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Transformational Leadership In Education

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To bring a change in education we need leaders to be ambitious, inspirational, transformative and visionary. Leaders who consider bringing hope and empowerment to create a fair social society have to work within a political and bureaucratic system of the 21st century (Shields 2010). There is a vast amount of literature available regarding leadership in education, in term of policies and roles of leadership in schools (Gunter 2009). Gunter (2009) believes leadership in education lies within four different positions e.g. critical, humanistic, instrumental and scientific.
Instrumental and Scientific leadership position in educational settings is very closely linked. The education reform act introduced in 1988, the reform focused heavily on management …show more content…

There is a clear difference between transaction, transformative and transformational leadership. Transformational leadership has the potential to satisfy the academics and the social justice to meet the complexity of diverse society and our education system by challenging inappropriate use of power in search to create equality and justice society rather than inequality and injustice, whereas transaction leadership foundations are based on a mutual agreement of exchange between leadership and other organisational members and transformational leadership focuses on improving process, organisational functions to improve effectiveness and outcomes (Gunter 2009 and Shields …show more content…

Transactional and transformational leadership looks to bring a change without considering social transformation hence transformative leadership shows a strong connection in educational leadership within the society it serves (Shields 2010). Inclusive leadership to create a learning environment for all is part of transformative leadership. Over the years, there have been several studies on transformative leadership but their definition of transformative leadership varies in its meaning (Shields 2010, Theoharis 2007, Liou and Hermanns 2017). The aim of the school leader is to offer inclusive leadership, which looks to eliminate social exclusion, social class, ethnicity, religion, gender, and ability (Vitello and Mithaug 1998) and democratically linked to transformative leadership. According to UNESCO (1994) the most effective way of eliminating discrimination, attitudes, building an inclusive society, and inclusive education is to build an inclusive orientated schools. Transformative leaders will consider diversity and will look to appoint leaders as part of leadership team from diverse backgrounds and will look to have male and female

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