2szufvfGvrWcmowf_tYoqOP8YFc#:~:text=The
%20term%20%E2%80%9Ctransformational%20teaching%E2%80%9D%20was,life%2Dchanging
%20experiences%20can%20occur