PROFED 106: School Culture and

Organization
PANGASINAN STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

BAYAMBANG CAMPUS

WRITTEN REPORT

TOPIC:
TRANSFORMTIONAL
LEADERSHIP

GROUP 9:
JESSICA F. LAMZON
JERICSON FIGURACION
ANGELICA CASANOS
JHON KENNETH MACASIEB
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MARY ANN DOLDOL

I. Objectives
At the end of the discussion, the students should be able to:
a. Understand the concept of transformational leadership;
b. differentiate the three types of leadership;
c. explain the theory and research about Transformational Leadership; and
d. discuss the importance of Evolutionary Leadership Theory and Teacher Leadership

INTRODUCTION
The concept of transformational leadership was initially introduced by leadership expert and
presidential biographer James MacGregor Burns. According to Burns, transformational leadership can be
seen when "leaders and followers make each other to advance to a higher level of moral and motivation.”
Through the strength of their vision and personality, transformational leaders are able to inspire followers to
change expectations, perceptions, and motivations to work towards common goals.
Transformational leadership is defined as a leadership approach that causes change in individuals and
social systems. In its ideal form, it creates valuable and positive change in the followers with the end goal of
developing followers into leaders. Enacted in its authentic form, transformational leadership enhances the
motivation, morale and performance of followers through a variety of mechanisms. These include
connecting the follower's sense of identity and self to the mission and the collective identity of the
organization; being a role model for followers that inspires them; challenging followers to take greater
ownership for their work, and understanding the strengths and weaknesses of followers, so the leader can
align followers with tasks that optimize their performance.

BODY
THREE TYPES OF LEADERSHIP
1. Authoritarian (Autocratic) Leadership
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This is often considered as the classical approach. In this style, manager holds power and
decision-making authority up to the maximum possible extent. There is an apparent division between the
leader and the subordinates. In this leadership style, a leader has absolute command and grip on his
subordinates. The leader does not feel the need of consulting with his employees, nor does the leader
allow any employ to give input. Employees are expected to abide by instructions without having any right to
ask questions or receive justification. Autocratic leaders give a clear-cut picture about their expectations for
what have to be done, when and how it should be done.

Lewin also found that it is more difficult to move from an autocratic style to a democratic style in
comparison to move from democratic to autocratic style.
Authoritarian leadership has the following characteristics:
• Leader takes decisions without taking suggestion from anyone else
• Followers have very high degree of dependency on the leader
• Authoritative leaders create de-motivation and alienation of staff
• Leaders rely on threats and punishment to influence employees
• Leaders usually do not trust their employees
• They do not allow employees to give any input

Authoritarian leadership is not all bad. In some situations, it is the most valuable and effective style that
needs to be implemented. This includes the following conditions:
• Decisions need to be made quickly and decisively
• New and untrained employees who do not know which tasks to perform or which procedures to follow
• The area was poorly managed
• Effective supervision can be provided only through detailed orders and instructions
• There are high-volume production needs on a daily basis
• Any employee has challenged the manager’s power
• Work needs to be coordinated with another department or organization
 The authoritative leader mobilizes the team toward a common vision and pay attention on final
goals or ends, leaving the resources up to each individual. This style works best when the team
requires a fresh idea and novel vision because situations have changed but it is not the suits well
when the leader is working with a team of experts who know more than him.
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2. Participative (Democratic) Leadership
As this style encourages employees to take part in the decision-making process, thus this leadership style
is named as participative style. Although, the ultimate decision-making power is retained with the leader,
the participative leaders ask and encourage the group members to play a significant role in decision-
making process.
This style portrays on employee’s knowledge and skills, and forms a group commitment to the resulting
outcomes. It’s difficult to instruct and insist an individual to be creative, perform as a group, solve complex
problems and enhance quality.

SOME QUALITIES OF (PARTICIPATIVE) DEMOCRATIC LEADERSHIP ARE AS FOLLOWS:

• Consultative as process of consultation from teammates before taking decisions
• Persuasive as leader takes decision and seeks to convince others that the decision is correct and to be
followed
• It may help in creation, innovation, motivation and involvement
• Workers has the feeling of belongingness for the organization and its vision
• It helps in developing plans for employ to evaluate their own performance.
• It encourages employees to develop on the job and be promoted thus increasing job satisfaction.
• It recognizes and encourages achievement.

THE DEMOCRATIC LEADERSHIP STYLE IS MOST EFFECTIVE TO USE WHEN:

• The leader needs to inform subordinates about issues that may affect them.
• The leader wants employees to get involved in the task of decision-making and problem-solving.
• The leader wish to provide employees with the opportunities to develop a great sense of personal growth
and job satisfaction.
• There is a large or complex problem which calls for lots of input to solve.
• The leader wants to encourage team spirit, group cohesiveness and participation.
 The democratic leader builds consensus through participation. The democratic leadership style is
most successful when the employees are highly skilled and experienced; when there is a need to
implement operational changes or resolve individual or group problems
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3. Laissez-Faire (Delegative) Leadership
The French phrase Laissez-faire means ‘let them do’ and is used to describe a leader who leaves his or her
colleagues to get on with their work. The laissez-faire leadership style is also known as the ‘hands-off’ style.
It is one in which the leader gives less or no guidance and gives subordinates as much liberty as possible.
The leadership shows an inert attitude towards the problems of the group. It is more like a person in a
leadership position without providing leadership, leaving the group to go for it. Subordinates are provided
with a full liberty to decide and create their own policies and methods.
Lewin founded out that children who worked under delegative leadership were the least productive. The
children of this group were also more demanding towards the leader, had low cooperation, and were
unable to work on their own.
Some of the qualities in delegative leadership are as follows:
• ‘Let it be’—the leadership responsibilities are shared by all
• This leadership style can be more effective in situations where creative ideas are more important
• This leadership style can be extremely motivational, as individuals have their own control over
professional life
• This style relies on good team work and good interpersonal relations
This is an effective style to use when:
• Employees are highly skilled, trustworthy, experienced, and educated.
• Employees feel proud in doing their work and motivated on their own to do it successfully.
• Experts from outside the team, such as staff specialists or consultants are being used.
 The leaders of this style totally trust their employees that they themselves will perform the task. He
only focusses on the intellectual and logical aspects of his work and does not emphasize on the
managerial aspect of his work. The employees are encouraged and invited to share their views and
give inputs which are best for organizational interests.

THEORY AND RESEARCH ABOUT TRANSFORMATIONAL LEADERSHIP

What Is Transformational Leadership Theory?
Transformational leadership theory is supported by nearly 30 years of research correlating
transformational leadership to positive performance outcomes including individual, group, and
organizational level variables. It also solidified the need to study followers in leadership research.
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Transformational leadership was the first developed and validated theory to emphasis morals and values in
leadership. However, research on the theory is primarily based on the multifactor leadership questionnaire,
which has produced inconsistent results. Research has also focused heavily on senior-level leaders.
Transformational leadership also has the potential to be used negatively by leaders “faking it.” Regardless,
transformational leadership theory is a valuable and widely used approach to studying and teaching
leadership. Transformational leaders focus on “transforming” others to support each other and the
organization as a whole. Followers of a transformational leader respond by feeling trust, admiration, loyalty,
and respect for the leader and are more willing to work harder than originally expected.
Transformational leadership is a relatively new approach to leadership that focuses on how leaders
can create valuable and positive change in their followers. James MacGregor Burns first introduced the
concepts of transformational leadership when studying political leaders, but this term is now used when
studying organizations as well. Burns described two leadership styles: transactional and transformational.
Transactional leaders focus on gaining compliance by giving and withholding rewards and benefits.
Transformational leaders focus on “transforming” others to support each other and the organization
as a whole. Followers of a transformational leader respond by feeling trust, admiration, loyalty, and respect
for the leader and are more willing to work harder than originally expected. Another researcher, Bernard M.
Bass, added to the work of Burns by explaining the psychological mechanisms that underlie
transformational and transactional leadership. Bass’ work established that transformational leaders
demonstrate four factors: individual consideration, intellectual stimulation, inspirational motivation
(charismatic leadership), and idealized influence.
Creating high-performance workforce has become increasingly important and to do so business
leaders must be able to inspire organizational members to go beyond their task requirements. As a result,
new concepts of leadership have emerged - transformational leadership being one of them.
Transformational leadership may be found at all levels of the organization: teams, departments, divisions,
and organization as a whole. Such leaders are visionary, inspiring, daring, risk-takers, and thoughtful
thinkers. They have a charismatic appeal. But charisma alone is insufficient for changing the way an
organization operates. For bringing major changes, transformational leaders must exhibit the following four
factors:
Inspirational Motivation: The foundation of transformational leadership is the promotion of consistent vision,
mission, and a set of values to the members. Their vision is so compelling that they know what they want
from every interaction. Transformational leaders guide followers by providing them with a sense of meaning
and challenge. They work enthusiastically and optimistically to foster the spirit of teamwork and
commitment.
Intellectual Stimulation: Such leaders encourage their followers to be innovative and creative. They
encourage new ideas from their followers and never criticize them publicly for the mistakes committed by
them. The leaders focus on the “what” in problems and do not focus on the blaming part of it. They have no
hesitation in discarding an old practice set by them if it is found ineffective.
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Idealized Influence: They believe in the philosophy that a leader can influence followers only when
he practices what he preaches. The leaders act as role models that followers seek to emulate. Such
leaders always win the trust and respect of their followers through their action. They typically place their
followers needs over their own, sacrifice their personal gains for them, ad demonstrate high standards of
ethical conduct. The use of power by such leaders is aimed at influencing them to strive for the common
goals of the organization.
Individualized Consideration: Leaders act as mentors to their followers and reward them for
creativity and innovation. The followers are treated differently according to their talents and knowledge.
They are empowered to make decisions and are always provided with the needed support to implement
their decisions. The common examples of transformational leaders are Mahatma Gandhi and Obama.

Transformational leadership is a theory of leadership where a leader works with teams to identify
needed change, creating a vision to guide the change through inspiration, and executing the change in
tandem with committed members of a group; it is an integral part of the Full Range Leadership Model.
Transformational leadership is when leader behaviors influence followers and inspire them to perform
beyond their perceived capabilities. Transformational leadership inspires people to achieve unexpected or
remarkable results. It gives workers autonomy over specific jobs, as well as the authority to make decisions
once they have been trained. This induces a positive change in the follower’s attitudes and the organization
as a whole. Transformational leaders typically perform four distinct behaviors, also known as the four I's.
These behaviors are inspirational motivation, idealized influence, intellectual stimulation, individualized
consideration.
Transformational leadership serves to enhance the motivation, morale, and job performance of
followers through a variety of mechanisms; these include connecting the follower's sense of identity and
self to a project and to the collective identity of the organization; being a role model for followers in order to
inspire them and to raise their interest in the project; challenging followers to take greater ownership for
their work, and understanding the strengths and weaknesses of followers, which allows the leader to align
followers with tasks that enhance their performance. It is also important to understand the qualities a
transformational leadership can bring to a work organization. Transformational leadership enhances
commitment, involvement, loyalty, and performance of followers. Followers exert extra effort to show
support to the leader, emulate the leader to emotionally identify with him/her, maintain obedience without
losing any sense of self-esteem. Transformational leaders are strong in the abilities to adapt to different
situations, share a collective consciousness, self-manage, and be inspirational while leading a group of
employees.

Criticisms of Transformational Leadership Theory

Transformational leadership makes use of impression management and therefore lends itself to amoral
self-promotion by leaders. The theory is very difficult to be trained or taught because it is a combination of
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many leadership theories. Followers might be manipulated by leaders and there are chances that they lose
more than they gain. Most of the criticisms about transformational leadership are about ethics and moral
values of leaders which may result in abuse of power and undesirable consequences.

Implications of Transformational Leadership Theory

The current environment characterized by uncertainty, global turbulence, and organizational instability calls
for transformational leadership to prevail at all levels of the organization. The followers of such leaders
demonstrate high levels of job satisfaction and organizational commitment, and engage in organizational
citizenship behaviors. With such a devoted workforce, it will definitely be useful to consider making efforts
towards developing ways of transforming organization through leadership. Transformational leaders enable
the search for new opportunities, creation of a common vision, and motivation and guidance of employees.
The search for new opportunities encourages greater responsibility in employees and greater exploitation
of tacit knowledge at work.

RESEARCH ON TRANSFORMATIONAL LEADERSHIP

Transformational leadership has rapidly become the approach of choices for much of the research
and application of leadership theory. In many ways, transformational leadership has captured the
imagination of scholars, of noted practitioners, and of students of leadership. Research on transformational
leadership and related charismatic approaches has grown exponentially that a new edition of books was
necessary.
But why researchers had interest in transformational leadership?
Perhaps it is because transformational leadership, with its emphasis on intrinsic motivation and on
the positive development of followers, represent a more appealing view of leadership compared to the
seemingly “cold”, social exchange process of transaction leadership. Perhaps it is because transformational
leadership provides a better fit for leading in today’s complex in work groups and organizations, where
followers not only seek an inspirational leader to help them guide through an uncertain environment but
where followers also want to be challenge and to feel empowered.
The publication of James MacGregor Burns the seminal leadership, which introduced the concept
of transforming leadership. Inspired by Robert House’s 1976 theory of charismatic leadership, Bass and
Riggio developed the model of transformational leadership and the means to measure it. This evolved into
looking at the full range of leadership is least effective and satisfying.
More than 20 years of research and development by Bass and Riggio. the reviewed in this book of
Transformational leadership, along with research by hundreds of scholars from around the globe. Although
the early research demonstrated that transformational leadership was a particularly powerful source in the
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military settings. More recent research has demonstrated that transformational leadership is important in
every sector and in every setting, like in the business leadership, leadership in government institutions, in
education, in health care settings, and even in the non-profit sector.
Whereas much of the early research was conducted in United States, later studies of
transformational leadership have been conducted in numerous settings around the world. Moreover, there
is great generality to transformational leadership. It has proven effective form of leadership in a variety of
settings in many countries, of course there are moderators and contingencies influencing the effective of
transformational leadership, and these review in the books of bass. His revised books are intended for both
scholars and students of leadership. It is a comprehensive review of theorizing and empirical research on
transformational leadership that can be serve as a preference and starting point or additional research on
the theory.
 The new paradigm of leadership has captured widespread attention. James McGregor Burns
(1978) conceptualized leadership as either transactional or transformational. Transactional leaders
are those who lead through social exchange. For example, according to Burns, politician, lead “by
exchanging one thing for another: jobs for votes, or subsidies for campaign contributions”. In the
same way, transactional business leaders offer financial rewards for productivity or deny rewards
for lack of productivity. Transformational leaders on the other hand, are those who stimulate and
inspire followers to both achieve extraordinary outcomes in the process, and develop their own
leadership capacity.

EVOLUTIONARY LEADERSHIP THEORY

Evolutionary Leadership Theory (ELT)

The basic premise ELT is that leadership and followership emerged during the course of human evolution.
ELT argues that humans possess specialized psychological mechanisms for solving coordination problems
through leadership and followership. ELT also postulates the particular traits associated with initiative
taking and intelligence are largely inherited and propel people to power positions. Leadership has three
important functions: it binds groups; it helps the group learn new things; and it teaches others how to lead.
We have evolved to follow authority and we have developed an innate “follow the majority rule;” ELT
emphasizes followers as a vital component of leadership. Leaders need to be a source of inspiration for
disciples, a teacher for apprentices, a defender for loyalists, a figurehead for supporters, and a provider for
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subordinates. An evolutionary perspective offers novel insights into major barriers to leadership
effectiveness in organizations.
 Leadership Eras

 Personality Era
The personality Era included the first formal leadership theories and represented a beginning in the
understanding of the leadership process. This era is divided into the Great Man Period and the Trait Period.
 Influence Era
The influence era improved on the personality Era by recognizing that leadership is a relationship between
individuals and not a characteristic of the solitary leader. It addressed aspects of power and influence and
comprises the power relations period and the persuasion period.
 Behavior Era
The behavior era took a completely new direction by emphasizing what leaders do as opposed to their
traits or source of power. Leadership was thus defined as a subset of human behavior.
 Situation Era
The situation era made a significant step forward in advancing leadership theory by acknowledging the
importance of factors beyond the leader and the subordinates.

TEACHER LEADERSHIP
What is Teacher Leadership?
The term teacher leadership refers to that set of skills demonstrated by teachers who continue to
teach students but also have an influence that extends beyond their own classrooms to others within their
own school and elsewhere. It entails mobilizing and energizing others with the goal of improving the
school's performance of its critical responsibilities related to teaching and learning. Mobilizing and
energizing does not occur because of the role of the leader as boss (as might be the case with a principal),
but rather because the individual is informed and persuasive. Therefore, an important characteristic of a
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teacher leader is expertise and skill in engaging others in complex work. It also entails an unwavering
passion for the core mission of the school and the courage to confront obstacles to achieving that mission.
Teacher leadership is a process. Teacher leaders are the professionals who carry through with this
process to lead change in their schools for the benefit of all students. Teacher leaders’ step outside their
classroom doors and accept the challenges to improve their practice through working with colleagues,
school administration and professional staff—as well as students and their families.
One of the confusions in defining teacher leadership and identifying teacher leaders is that
“leadership” is not found in a position or title. In most schools there are teachers who are the designated
leaders of their grade level teams or departments, but being named a “team leader” is not the same as
being a teacher leader.
Teacher leaders exemplify certain defining characteristics. While all teachers possess several of
these traits, only teacher leaders consistently and simultaneously integrate them into teacher leadership.
Six Teacher Leader Traits:
1. Expert
Teacher leaders share their expertise. Expertise may come in the form of knowledge and skills
about specific content (e.g., mathematics, social-emotional learning) or teaching skills (e.g., teaching with
technology, questioning strategies). Their expertise may also come in the form of leadership skills (e.g.,
helping teams build consensus, making data-driven decisions). Teacher leaders are acquiring expertise as
they pursue professional development to help them solve problems their teams have identified. They seek
to learn from their colleagues—believing that the collective knowledge of the group is essential to
successful teaching and student learning—further building on their knowledge and skills.
2. Exceptional Communicator
Teacher leaders are excellent communicators. A key teacher leadership skill is the ability to
prioritize listening over speaking and seeking to understand different perspectives. Teacher leaders clarify,
probe and synthesize ideas and questions to understand the concerns and leverage the expertise of
others. They also strive to establish open communication, where all ideas are heard and all possibilities
explored. Teacher leaders want to solve problems by getting a group to think outside of the box.
3. Change Agents
They take up initiatives and work to make them successful. Education is a professional field that is
constantly being “reformed” and reacting to social, economic and political changes. This continuous change
makes being a teacher exciting and exhausting, and it is why teacher leadership is so important—every
school need teacher who will “lean in” when change happens.
4. Inspirational Leader
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They inspire everyone to be their very best because a transformational leader believes that
everyone has important contributions to make and that everyone needs to be involved. Inspiration is at the
core of transformational leadership—and it is not easy to master.
5. Trustworthy Colleagues
To be a teacher leader, others must trust you enough to follow your lead. Teacher leaders build
trust through what they do and say—as well as what they don’t. Megan Tschannen-Moran and Anita
Woolfolk Hoy explained that trust between teachers involves five core qualities:
 Benevolence.
 Competence.
 Honesty.
 Openness.
 Reliability.

6. Explorers
They are first adopters, willing to try out new ideas and discover the unseen “potholes” in new
initiatives. They volunteer for pilot projects and pursue professional development opportunities to learn
more so they can improve their practice, share their experiences, and collaborate with others to solve
problems and reach team goals.

CONCLUSION
Teacher leaders are cautiously excited about change. They are ready to pursue new ideas that will
result in more meaningful learning experiences and more positive and inclusive spaces for all students.
They care not only about the students who share their classrooms but also about the students in their
colleagues’ classrooms and throughout the school.