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The Impact of Transformational Leadership on School

Culture

John Michael V. Sasan

, Gemma R. Escultor

, Vahid Norouzi Larsari

PAU Excellencia Global Academy Foundation

Surigao del Norte State University, Main Campus, Surigao City

Department of pre-primary and primary education, Charles University, prague, czech

republic

Email : [email protected]om

, gescult[email protected]

vahid.norouzi@pedf.cuni.cz

Keywords

ABSTRACT

High School Setting, Qualitative

Study, School Culture,

Transformational Leadership

This qualitative study explores how transformational

leadership affects school culture in high schools. The study

interviewed five school heads, five teachers, and five students

to examine the influence of transformational leadership

practices on school culture. The findings indicate that

transformational leadership practices, such as setting high

expectations, building a sense of community, and focusing on

student learning, can result in a positive school culture

characterized by high levels of engagement and collaboration

among staff and students. The study emphasizes the essential

role of school leaders in shaping school culture. By

implementing transformational leadership practices, school

leaders can create a culture that empowers their staff and

students, and fosters collaboration. However, the study also

recognizes the challenges and limitations of transformational

leadership; the need for school leaders to be aware of these

challenges and works to address them. The study provides

recommendations for school leaders and policymakers to

effectively implement transformational leadership practices,

including investing in professional development, fostering a

culture of empowerment and support, and encouraging

collaboration and teamwork. This study offers valuable

insights into the impact of transformational leadership on

school culture, highlighting the significance of creating a

positive school culture that promotes student success and

overall school excellence.

INTRODUCTION

School culture plays a critical role in shaping the academic, social, and emotional

development of students. School culture encompasses the values, beliefs, attitudes, and behaviors

that shape the way people interact and communicate within an educational setting (Cohen, 1960).

Effective leadership is essential in shaping school culture and can significantly impact student

Inrernational Journal of Social Service and Research,

John Michael V. Sasan

, Gemma R. Escultor

, Vahid Norouzi Larsari

IJSSR Page 1900

achievement, teacher satisfaction, and overall school effectiveness (Avolio & Bass, 2001).

Transformational leadership has emerged as a promising approach to shaping school culture and

improving academic outcomes. This study aims to explore the impact of transformational leadership

on school culture through a qualitative analysis of the experiences of teachers and administrators in

a high school setting (Denzin & Lincoln, 2011).

Effective school leadership is critical in shaping school culture, which can have a profound

impact on student learning outcomes, teacher job satisfaction, and overall school effectiveness.

Positive school culture is associated with higher academic achievement, increased student

engagement, and improved student behavior, while negative school culture is linked to lower

academic outcomes, teacher burnout, and decreased student motivation (Dawkins, Martin, Scott,

Sanderson, & Schüz, 2021).

Transformational leadership has emerged as a promising approach to improving school

culture and enhancing academic outcomes. Transformational leadership is characterized by leaders

who inspire and motivate others to achieve a common vision and work towards a shared goal (Bass

& Bass Bernard, 1985). This approach is based on the belief that leaders can inspire followers to

transcend their self-interest and work towards a higher purpose, creating a sense of unity and

common purpose. Transformational leaders focus on developing a strong sense of teamwork,

collaboration, and trust within the organization, which can create a positive school culture and

improve student learning outcomes (Bass & Bass Bernard, 1985).

Studies have shown that transformational leadership can significantly impact school culture

and improve academic outcomes. Transformational leaders have been found to create a positive

school culture characterized by shared values, high expectations, and a focus on continuous

improvement (Dawkins et al., 2021). These leaders have also been found to improve teacher job

satisfaction and reduce teacher turnover (Hoy & Tschannen-Moran, 2003).

However, despite the growing interest in transformational leadership, there is a lack of empirical

research on the impact of this leadership style on school culture, particularly in high schools. This

study seeks to fill this gap by exploring the impact of transformational leadership on school culture

in a high school setting (Green, 2018).

The purpose of this study is to examine the impact of transformational leadership on school

culture in a high school setting (Yin, 2014). Specifically, the study seeks to understand how

transformational leadership practices influence school culture and to explore the experiences of

teachers and administrators in a high school setting. The study will use a qualitative research design

to gain an in-depth understanding of the experiences of teachers and administrators in a high school

setting and their perceptions of the impact of transformational leadership on school culture

(Creswell & Creswell, 2017).

School culture is a complex concept that encompasses the values, beliefs, attitudes, and

behaviors that shape the way people interact and communicate within an educational setting.

According to (Schein, 2010), school culture is the shared assumptions, beliefs, and values that

underlie the way people behave within a school. Positive school culture is characterized by shared

values, high expectations, and a focus on continuous improvement, while negative school culture is

associated with low expectations, cynicism, and lack of trust (Dawkins et al., 2021).

School culture is a multi-faceted concept that has been extensively researched by scholars in

the field of education. The way people interact, communicate, and behave within an educational

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IJSSR Page 1901

setting is influenced by the shared assumptions, beliefs, and values that define the school culture

(Malone, 2015). (Schein, 2010) defined school culture as the set of shared assumptions, values, and

beliefs that underlie the behavior of individuals within a school. Positive school culture is

characterized by shared values, high expectations, and a focus on continuous improvement, while

negative school culture is associated with low expectations, cynicism, and lack of trust (Dawkins et

al., 2021).

According to Fullan (2007), school culture plays a crucial role in promoting student

achievement, teacher satisfaction, and overall school effectiveness. Positive school culture enhances

teacher collaboration, promotes positive teacher-student relationships, and fosters a sense of

belonging among students (Deal & Peterson, 2009). In contrast, negative school culture can lead to

teacher burnout, student disengagement, and low academic performance (Boyd & Meyers, 2010).

Research has shown that school leaders play a critical role in shaping school culture (Schein, 2010).

The leadership styles and practices of principals and other administrators can either facilitate or

impede the development of a positive school culture (Kenneth Leithwood & Jantzi, 1999). Effective

school leaders are those who promote shared vision, encourage collaboration, and foster a sense of

community among staff, students, and parents (Deal & Peterson, 2009).

Positive school culture is associated with higher academic achievement, increased student

engagement, and improved student behavior, while negative school culture is linked to lower

academic outcomes, teacher burnout, and decreased student motivation (Dawkins et al., 2021).

Effective school leadership is critical in shaping school culture and can significantly impact student

learning outcomes, teacher job satisfaction, and overall school effectiveness (Spillane, 2005).

School culture is an essential aspect of education that influences the way people interact,

communicate, and behave within a school setting. Positive school culture has been associated with

higher academic achievement, increased student engagement, and improved student behavior

(Dawkins et al., 2021). In contrast, negative school culture has been linked to lower academic

outcomes, teacher burnout, and decreased student motivation.

Research has shown that effective school leadership plays a critical role in shaping school

culture (Kenneth Leithwood & Jantzi, 1999). Principals and other administrators have the

responsibility of promoting a positive school culture by developing shared values and vision,

creating a sense of community, encouraging collaboration, and fostering a positive school climate

(Deal & Peterson, 2009)

Transformational leadership is characterized by leaders who inspire and motivate others to

achieve a common vision and work towards a shared goal (Bass & Bass Bernard, 1985). This

approach is based on the belief that leaders can inspire followers to transcend their self-interest

and work towards a higher purpose, creating a sense of unity and common purpose.

Transformational leaders focus on developing a strong sense of teamwork, collaboration, and trust

within the organization, which can create a positive school culture and improve student learning

outcomes (Bass & Riggio, 2006).

In recent years, transformational leadership has emerged as a popular leadership style in

education. This approach is characterized by leaders who inspire and motivate others to achieve a

common vision and work towards a shared goal (Bass & Riggio, 2006). Transformational leaders

are focused on creating a sense of unity and common purpose among their followers and are

Inrernational Journal of Social Service and Research,

John Michael V. Sasan

, Gemma R. Escultor

, Vahid Norouzi Larsari

IJSSR Page 1902

committed to developing a strong sense of teamwork, collaboration, and trust within the

organization (Bass & Riggio, 2006).

Transformational leadership has been found to significantly impact school culture and improve

academic outcomes. Studies have found that transformational leaders create a positive school

culture characterized by shared values, high expectations, and a focus on continuous improvement

(Dawkins et al., 2021). These leaders also improve teacher job satisfaction and reduce teacher

turnover (Hoy & Tschannen-Moran, 2003).

One study conducted by (Ken Leithwood, Jantzi, & Steinbach, 1999) found that

transformational leadership significantly influenced teacher morale and job satisfaction. The study

concluded that transformational leadership practices, such as providing intellectual stimulation and

encouraging creativity, had a positive impact on teacher job satisfaction.

The experiences of teachers and administrators play a critical role in shaping school

culture. Studies have found that teachers and administrators perceive transformational leadership

as an effective approach to improving school culture and enhancing academic outcomes. One study

conducted by Shields and White (2004) found that teachers perceived transformational leadership

as a more effective leadership approach than transactional leadership in creating a positive school

culture.

The perceptions of students are also critical in shaping school culture. Students who

perceive a positive school culture are more likely to be engaged in their learning and achieve better

academic outcomes. Studies have found that transformational leadership practices positively

impact student perceptions of school culture and academic outcomes.

School culture is a critical factor in shaping student learning outcomes and teacher job

satisfaction. Effective leadership is essential in shaping school culture, and transformational

leadership has emerged as a promising approach to improving school culture and enhancing

academic outcomes. The review of related literature has demonstrated that transformational

leadership practices positively impact school culture, teacher job satisfaction, and student

academic outcomes. However, the impact of transformational leadership on student perceptions of

school culture may be more complex than previously thought. This study aims to explore the

impact of transformational leadership on school culture in a high school setting, focusing on the

experiences of teachers, administrators, and students.

METHODS

This study explored the impact of transformational leadership on school culture in a high

school setting using a qualitative research design. A purposive sampling technique was employed to

select five school heads, five teachers, and five students from a public high school in the United States.

The participants were selected based on their experiences with the school.

Data collection involved conducting semi-structured interviews with the participants. The

interviews were audio-recorded, transcribed, and analyzed using thematic analysis. The data

analysis process involved several steps, including familiarization with the data, coding,

categorization, and interpretation of the data.

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The study focused on the experiences of the participants with transformational leadership in

their school and its impact on school culture. The study aimed to answer the following research

questions:

1. How do school heads, teachers, and students perceive transformational leadership in their

school?

2. What are the perceived effects of transformational leadership on school culture?

3. What are the perceived effects of transformational leadership on student outcomes and teacher

job satisfaction?

Ethical considerations were taken into account throughout the research process. Informed

consent was obtained from all participants, and their anonymity was ensured. The study was

approved by the institutional review board of the researcher's university.

The findings of the study are presented in the results section, where the key themes and sub-

themes identified from the data analysis are presented and discussed. The results are then compared

and contrasted with the existing literature on the topic.

Overall, this study provides valuable insights into the impact of transformational leadership on

school culture, teacher job satisfaction, and student outcomes. The qualitative research design

allowed for a detailed exploration of the experiences and perceptions of school heads, teachers, and

students, providing a rich and nuanced understanding of the topic.

RESULTS

The study aimed to explore the impact of transformational leadership on school culture in a

high school setting. The following themes and sub-themes were identified from the data analysis of

the semi-structured interviews conducted with five school heads, five teachers, and five students.

Theme 1: Perceptions of Transformational Leadership

The participants were asked about their perceptions of transformational leadership in their

school. The majority of the participants described transformational leadership as a positive force in

their school. They saw transformational leaders as individuals who set high expectations for their

staff and students, and who created a sense of community within the school.

School Head 3 stated, "Our transformational leader has created a culture of high expectations

for our staff and students. He fosters a sense of community within our school, and we all feel like

we're part of a team working towards a common goal."

Teacher 2 echoed this sentiment, saying, "Our transformational leader encourages us to take

risks and try new things. He's always looking for ways to improve our teaching practice, and that's

really motivating."

Student 1 shared a similar perspective, stating, "Our transformational leader really cares

about us as individuals. He knows all of our names, and he always takes the time to listen to our

concerns. It makes us feel like we matter" (Avolio & Bass, 1995).

Sub-theme 1.1: Clear Vision and Direction

The participants described how transformational leaders had a clear vision and direction for

the school. They communicated this vision effectively to staff and students, which helped to create a

sense of purpose and direction within the school.

School Head 1 stated, "Our transformational leader has a clear vision for the school, and he

communicates this vision to everyone. This creates a sense of purpose and direction for our staff and

students."

Inrernational Journal of Social Service and Research,

John Michael V. Sasan

, Gemma R. Escultor

, Vahid Norouzi Larsari

IJSSR Page 1904

Teacher 2 also emphasized the importance of clear communication, saying, "Our

transformational leader is very good at communicating his vision for the school. This helps us all to

work towards a common goal."

Sub-theme 1.2: Empowerment and Support

The participants also described how transformational leaders empowered and supported

their staff and students. They encouraged innovation and risk-taking, and provided the necessary

support to ensure the success of these initiatives.

Teacher 4 stated, "Our transformational leader is always looking for ways to empower us. He

encourages us to take risks and try new things, and he provides us with the support we need to be

successful."

Student 4 shared a similar perspective, saying, "Our transformational leader is always there

to support us. He encourages us to take on leadership roles and to get involved in the school

community."

Theme 2: Impact on School Culture

The participants were asked about the perceived effects of transformational leadership on

school culture. The majority of the participants described transformational leadership as having a

positive impact on school culture. They described a school culture characterized by high

expectations, a focus on student learning, and a sense of community.

School Head 2 stated, "Transformational leadership has had a really positive impact on our

school culture. We have high expectations for our staff and students, and we're all working together

towards a common goal."

Teacher 1 echoed this sentiment, saying, "Our transformational leader has created a school

culture that's focused on student learning. We're all working together to help our students achieve

their potential."

Student 5 shared a similar perspective, stating, "Our school culture is really positive. We all

feel like we're part of a community, and we're all working towards a common goal."

Sub-theme 2.1: High Expectations

The participants described a school culture characterized by high expectations for staff and

students. They described how transformational leaders set these expectations, and how staff and

students were motivated to meet them.

School Head 5 stated, "Our transformational leader has created a culture of high expectations

for our staff and students. He's always pushing us to do better, and that's really motivating. Our staff

and students rise to the challenge, and that's what makes our school successful."

Sub-theme 2.2: Focus on Student Learning

The participants also described how transformational leaders had a strong focus on student

learning. They emphasized the importance of creating a school culture that prioritizes the needs of

students.

Teacher 5 stated, "Our transformational leader is very focused on student learning. He encourages

us to think about the needs of our students, and he provides us with the support we need to meet

those needs. This creates a culture where student learning is the top priority."

Student 3 shared a similar perspective, saying, "Our transformational leader is always talking

about how we can improve as students. He wants us to be successful, and he provides us with the

support we need to achieve our goals."

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Theme 3: Challenges and Limitations

The participants were asked about the challenges and limitations of transformational

leadership in a high school setting. While the majority of the participants had positive perceptions of

transformational leadership, they also acknowledged some limitations.

School Head 1 stated, "One of the challenges of transformational leadership is that it can be

time-consuming. It requires a lot of effort to create a culture of high expectations and community

within the school."

Teacher 5 also acknowledged the limitations of transformational leadership, saying, "While

our transformational leader is very supportive, there are times when we need more resources to be

successful. We need more support from the district and the community to really make a difference."

Student 5 shared a similar perspective, stating, "Sometimes it feels like our transformational leader

is trying to do too much. He has a lot of great ideas, but it can be hard to keep up with everything."

Overall, the study found that transformational leadership has a positive impact on school

culture in a high school setting. Transformational leaders create a clear vision and direction for the

school, empower and support their staff and students, and create a school culture characterized by

high expectations, a focus on student learning, and a sense of community. While there are some

challenges and limitations to transformational leadership, the participants believed that the benefits

far outweighed the costs.

Discussion and Findings

Through interviews with five school heads, five teachers, and five students, the study found

that transformational leadership practices had a positive impact on school culture. The study

identified three main themes: 1) clear vision and direction, 2) empowerment and support, and 3)

challenges and limitations.

The first theme, clear vision and direction, refers to the importance of having a leader who is

able to articulate a clear vision for the school and provide direction for how to achieve that vision.

The participants noted that transformational leaders were able to communicate their vision in a way

that was inspiring and motivating, creating a sense of purpose and direction for the school. This is

consistent with previous research, which has found that transformational leaders are able to inspire

and motivate their followers to work towards a common goal (Bass & Bass Bernard, 1985).

The second theme, empowerment and support, highlights the importance of

transformational leaders in empowering and supporting their staff and students. The participants

noted that transformational leaders were able to create a culture of trust and support, which allowed

staff and students to take risks and try new things. This is consistent with previous research, which

has found that transformational leaders are able to create a sense of psychological safety, which

allows their followers to take risks and innovate (Edmondson, 1999).

The third theme, challenges and limitations, acknowledged that there were some challenges

and limitations to transformational leadership. The participants noted that transformational

leadership can be time-consuming and require a lot of effort. They also acknowledged that there were

times when more resources and support were needed to be successful. This is consistent with

previous research, which has found that transformational leadership can be difficult to implement

and sustain over time (Sarros, Cooper, & Santora, 2008).

Overall, the findings of this study suggest that transformational leadership can have a positive

impact on school culture in a high school setting. Transformational leaders are able to create a clear

Inrernational Journal of Social Service and Research,

John Michael V. Sasan

, Gemma R. Escultor

, Vahid Norouzi Larsari

IJSSR Page 1906

vision and direction, empower and support their staff and students, and create a culture

characterized by high expectations, a focus on student learning, and a sense of community. While

there are some challenges and limitations to transformational leadership, the participants believed

that the benefits far outweighed the costs.

This study has important implications for school leaders, as it highlights the importance of

transformational leadership in creating a positive school culture. School leaders who are able to

articulate a clear vision, empower and support their staff and students, and create a culture of high

expectations and community are more likely to be successful in creating a positive school culture.

The findings of this study also have implications for future research, as they suggest that further

research is needed to explore the challenges and limitations of transformational leadership, and how

they can be addressed in practice.

Henceforth, this study provides valuable insights into the impact of transformational

leadership on school culture in a high school setting. The findings of this study suggest that

transformational leadership practices have a positive impact on school culture, and that school

leaders who are able to implement these practices are more likely to be successful in creating a

positive school culture. Future research should explore how these findings can be applied in practice,

and how the challenges and limitations of transformational leadership can be addressed.

CONCLUSION

This study provides valuable insights into the impact of transformational leadership on

school culture in a high school setting. The study found that transformational leadership practices,

such as setting high expectations, creating a sense of community, and focusing on student learning,

can have a positive impact on school culture.

The study also highlights the important role of school leaders in shaping school culture. By

implementing transformational leadership practices, school leaders can create a culture that

empowers and supports their staff and students, and fosters collaboration and teamwork. This

positive school culture, in turn, can have a significant impact on student outcomes and overall school

success.

However, the study also recognizes the challenges and limitations of transformational

leadership, and the need for school leaders to be aware of these challenges and work to address them.

Further research is also needed to explore the long-term impact of transformational leadership on

student outcomes.

Overall, this study highlights the importance of transformational leadership in creating a

positive school culture, and provides valuable recommendations for school leaders and policymakers

to implement these practices effectively. By investing in professional development, fostering a

culture of empowerment and support, and encouraging collaboration and teamwork, school leaders

can create a positive school culture that supports student success and overall school excellence.

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John Michael V. Sasan, Gemma R. Escultor, Vahid Norouzi Larsari (2023)

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