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- Vol 6 PE: App E
transformational leadershipteacher motivationteacher capacityorganisational conditionsclassroom practiceslarge-scale reforminstructional leadershipstudent achievementJournal article Evidence summaryAt a glance
Leithwood and Jantzi test a school-specific model of transformational leadership using data from an evaluation of England’s National Literacy and Numeracy Strategies. Surveys from 2,290 teachers in 655 primary schools measured leadership, teacher motivation and capacity, work settings, and classroom practices; student outcomes were gains on national Key Stage 2 tests.
Key ideas
Path analyses indicated that transformational leadership influenced teachers’ classroom practices through conditions such as motivation, capacity, and organisational setting, but showed no significant direct or indirect effect on achievement gains in this study. Leadership included setting directions, developing people, and redesigning the organisation rather than relying on charismatic behaviour alone. Findings caution against assuming that favourable teacher perceptions automatically translate into measurable student gains, particularly during large-scale reform where policy, curriculum, assessment, and local context interact. The observational design supports model testing but not definitive causal attribution, and survey measures share common-source limitations.
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The practical implication is to judge leadership through the mechanisms it changes: instructional focus, professional learning, working conditions, and classroom practice, while measuring whether those changes are sufficiently strong and coherent to affect students.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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