TRANSFORMATIONAL LEADERSHIP AND SCHOOL CULTURE 1 Transformational Leadership: Efforts of Culture Creation in the K-8 School Setting

The goal of this review is to present a theoretical model based on transformational leadership that identifies the relationship between administrative leadership and other leadership roles within school settings. More specifically, this study looks at aspects and behaviors of transformational leadership as related to the creation of a culture/community of leaders. This study analyzes transformational leadership qualities and tendencies as related to culture creation. Specific transformational actions, goals, and behaviors of administration are analyzed to assess which, if any, are likely to cultivate a culture of leaders. Transformational management theory is examined based on workplace management including climate, morale, motivation, and effectiveness. Mixed method research is utilized in a majority of transformative, school culture, and leadership studies using mainly questionnaires and scale based measurements to obtain results. Results suggest that when a school community is guided by transformative behaviors that an opportunity arises for group to become a culture of leaders, which may contribute to school achievements. Implications have the ability to guide current and future administrative theory and behavior. TRANSFORMATIONAL LEADERSHIP AND SCHOOL CULTURE 3 Educational Leadership: Introduction Leadership is part of human nature. Throughout history, leaders have possessed an ability to command, connect, and shape. Dating back to eras of hunting and gathering, leadership is evident. In cases where leadership roles are unclear, humans still have a desire for leaderships to make decisions, give direction, and coordinate (Nicholson, 2013). Perhaps the most effective leadership hierarchies are not hierarchies at all, but rather they are based on best fit where a culture of leaders make decisions depending upon group strengths and needs. In asking people which qualities make successful leaders a recurring list tends to form: Integrity based on follow through of promises; a leader who has a vision of past, present, and future; someone who understands challenges of the group; and competency in making decisions under varied circumstances (Nicholson, 2013). The story of education is not simply about students or teacher or leaders, but rather, is about entire social systems. Cultural context is defined by our relationships as humans. Context of culture is apt to change according to any number of variables, however, culture is an inherent part of human ecology. An integral part of culture, of our human culture, is the association between leadership and cultural creation. The landscape upon which a culture exists is forever changing. Together, a successful culture of leaders might be viewed as a learning community as strengths and weaknesses of each member are utilized to benefit the group. Participation within such a culture creates a successful partnership where power and responsibility does not belong to any one person or subgroup, but rather is in constant flux among group members (Katz & Miller, 1996). Continually learning to develop and exploit personal strengths, which are lent to the group when appropriate, causes shifts in power and creates a partnership, or culture of leaders. TRANSFORMATIONAL LEADERSHIP AND SCHOOL CULTURE 4 Background Educators work to motivate and influence children. Similarly, as teachers influence students, administration influences school culture. Leadership management can be a predictor of culture (Eyal & Roth, 2010). In an effort to transform school climate to create a desired culture administrators must acknowledge subsections of climate including management of morale, motivation, and effectiveness. Educational systems are constantly undergoing changes and transitions in policy with pushes toward improved standards and accountability. Changes in school function require staff coherence and cooperation, implying a team of leaders is needed to work both independently and cooperatively. When leadership fails to provide necessary coordination it impacts teachers’ working lives and is identified as a key factor when assessing morale, job satisfaction, and motivation (Evans, 2001). Acknowledgement of relationships between teacher perception of climate and leadership also calls for consideration of school effectiveness based on leadership. Relationships between school climate and student achievement are strong, indicating leadership not only effects teacher perception, but teacher perception effects student achievement (Johnson & Stevens 2006). Leadership has an ability to empower teachers to be leaders in and of their own sense while at the same time enhancing morale and enthusiasm. Reasonably assumed, a community of leaders has the potential to enhance school and student success (Sheppard, Hurley, & Dibbon, 2010). Intricacy of direct and indirect relationships stemming from leadership in schools is evident. Therefore, implementation of successful leadership programs can create a culture of leaders while providing a pathway to a more effective and efficient school systems. TRANSFORMATIONAL LEADERSHIP AND SCHOOL CULTURE 5 Leadership goals in schools are supportive of teaching and learning through management of practice. Working to meet the challenges of today’s society, task management and employee perception are essential to administrative practice. While employee ideals and needs are diverse, perception of compatibility between expectations and task management are often based on leadership. Perceptions arise from individual interpretations, which are often constructed from experience with school organizational policy, practice, management, and procedure, all of which are guided through administrative and leadership efforts (Wang, Rode, Shi, Luo, & Chen, 2013). If reconfigured through administrative efforts, an educational hierarchy has the ability to become more democratic allowing for conducive and positive staff perception of school culture. A culture of leaders can be an encompassing and collaborative management style, utilizing the expertise of classroom teachers and administration alike. Similarly, teachers and administrators lead and manage, however, in most schools such efforts are conducted separately. Teachers manage day-to-day curriculum and instruction while administrators manage organization and change. When combined, schools have the ability to manage, organize, and change though dayto-day activities and curriculum (Beachum & Dentith, 2004). Combining leadership and management of both groups has the capability to transform schools into a culture of leaders, uniting teachers and administration into one group or culture. As the tasks of teachers and administers are combined and performed as one function responsibility is shared helping to solidify a communal vision. Statement of the Problem Created as separate professions, administrators and teachers often function as separate cultures yet tend to exist under one roof. Overlapping at times, the distinct cultures tend to be bound to the institution versus being bound to each other as a unit. Like the air we breathe and TRANSFORMATIONAL LEADERSHIP AND SCHOOL CULTURE 6 water we drink, culture is the life force of school. As problematic as contaminated air and tainted water school culture, or lack thereof, is an educational pollutant. In an effort to renew, revive, and create a school environment, the relationship between leadership structure and culture must be considered. The merging of separate school cultures might create tension, but tension has the power to move thinking forward as teachers and administrators are united though leadership, interaction, practice and cultural reorganization. Nevertheless, understanding the essentials of school culture does not guarantee culture creation or sustainability. Creation and sustainability require a continual driving force though participation and reflection. However, when implemented schools can use sustainability as an advantage for innovation and improvement. Administrators looking to redefine school culture through community creation must first collect buy-in from stakeholders and supporters. Without a group which to lead, a leader will make very little progress. However, once united, a group of leaders working to lead each other though shared vision, common interests, and group strengths may create the revitalized environment needed to construct a strong and sustainable school culture. Multivariate analysis of data collected from 357 business managers and executives found that culture creation has the ability to initiate and sustain changes within the workplace (Biswas, 2009). Major problems to be examined in this study are relationships between educational leadership and climate including morale, motivation, and effectiveness of schools through transformative practice as related to culture creation. Each school has a unique climate depending on a combination of variables including values, experiences, expectations, goals, organizational structure, and administrative leadership (Johnson, Stevens, & Zvoch, 2007). As a reflection of community, school climate exists and varies per community. TRANSFORMATIONAL LEADERSHIP AND SCHOOL CULTURE 7 Goals of this review are to present a theoretical model of transformation to further identify relationships between administrative leadership and school culture. Specific transformative actions and goals leading to successful climate changes are discussed. Subsections of climate including effects and management of morale, motivation, effectiveness, and cohesion of staff as a culture will provide support for a transformative management theory. Effects and perceptions of culture through the eyes of students, community, and staff will also be discussed. Theoretical Framework This study examines the impact of leadership roles and behaviors, specifically behaviors related to leadership and culture creation through transformational process. Reorganiza