Transformational and Transactional Leadership in the UAE Schools
Introduction
My principal uses the both the transformational and transactional models to enhance the students’ and staffs’ performance in the schools. Considering his experience in the education field, my principal is able to instill a sense of transformation and growth through his leadership style. His leadership style offers feedback as well as arranging plans and workshops to improve performance and productivity. Most importantly, the principal at public modeling school in Kalba city seeks is committed and collaborative in enhancing a sense of belonging to the entire school community.
Specific Leadership Models influences Schools Organization, Teachers and Students Performance
The specific leadership models to be discussed have significant influence on the student’s organization, and student’s performance. The transactional leadership model has a significant influence towards enhancing collaboration of the education stakeholders. For example, my principal’s 35 years of experience helped him to collaborate with the staffs in enhancing a deeper commitment to the organization goals improving their standards performance and achievement. According to Gardener (2006), the transactional leadership approach emphasizes on the supervisory, organizational, and group performance in the school. This model enhances the ability of the organizational leader to enhance compliance among the members through rewards. Arguably, the transactional leadership does not only promote the future, but also maintains the present form of performance. In most instances, my principal paid much attention on the subordinates’ work to maintain possible faults from the expected outcomes.
The transactional leadership has influenced the outcomes in the school including student performance, teachers, and school performance. The model encourages the use of negative reinforcement to bring about corrections in the schools. For example, I discovered that at the public modeling school the principal applies corrective measures to influence the student’s performance and outcomes (Vinkenburg et al., 2011). Thus, the transactional model of leadership is appropriate in enhancing the management of the school projects. In comparison with the transformational leadership approach, my principal has been able to promote the visions of the school as well as inspiring the commitment of the members (Barbuto & Burbach, 2006). It assumes that the organizational members must be involved in the realization and achievement of the key objectives and goals. I also noted that both the transformational and transactional leadership models are focused on improving the current situation without focusing on the upcoming future goals.
Some of the major components and characteristics includes that the transactional leadership is action-oriented plans. The action oriented plans sought to guide the teachers in enhancing the outcomes in the school. This feature supports the understanding of the students by addressing all the required topics. Secondly, the transactional leadership approach is passive and it does not bring new ideas as it focuses on implementing the existing ideas (Brown & Treviño, 2006). This passiveness helped my principal to focus on improving current objectives and strategies in the school. For example, I reflect the use of reward systems to influence the performance of the students. The principal also arranges plans and workshops to improve the performance of the organization. As a result, I support the features of the transactional leadership model in enhancing the performance and management of the school.
Another major component of the transactional leadership model is that it was not focus on job motivation or satisfaction. The transactional leadership model focused on the stability of organizations to enhance responsibility and accountability (Mangin, 2006). There is no need for exchanging rewards for outcomes, but the teachers could assist to create innovative ideas to bring about significant change. It is clear that the transformational leadership model is more desirable and appropriate in improving and evolving the trend of the educational transformation. Based on my principal’s 35 years experience, I think that that transactional leadership approach is necessary to improve productivity and performance.
The transformational leadership model also has significant characteristics that help in enhancing schools organization, teachers, and students performance. Firstly, the transformational leadership approach that provides an appropriate governance style. The style of governance assists in improving the responsibility of bringing about change, developing a vision, and executing change among the group members. For example, my principal developed appropriate actions that help in anticipating change to enhance the execution of the changes (Carte, Chidambaram & Becker, 2006). Personally, I think that planning has an important objective to promote performance and motivation of the teachers and the students the school. The teaching of the secondary school students requires relevant schedules that enhance performance.
Second, the transformational leadership also supports the reputation and image of the organizations as it significantly influences performance. For instance, the principal emphasized more on creating a good picture of the company to promote the efforts and greater productivity for the school. Another characteristic of the transformational leadership model is the transaction system. Transition school system involves the change from one model to another. According to the study by Aarons (2006), I relate with the argument that leadership is closely associated with organizational and staff performance. I also agree with Leithwood and Janti (2006) that such leadership model is appropriate in improving the teacher’s classroom practices outcomes. For example, my school principal applied the transformational leadership approach towards inspiring the teachers to accomplish their tasks and roles. This involves the teachers working towards aligning with the values and objectives of the school.
Some of the main components of transformational model of leadership include idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. These concepts provided a significant motivation to support school improvement (Mangin, 2005). The attained school improvement is appropriate in supporting the teacher’s effectiveness to improve the overall school performance and success. Based on my understanding of the transformational leadership model, I think the relationship between the leaders and their followers is important. In our case, my principal created a good relationship with the staffs and the students as well. This helped in building trust with the staffs in order to inspire confidence and motivation (Wang et al., 2011). Motivation and confidence helps in create a sense of vision and commitment to their goals and expectations. Therefore, the components’ and characteristics of the leadership model are instrumental in influencing the schools organization, teachers and students performance.
Characteristics/ Patterns of Leadership Models
There are various characteristics and patterns of the transformational and transactional leadership models to enable teacher’s engagement towards creating effective teaching practices. First, motivation programs characterized the transformational style of leadership. Mangin (2005) uses the Herzberg’s motivation theory to explain the motivation programs that seeks to improve the recognition and responsibility to enhancing job satisfaction. The leaders are required to motivate their employees effectively by using internal factors with the work itself. For example, my principal understood the need to motivate the employees from within including praise and recognition of the good work of the teachers and students as well. The internal factors of motivation are appropriate in improving the performance of the teachers and students.
On the hand, the transformational model emphasizes on the pattern of training and mentoring the students (Smith & Hughey, 2006). It helps in instill self-confidence and positive attitude among the students and the teachers. For example, my principal was quite enthusiastic and optimistic in achieving positive results for the results for the school. Thus, he works together with the teachers and students to promote the performance of the school. The outcomes of the students’ performance are dependent on the leaders’ ability to instill vision and confidence among the students and the teachers (Avolio & Yammarino, 2013). It also guides on the effective decision making process on the various school aspects. For example, my principal usually encouraged the teachers to attend the various training conferences and forums in order to enhance their experience in the teaching profession.
Apart from all, the transactional leadership model also supports the pattern of training and mentorship in education leadership. It suggests that an increase in the level of training and mentoring improves the growth and skills of teachers (Leithwood & Sun, 2012). The mentoring skills and experience helps in improving the effectiveness of the teachers in instilling quality education to the students. Thus, I appreciate the significance of the motivation theories of Herzberg that insists on the internal motivators towards enhancing performance in the schools.
Additionally, the transformational leadership used my school principal emphasizes on the pattern of collaboration in the organization. At the public modeling school I was teaching, the principal emphasized on the interaction between the principal and the teachers. It helped to determine the weaknesses and strengths of the teachers in order to provide the human and financial resources needed to improve the work performance (Moynihan, Pandey & Wright, 2012). Since, the transformational leaders closely compares with the transactional leadership who emphasizes on the set values and practices of the organizations. The school leaders required the teachers to perform and thus, it is critical for both the leaders and the teachers to work together in the decision making process.
Even though students’ performance is important, the transformational leadership model was characterized by the emphasis to instill integrity and fairness as well as encouraging the leaders to fulfill the organizational goals. This usually surpasses the self-interests of the teachers towards promoting and encouraging growth in the schools. Personally, I support the characteristics of transformational leaders that spur growth in the organizations. My principal possessed much of these skills including interpersonal skills, confidence, communication, and competence. Considering his 35 years experience in teaching profession, my principal was competent and knowledgeable enough to provide strong leadership experience. He had the ability to make the right decision as related to his authority and position (Barbuto & Burbach, 2006). They were always willing to listen to the subordinates to improve the overall decision-making process. Therefore, I think the transformational and transactional leadership models are significant in enhancing student’s engagement that support effective teaching practices.
References
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