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变革型的领导模式在学校有效吗

校长的领导行为是学生成绩和学校作为一个整体的一般职能的一个重要方面。高品质的重要性，有效的领导证明是成就高绩效学校的主要因素之一（雷诺，1991; Hallinger和Heck，1999;萨蒙斯等，1995）。几项研究表明，有效的领导模式不仅提高了教学效果;这也使学生的纪律问题得到有效解决。两大领导风格主要使用的是交易型与改造的领导风格。而前者是主要领导的“教学”风格，转型的方式更趋于团队为主。在应用不同类型的领导人和各种方法来领导时，出现了一个普遍的共识是学校领导不同于组织领导，因此，有方法的团队可能更适合。

学校领导基本上是需要结合领导和管理能力。埃弗拉和Morris（1990年）已经制定了管理的五个阶段，其中设定目标，规划和组织资源，实现目标、实施控制和纠正程序在实现预期目标中很重要。在变革型领导风格的背景下，Bolman和处理（1997）都认为，（Bolman和处理，1997：XIII-14）“具有较强的，有魅力的领导人管理的不善的企业可能会暂时飙升，不久之后会崩溃。”在国际背景下，需要考虑确定什么样的领导风格。还要考虑与之有关的文化影响。

在上述的基础上，这项研究中研究的问题是变革型领导风格在学校是否真正有效。

Is transformational Leadership effective in schools

The leadership behaviour of school principals is an important aspect of student performance and the general functioning of the school as a whole. The importance of high quality, effective leadership has been shown to be one of the major contributing factors leading to high performance in schools (Reynolds, 1991; Hallinger and Heck, 1999; Sammons et al, 1995). Several research studies have shown Effective leadership not only improves educational outcomes; it also ensures that disciplinary problems among students are addressed effectively. Two major leadership styles that have been predominantly used are transactional and transformational styles of leadership. While the former is predominantly an “instructional” style of leadership while a transformational approach tends to be more team based. In applying different models of leaders and various approaches to leadership, there has been a general consensus that school leadership differs from organizational leadership, hence a team based approach may be more suitable.

School leadership essentially needs to combine leadership and management capabilities. Everard and Morris (1990) have laid out five stages of management, where in setting goals, planning and organizing resources for the achievement of goals and implementing control and corrective procedures are important in achieving the desired objectives. In the context of transformational leadership styles, Bolman and Deal (1997) are of the view that “Poorly managed organizations with strong, charismatic leaders may soar temporarily only to crash shortly thereafter.” (Bolman and Deal, 1997: xiii-xiv). In the international context, cultural implications may also need to be taken into consideration in determining what kind of leadership style would be relevant.

On the basis of the above, the research question examined in this study is whether a transformational leadership style is really effective in schools?

Definitions of school leadership:

“Outstanding leadership has invariably emerged as a key characteristic of outstanding schools (Beare, Caldwell and Millikan, 1989:99). The concept of leadership itself however, is not easy to define. There is no “correct” definition (Cuban, 1988:190), but some of its constituent elements include the “process of influence”(Leithwood et al, 1999:6; Ogawa and Bossert, 1995:225-6), mostly a “social influence” (Yuki, 2002:3) that may be exercised by individuals or by teams (Harris, 2002; Leithwood, 2001).

The school as an organization is somewhat different from other organizations. As Mitchell and Tucker (1992) have pointed out, leadership has generally been viewed as the ability to take charge and ensure that the required objectives are met,