Transformational Leaders

Leaders and followers contribute reciprocally to each other to advance to a higher level of moral and motivation (Kuhnert & Lewis, 1987). Transformational leaders are able to inspire followers to change expectations, perceptions and motivations to work towards common goal and developing their own leadership skills. Transformational leaders challenge the status quo by introducing new methods of doing something and searching for ways to do it better. These leaders can sense things that are not working more easily than other leaders; however, it could be problematic for people who resist change or risks involved (Kuhnert & Lewis, 1987). Therefore, an intellectual leader motivates and stimulates their followers through openness and self-efficiency;

According to Maslow's’ hierarchy of needs, there are a few developmental stages which applies to followers and transformational leaders. In his pyramid, the largest most fundamental needs are placed at the bottom (McLeod, 2007). These needs are our basic requirements such as water, food, sleep, shelter and clothing. Some of our learners may lack one or more of these daily needs, for example, learners coming to school without having breakfast or wearing the only set of uniform they have throughout the week, without washing it. The second need in his pyramid revolves around safety. This need includes personal, financial, health, well-being and security. Followers, parents and leaders may lack any of those factors, which may reflect on students and their learning. Love and belonging, which is the next level of Maslow’s pyramid emphasizes friendship, intimacy and family as vital especially during childhood to maintain significant

In order to be a good leader, you need to have all the levels of the hierarchy. As a teacher, you have to analyse whom your early adopters and early majorities are by using the bell curve (Robinson, 2009). Early adopters are those who see the benefits of innovations and use it in their everyday lives. They like being ahead of their peers because of prestige and fashion. Early adopters are more likely to be democratic and coaching leaders. Our early adopter’s stakeholders are education council, ministry of education, teacher’s union, board of trustees, senior leadership team, teachers, students and other schools. Early adopters could be the leaders and promoters for early majority. Early majority are risk averse as they are always looking for better ways of doing what they already do, without minimum disruption, learning and are time and cost efficient (Robinson, 2009). Our early majority stakeholders are parents, wider community and other schools. Therefore, this raises the question of what percentage are our early adopters (leaders) and early majority (followers) in our