Transformational leadership and the implementation of large‐scale innovation programs

Abstract

Examines the nature of transformational leadership and its relation to teachers’ changed practices within the context of Dutch large‐scale innovation. Presents two qualitative studies and a survey. The qualitative studies produced three dimensions of transformational leadership: vision, individual consideration, and intellectual stimulation. Within the framework of the survey, these dimensions were further operationalized and exploratively related to teachers’ concerns, teachers’ learning activities, and teachers’ changed practices. The results indicate the significance of the dimensions of transformational leadership in relation to changed teacher practices. The results also suggest the significance of intervening constructs for future research into the impact of leadership on changed teacher practices.