Transformative

and
Transactional
leadership
styles

EDUC618 EDUCATIONAL
LEADERSHIP
Spring 2022
GSE, MSc 1

Adil Domayev
Alina Ibrayeva
Salidat Kobzina
Madina Kubekova
 Transactional

Transformational

Intrinsic motivation
Extrinsic motivation (Connolly et al., 2019)
(Connolly et al., 2019) Popular in an educational
Less suitable for context
educational context 1980s’, neo-liberalism,
(Daniëls et al. 2019) scarce resources(Connolly

et al., 2019)

https://www.sperton.com/blog/how-to-build-top-performers-in-the-societies-
of-the-xxi-century/
Bernard Bass Bruce Avolio James Burns


Avolio, B.J. & Bass, B.M. (2002). Developing potential across a full range of
leaderships: cases on transactional and transformational leadership (1st ed.).
Psychology Press.
https://doi.org/10.4324/9781410603975
 THE FULL RANGE
LEADERSHIP
MODEL
•Transformational
•Idealized influence
•Inspirational Motivation
•Intellectual Stimulation
•Individualized Consideration

•Transactional
•Contingent Rewards
•Management by Exception
 IDEALIZED INFLUENCE –
“INSPIRE”
•These leaders are admired respected and trusted. Followers want to emulate them. They
consider followers’ needs over their own. Their conduct is consistent with underlying ethics,
principles, and values.

•Idealized attributes
•Instill pride in others for being associated with me
•Go beyond self-interest for the good of the group
•Act in ways that build others’ respect for me
•Display a sense of power and confidence

•Idealized Behaviors
•Talk about my most important values and beliefs
•Specify the importance of having a strong sense of purpose
•Consider the moral and ethical consequences of decisions
•Emphasize the importance of having a collective sense of mission

Role Model

•
Inspirational Motivation
– “Motivate”

•These leaders provide meaning and challenge to their followers’ work. Individual
and team spirit is increased. Enthusiasm and optimism are displayed. The leader
encourages followers to envision attractive future states

•Talk optimistically about the future

•Talk enthusiastically about what needs to be accomplished
•Articulate a compelling vision of the future
•Express confidence that goals will be achieved

Vision
 INTELLECTUAL STIMULATION –
“CHALLENGE”

•These leaders stimulate their followers’ efforts to be innovative and creative by

questioning assumptions, reframing problems, and approaching old situations in new
ways. There is no ridicule or public criticism of mistakes. New ideas and creative
solutions to problems solicited from followers, who are included in the process of
addressing and finding solutions

•Re-examine critical assumptions to question whether they are appropriate

•Seek different perspectives when solving problems
•Get others to look at problems from many different angles
•Suggest new ways of looking at how to complete assignments

Challenge
 INDIVIDUAL CONSIDERATION –
“DEVELOPMENT”
•These leaders pay attention to each individual's need for achievement and growth by
acting as a coach mentor. New learning opportunities are created along with a
supportive climate in which to grow. Individual differences in terms of needs and
desires are recognized

•Spend time teaching and coaching

•Treat others as individuals rather than just as a member of the group
•Consider each individual as having different needs, abilities, and aspirations from
others
•Help others to develop their strength

Coach
 Transactional Leadership
•These leaders display behaviors associated with constructive and corrective
transactions. They define expectations and promote performance to achieve levels.

•Contingent Reward: Establishes goals and agrees on what followers will do to

achieve the stated objectives. Exchanges reward for effort and recognize
accomplishments
•Provide others with assistance in exchange for their efforts
•Discuss in specific terms who is responsible for achieving performance targets
•Make clear what one can expect to receive when [performance goals are met

•Management by Exception: Monitors deviations from rules and mistakes and takes
corrective action
•Focus attention on irregularities, mistakes, exceptions and deviations from
standards
•Concentrate full attention on dealing with mistakes, complaints and failures
•Keep track of all mistakes
Usefulness in development of effective

educational leaders
1. INSPIRATIONAL MOTIVATION OF STUFF

(DELGADO-ALBAN, 2020)
2. INTELLECTUAL STIMULATION

(SIVANATHAN ET AL., 2002, AS CITED IN

SUNAENGSIH ET AL., 2021)

3. ORGANIZATIONAL PERFORMANCE

(DELGADO-ALBAN, 2020)
4. FUTURE ORIENTATION (DELGADO-

ALBAN, 2020)
5. DEVELOPING A LEARNING CLIMATES

(SAYYADI & PROVITERA, 2021)

6. STUDENTS’ MOTIVATION TO GAIN

INCREASED PERFORMANCE (JINGKUN,

HAIMING, JIANJUN, 2020)

NEGATIVE ASPECTS
1. No effects on students' achievement

(Leithwood and Jantzi, 2006, as cited in

Bush, 2020).
2. Vehicle for control over teachers

(Chirichello, 1999, as cited in Bush, 2020).

3. Mechanism to adopt and implement

centrally determined policies (Bush et al.

2009, as cited in Bush, 2020).

4. Scale to measure (Jingkun, Haiming,

Jianjun, 2020)
5. .Emotional burn out (Odumeru & Ifeanyi,

2013).
6. Heroic leadership stereotype (Odumeru &

Ifeanyi, 2013).
 EDUCATIONAL
LEADERSHIP

LACK OF AUTHORITY-
PERSONAL ORIENTED
WILL TO EXTERNAL INCENTIVES MINDSET
LEAD

OVER INTERNAL
INCENTIVES

Relevance to Kazakhstan

KANANYEVA, G. (2019). FACILITATING TEACHER LEADERSHIP IN KAZAKHSTAN, UNPUBLISHED PHD

THESIS. CAMBRIDGE, UK: UNIVERSITY OF CAMBRIDGE

Orynbek, G., Hui, X., Tolkyn, K., Tadesee, E. F., & Khalid, S. (2021). The Influence of Leadership style on teachers’ job satisfaction in
Public Universities in Kazakhstan.
 Transformational, Transactional
leadership style have positive impact
HOW TO on teachers’ job satisfaction level =>
IMPROVE job satisfaction is influenced by
EDUCATIONAL factors like salary, education policy
and reforms also conditions of
LEADERSHIP
service
IN

KAZAKHSTAN?
conclusion

"Consistent honouring
of transactional
agreements builds
trust, dependability,
and perceptions of
consistency with
leaders by followers,
which are each a basis
for transformational
leadership"
Bass (1998), cited in
Bush (2011)
REFERENCES
Avolio, B.J. & Bass, B.M. (2002). Developing potential across a full range of leaderships: cases on

transactional and transformational leadership (1st ed.). Psychology Press.

https://doi.org/10.4324/9781410603975

Bush, T. (2020). Theories of educational leadership and management (2nd ed.). Sage

publications s Ltd

Connolly, M., James, C., & Fertig, M. (2019). The difference between educational management

and educational leadership and the importance of educational responsibility. Educational

Management Administration and Leadership, 47(4), 504-519.

https://doi.org/10.1177/1741143217745880

Daniëls, E., Hondeghema, A., & Dochy, F. (2019). A review on leadership and leadership

development in educational settings. Educational Research Review, 27 (2019), 110-125.

https://doi.org/10.1016/j.edurev.2019.02.003

Delgado-Alban, D. (2020). Perspectives of Colombian Higher Education Deans and Faculty

Directors on Transformational Leadership [Doctoral dissertation, Walden University]. Walden

Dissertations and Doctoral Studies Collection at ScholarWorks.

https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=10824&context=dissertations
REFERENCES

Jingkun, Z., Haiming, Z., Jianjun, Y. (2020). A Review of Teacher Transformational Leadership in Higher

Education: The Fourth Wave of Teacher Leadership. Higher Education of Social Science, 19 (1), 54-62.
DOI:10.3968/11834

Jung, D., & Sosik, J. (2002). Transformational Leadership in Work Groups: The Role of Empowerment,

Cohesiveness, and Collective-Efficacy on Perceived Group Performance. Small Group Research. 33 (3), 313–

336.
https://doi.org/10.1177/10496402033003002

Odumeru, J. A., & Ifeanyi, G. O. (2013). Transformational vs. Transactional Leadership Theories: Evidence in

Literature. International Review of Management and Business Research, 2 (2), 355-361.

Reppucci, W. by E., & Reppucci, E. (2020, March 18). How to build top performers in the societies of the XXI

century. Sperton. Retrieved February 9, 2022, from https://www.sperton.com/blog/how-to-build-top-

performers-in-the-societies-of-the-xxi-century/

Sayyadi, M., & Provitera.M.J. (2021). Post-pandemic transformational leadership: Resilience, recovery and

renewal. ISE Magazine, 38-41.

REFERENCES

Sunaengsih, C., Komariah, A., Kurniady, D.A., Suharto, N., Tamam, B., Julia, J. (2021). Transformational

Leadership Survey. Mimbar Sekolah Dasar, 8 (1), 41-54.

DOI: 10.53400/mimbar-sd.v8i1.30468