Abstract
This systematic literature review critically evaluates 8 empirical studies published inEnglish- languageover a 5 years span (2017–2022) to answer questions about the influence of teacher transformational management on students’ progress. The analysis of the related literature utilized thematic analysis to delineate the status quo of the current research field. These studies utilizing different research methods and models reported mixed results. Four major themes were established: Teacher TL and learner’s outcome, Teacher TL and school climate, Teacher TL and goal orientation among students, and TL and teacher perception on student performance. Recommendations for future research directions include use of an integrated leadership framework and complexity in the study of leadership in schools for improved student academic achievements.
Introduction
The idea of transformational leadership (TL) was put forth by Burns in 1978 and Bass in 1985, who saw it as a valuable framework for empowering and encouraging learners to attain higher academic performance. Learners were meant to embrace their teachers’ traits, conduct, and commitment to attain better grades, acquire competent skills, and become better problem solvers. The model was conceptualized when the Internet was popularized and adopted in such research institutions as Harvard, Stanford, and UCLA. Although the primary role of the model was to enable students to achieve higher academic grades, most of them evolved to the research sector (Bycio et al., 1995). Therefore, students should fit into the dynamically advancing industry to solve imminent problems facing the world effectively.
The development of TL occurs through many strategies, which result in transformational leadership practices. The approaches may not necessarily be independent but rely on each other to achieve the target goal (Siangchokyoo et al., 2020). Since the concept of authentic and TL does not change, the model is applicable in dynamically changing environments. Adopting the model is ideal in every industry and aspect of life but is best applied in the education sector, which is also its primary target field. The model was primarily developed to help academic and educational leaders exhibit genuine, strapping superintendence, suggesting that the leaders will be stimulated to emulate them.
TL is dimensionalized into four aspects: Inspirational Motivation, individual consideration, Idealized Influence, and intellectual stimulation all of which are depicted on Illustration 1. Barling et al. (2000) noted that inspirational motivation requires leaders to encourage students to make them committed and attached to their mandates of academic performance and excellence. Barling et al. (2000) argued that the individual consideration facet of TL demands that each individual to be viewed in terms of their strengths and weaknesses instead of generalizing the entire team. The approach has helped develop top-notch talents in academic and extracurricular activities in learning institutions.
Idealized influence is the backbone of the TL model. The educators or leaders are the points of reference for the learners or employees. A leader’s followers emulate such traits as authenticity, integrity, and other virtues exhibited by their leaders. Cassidy and Koroll (1994) argued that influence is not necessarily about coercing others to work harder but by being an example and leading them to be innovative in their endeavors. In this case, intellectual stimulation seeks to challenge the status quo by embracing creativity, innovation, problem-solving and critical thinking. Furthermore, Ashkanasy and Tse (2000) noted that leaders should take the challenge of making students comfortable while traversing untenured opportunities that impact society. Therefore, university professors’ involvement in internet development has prompted such students as Mark Zuckerberg to conceptualize and actualize Facebook (Le & Lei, 2019). Such daring innovations and ventures are outcomes of idealized influence by scholarly leaders.
Problem Statement
In an increasingly globalized economy, several nations are attempting to strengthen their education systems in order to increase their competitiveness. According to Hallinger (2014), individually and collectively, global economic competitiveness has elevated the stakes for educational achievement, globally, rather than regionally or domestically, consumers decide what constitutes a decent education. The increasing significance of worldwide comparisons of student learning outcomes, most notably the Program for International Student Assessment (PISA), raises awareness of differing levels of performance and often drives national reform attempts. The Organization for Economic Cooperation and Development (OECD), which oversees PISA, asserts that PISA ratings are the “premier benchmark” for assessing the quality, equality, and effectiveness of education systems (OECD 2012). It adds that PISA enables governments and educators to discover policies that are successful and adaptable to their respective circumstances.
Numerous nations use international comparisons, such as PISA, to assess their own education systems in relation to those of other nations. The United States is one of these nations, and its educational reform program is driven by the PISA results, despite criticisms about cultural relativity and the uniformity of benchmarking exams (Harris & Jones 2015). The Elementary and Secondary Education Act is the most influential piece of legislation pushing change. Other systems have identified strategies to sustainably improve student performance at a faster rate. Therefore, the gap between the United States’ system and that of other nations is widening. However, Hallinger (2014) advises against copying school reform strategies. Some education changes have traveled far from their origins to arrive in the United States, where they often look strange.
The Elementary and Secondary Education Act sets an ambitious plan to improve reading, mathematics, and science PISA results in order to improve learning outcomes. The Act has placed student accomplishment at the center of blueprints and discussions in the education industry and society at large. The main goal of policymakers has been to help students do better in school, and the focus of school leadership studies has been to find the best ways to lead for this purpose.TL has not been adequately documented due to the inconclusive findings of literature evaluations on leadership roles for improving academic performance in pupils. Consequently, the purpose of this systematic review is to examine the data addressing the following issues about TL and student achievement: What impact does TL have on student achievement?
Conceptual Framework
Social learning and TL theories examine how a leader’s actions affect a learner’s affective learning, cognitive knowledge, image of the leader’s credibility, and communication success. According to Bandura’s social learning theory from 1977, people can learn by conceptualizing the behavior of others because most human actions are discovered through observation and demonstration (Geys et al., 2020). The social learning theory connects to transformational management behavior as an example, an inspiration, and a means of perception. The theory was developed by Albert Bandura, a psychologist inspired by the works of a fellow scholar and psychologist, Skinner (Geys et al., 2020). While Skinner emphasized observation, Bandura paid attention to the power of observation in learning. According to Geys et al. (2020), the philosophy is founded on four key pillars: attention, retention, motivation, and reproduction. The four facets of the theory are further discussed below.
Social Learning Theory
Attention is the degree to which learners observe the behavior of their instructors. The teaching in this context is not necessarily tied to a class or school-bound session but to every aspect of life, including jobs, culture, and life. Studies have linked the number of behavior learned and imitated to one’s level of attention (O’Brien & Battista, 2020). Yılmaz et al. (2019) argued that behavior cannot be copied unless it allured the learner’s attention. The higher the number of behaviors observed and imitated, the higher the level of attention. On the contrary, if the number of ignored behavior is high, then the level of attention can be considered low.
Individuals must remember a behavior in order to imitate it. The concept is known as retention, which is the definitive social factor for applying any knowledge gained or behavior adopted. O’Brien and Battista (2020) argued that behavior could only be performed after a memory is formed. Social learning took time to mature; hence, retaining the behaviors learned and modeled in one’s learning process is essential. The overall learning process depends on a learner’s ability to retain the behaviors observed by their teacher or instructor.
Motivation is one’s willingness to match the behaviors learned in others. Yılmaz et al. (2019) noted that motivation was based on vicarious reinforcement and focused on learning the outcomes of other people’s actions. Instead of embracing a direct experience approach, the teachers urged the learners to try new methods, approaches, opportunities, and challenges. The instructors investigated the outcomes of such ventures through their students or employees’ outcomes, consequences, and results (Yılmaz et al., 2019). As such, the social learning theory encompasses reproduction, which is the actual trial and implementation of the behaviors learned from the instructors. O’Brien and Battista (2020) observed that the facet concerns the extent to which learners attempt to perform the traits learned. On the other hand, Yılmaz et al. (2019) acknowledged that physical abilities limited most individuals who are determined to actualize the behaviors learned and retained from the instructors. As a result, the overall learning process is complicated, and the actualization of behaviors maybe not be possible for all learners.
The flowchart depicted on illustration 2 explains the process of social learning theory and how attention is a crucial component of it. The figure emphasizes the importance of observing and imitating behavior and how it leads to learning. It also highlights the critical role that instructors’ behavior plays in the process and how it influences learners’ attention and learning outcomes. The legend provides additional details on each element of the flowchart, deepening the message conveyed by the figure.
Transformational Leadership Theory
Illsutration 3 depicts how the TL theory tasks the leader with creating inspirational visions, identifying needed changes, and implementing the identified changes with their learners. The theory was developed as a new leadership paradigm emphasizing captivating and result-oriented stewardship. Over time, the massive adoption of the leadership theory and model is attributed to its weightage on constitutional motivation and follower blossoming, which concurs with the needs and requirements of conventional workgroups (Andersen, 2018). Turnnidge and Côté (2018) noted that many groups fail due to a lack of empowerment, motivation, and inspiration, especially at challenging times. The TL theory was primarily developed to fill the motivational and empowerment gap in modern leadership and workforce development.
Transformational leaders may more easily help the team achieve its objectives by tapping into the capabilities and motivations of their adherents. The approach demonstrates how authority and governance are distinct from authority as it is indivisible from subordinates’ aspirations (Kouni et al., 2018). It indicates that the authority afforded to the leader by their leadership position prevents them from acting. Leaders act in the disciples’ best interests, attempting to collaborate to realize the predetermined objective. In this case, transformational leaders may invest time to comprehend and embrace their vision.
TL was primarily built on idealized influence and inspirational motivation as adopted by Richard Branson, the founder of Virgin Atlantic Group. Andersen (2018) acknowledged that the leadership model had received much attention, research, and imperial studies, making it widely understood and appreciated. Khan et al. (2019) observed that several researchers had reached a consensus about the leadership approach and its definitive elements. The imperial studies concluded that the TL approach incorporated the needs of both leaders and their subjects, making it ideal for real-world workgroups tasked with continuously challenging tasks.
Models of Study
Educational experts have focused on how to examine the impacts of TL in schools and their consequences. In a review of the literature on principal’s leadership, Hallinger (2014) established a model of educational leadership’s impacts to classify doctoral research on principal leadership and educational outcomes into five major categories of causal models. This research utilized both direct and indirect models to examine the influence of TL on student performance in schools, despite the presence of several types of models for investigating TL in schools and its impact on student achievement. In this instance, the direct adjustment to Hallinger’s model relates to TL as a variable, as opposed to main leadership in general.
Methodology
Search Strategy
The formulation of a research question is crucial to the design of a study in order to provide a well-formulated, focused research topic. Booth (2016) states that the PEO framework is required for the examination of qualitative research analysis, where P stands for Population, E for Exposure, and O for Outcome. The PEO framework for this research study states: Students (P) who practice TL in the school environment obtain positive academic achievement (O). The CINAHL (EBCOhost) electronic database served as the major source of information for this research. Wright et al. (2015) identified the CINAHL database as unique in its supply of qualitative research based on evidence. Nonetheless, the PubMed and Google Scholar databases were also used to give a vast selection of scientific articles for the investigation in the issue.
Data Extraction and Method of Analysis
In systematic literature reviews, Hallinger (2014) underlines the need for detailed extraction techniques. First, we retrieved each article’s author(s), publication year, location, journal, and methodological information (see Table 3 in Appendix A). We reviewed the studies using narrative synthesis (Snilstveit et al., 2012), which included gathering material from each article, summarizing each article based on the goal of the research, and forming conclusions based on the results presented by the authors. This phase of the research involves determining the researchers’ definition of TL, how they assessed TL, and its effect on student success (see Table 1). According to Ely and Scott (2007), the use of key terms as a search technique using “AND” and “OR” narrows down the necessary research materials, hence facilitating the identification of the necessary literature resources (see Table 1). Additionally, inclusion and exclusion criteria are outlined below (see Table 2).
Table 1: Key words explored in the literature search
Table 2:Eligibility Criteria for Inclusion and Exclusion of Research Studies based on PEO
Initial research revealed 84 sources published in the English language. This was reduced via fine-grained assessment to ten English-language references, all of which were included in the review. In addition, worldwide research and literature on these topics are acknowledged. The evaluation is based on a thorough examination of 8 peer-reviewed publications, such as Journal of Educational Administration, AASA Journal of Scholarship & Practice, Journal of Education and Training Studies, and International Journal of Education, Learning, and Development, among others. The search was restricted to a 5-year span (2017-2022).
Thematic Analysis
In order to provide clarity in the synthesis of fundamental qualitative evaluations, the provision of ideal epidemiological features requires a critical evaluation of the original data. The findings of each research study are readily repeatable based on these evaluations, allowing for theme synthesis. This section used inductive coding to generate descriptive themes, which were then analyzed to generate analytical themes. By inferring the effects of instructor TL on student achievement, comparable codes were grouped together to generate the themes outlined in the last column of the table below (see Table 4, Appendix B).
Findings
Based on the analysis of eight articles (N=8), this research grouped the findings into four sections: (1) Teacher TL and learner’s outcome; (2) TL and school climate models of; (3) TL and goal orientation among students; and (4) Teacher perception on student performance. A summary of the impact of trenchers TL on student performance and academic achievements are as indicated on the table below (see Table 4, Appendix B).
Findings on Teacher TL and Learner’s Outcome
Teacher TL and learner’s outcome is analyzedby one article (N=1):Kouni et al. (2018).Kouni et al. (2018) used both qualitative and quantitative methods through questionnaire s and interviews on a sample of 171 teachers from two secondary schools. The survey findings indicated that teachers are very satisfied when the school principal demonstrates transformative leadership. Teachers’ perspectives are unaffected by demographic factors, school type, and job experience.
Findings on TL and School Climate
The study on TL and school climate on student performance resulted in two articles (N=2): Magaña-Medina et al. (2021)and Dutta &Sahney (2021). Magaña-Medina et al. (2021) explored the relationships between transformational principal leadership, school atmosphere, teacher dedication to students, and learner-centered teaching approaches. Under the study, in the Mexican state of Tabasco, 174 instructors were chosen from 26 tele-secondary institutions(Magaña-Medina et al., 2021). A model based on structural equations was computed, which indicated no evidence of a direct relationship between transformative leadership and learner-centered instruction.However, an indirect association was discovered between school climate and teacher dedication.Dutta and Sahney (2021) explored the influence of school atmosphere, teacher workload, and community performance as moderators of the effects of instructional idealized influence on student success. Using structural equation model, a total of 302 Indian secondary schools were examined.
Findings on TL and Goal Orientation among Students
The study of teacher TL and goal orientation among student on student’s academic performance drew three articles (N=3). Mao et al. (2020) explored the association between TL and student achievement using an interactionist model of creativity and theories of social information processing on junior high school students from schools in Central and Eastern China. According to Mao et al. (2020), the relationship between instructors’ transformational leadership and students’ creative inclinations was partially moderated by students’ mastery goal-orientation, but not performance goal-orientation.Wulandari (2022) examined transformational principal leadership on teacher performance using a literature review methodology consisting of 9 articles. Wulandari (2022) established that transformational leadership increases a teacher’s zeal and concentration, thereby transforming the teaching and learning experience for every instructor.Using qualitative method, Imo andEkpenyong (2018) explored value re-orientation among secondary school teachers based on TL. Imo and Ekpenyong (2018) used 799 respondents using stratified randomsampling technique.The authors highlighted that transformational leadership methods of principals have a substantial impact on teachers’ organizational engagement and value reorientation.
Findings on TL and Teacher Perception on Student Performance
Teacher perceptions on student performance based on TL affects the general performance of students as indicated in the three articles derived in this article (N=2). Adedigba and Sulaiman (2020) evaluated the impact of Kwara State teachers’ classroom management on students’ enthusiasm to study and established positive academic accomplishment. Using a descriptive survey design with sample size of 250 teachers and all pupils in their classrooms, results indicated a substantial relationship between classroom management styles and student enthusiasm to study and academic accomplishment. Using structural equation modeling, Mayes andGethers (2018) noted that specific transformational leadership strategies, such as customized assistance, are more effective than others at fostering student performance.
Discussion and Conclusion
Teacher Transformational Leadership and Learners’ Outcomes
Transformational leaders who exhibit inspiration, encouragement, appeal, directing, and cognitive incitement correlate with understudy judgments of leader authenticity in learning, data management, and insight. Kouni et al. (2018) noted that attaining successful teaching is challenging. Examples include lousy class curricula, inefficient teaching methods, and teachers’ incapacity to foster a welcoming and secure learning environment. If these issues continue, the constructivist approach will not be accomplished.As such, teachers’ skills can be used to assess how efficient a lesson is (Kouni et al., 2018). Therefore, a professor with appropriate instructional skills will demonstrate positive pedagogical traits. In support of Kouni et al.’s (2018) findings, Andersen (2018) observed that if the educator successfully meets the predetermined goals, the instruction and learning activities are proven adequate. Turnnidge and Côté (2018), on the other hand, noted that every instructor needs to consider the efficacy of their instruction. Therefore, successful academics are recognized for their knowledge and experiences within and outside the curriculum.
Engaging children in beneficial educational processes goes beyond simply giving them resources and homework. Khan et al. (2019) suggested that an instructor needs to have strong classroom managerial skills for learning to be conducted efficiently. In this case, instructional supervision depends on trained teachers who can control and handle the process of curriculum activities.Classroom management excellence and creating a positive education system should be the goals of every instructor. In this case, the ability to institute the best in pupils, cognitive consistency, psychological and social continuity, a sense of concern for learners, and a good attitude toward their job are all indicators of instructional practices (Khan et al., 2019). As such, the success of education can typically be assessed from various angles, including competence, teacher characteristics, and personality and social attributes (Top et al., 2020).A conclusion that can be derived from the above viewpoints is that instructional leadership is an assessment of how well teachers’ training matches with educational activities and produces the best results for the learners under their watch.
Kouni et al. (2018) noted that the student’s degree of happiness and satisfaction is directly influenced by their instructor’s competence, professionals, and conversance with their field of specialization. In essence, TL characteristics, such as erudite stimulation and personalized thought, are linked to a leader’s capacity to assess leadership viability, put forth an additional effort, and generally feel satisfied with the learner. In support of the above finding, Lai et al. (2020) noted that science students, for instance, embark on result-orientated academic ventures and require competent and problem-solving-oriented instructors.Lai et al. (2020) argued that the instructors must be keen on guiding the students to handle any tools, chemicals, or apparatus used in such practical sessions. Turnnidge and Côté (2018) established that other courses might not embrace practical or exhibitions but entail serious problem-solving ventures that are essential for the development of the learners. The instructions should employ different traits, such as leading by example and motivation to enlighten their adherents.
Individualized concern, ascribed charisma, idealized influence, and learner outcomes are examples of transformational leadership traits empirically tested in educational contexts and linked to successful outcomes. Top et al. (2020) concluded that students’ performance depended on the effort put into individual students. The study also explored the impact of individualized emphasis on extracurricular activities such as sports, music, and arts. In this regard, schools are on the cutting edge of bringing the next generation up to speed with modern civilization (Yin et al., 2019). These groups could provide humanity with a psychosocial good that is fit for the current crisis and satisfies both present and future requirements. Additionally, Yin et al. (2019) highlighted that the organizations are best situated to increase the worth of the country’s knowledge assets, emerging as the most potent force for social reform and promoting socioeconomic success. These establishments need a structure that is as malleable and fluid as this will improve their capacity to forge such a link across centuries.
Transformational Leadership and School Climate
The school environment is the ambiance formed by the shared social ties, values, attitudes, and emotions of the school’s actors. The school’s atmosphere reflects the institution’s characteristics as a whole and is often related to the conduct of educators, students, and other educational institution members (Dulay &Karadağ, 2017). According to Dulay andKaradağ(2017), the school atmosphere indicates the quality of the academic environment. Specifically, the school climate covers all instructors’ impressions of the institution’s entire work environment. In fact, “school atmosphere” is a helpful term for evaluating school variables that positively influence student accomplishment (Dulay &Karadağ, 2017, p. 200). Literature supports the role of principals as the most decisive factor in fostering a healthy school environment. Their leadership style remains crucial in establishing and maintaining a positive school climate.
Transformational leadership substantially impacts the adoption of learner-centered instruction via the school atmosphere and instructors’ dedication to students. According to Magaña-Medina et al. (2021), there is no clear correlation between transformative leadership and learner-centered instruction in Mexican secondary classrooms. Moreover, according to Magaña-Medina et al. (2021), transformational leadership among principals was favorably connected with school climate. As such, transformational leaders have a favorable effect on the school environment from the viewpoint of school instructors. When school communities think their principal has a high degree of idealized characteristics, they feel more comfortable with their leader and, consequently, are more optimistic about the school environment.A positive school environment results in improved student performance and classroom growth. Magaña-Medina et al. (2021) provided evidence of a beneficial relationship between transformative leadership and teacher dedication and student success.
The social and emotional environment of a school and the physical surroundings affect the school climate concerning transformational leadership. According to Dutta and Sahney (2021), transformational leadership in students results in student performance. The indirect influence is mainly achieved by the physical environment and the task performance of instructors in their roles (Dutta &Sahney, 2021). Furthermore, in the study, there was no discernible contribution to the indirect impact through the social and emotional environment (Dutta &Sahney, 2021). As such, the latter moderated the association between instructional leadership and instructors’ extra-role or citizenship conduct. The data on school climate and student performance in the model highlighted the various and unique mediating roles performed by the school environment’s social, emotional, and physical aspects (Dutta &Sahney, 2021). Therefore, transformational leadership and a good school climate mediate student academic performance.
Transformational Leadership and Goal Orientation among Students
The praising approach contained in the teacher’s leadership style and the teacher’s tendency to exert control over pupils play a significant guiding function in developing students’ abilities and particular goal orientation. According to Mao et al. (2020), a teacher’s leadership style may influence students’ goal orientation by influencing the social environment of the classroom. In addition, the transformational leadership style of instructors was associated with greater degrees of students’ mastery of goal orientations (Wulandari, 2022). This result is also consistent with the study by Mao et al. (2020) by concluding that leadership styles in the corporate environment might impact workers’ goal orientations. Mao et al. (2020) determined that the teacher’s transformational leadership is also related to the mastery of goal orientation. This influences students’ goal setting through motivating vision, inspiring intelligence, and personal caring.
The relationship between junior high school student’s mastery goal orientation and their instructors’ transformational leadership is mediated by their creative propensity. Mao et al. (2020) indicate that transformational leadership may increase students’ mastery goal orientation, encourage their internal motivation, and foster their creative inclinations in schools. In this instance, the mastery goal orientation is a mediator between the transformational leadership of instructors and the creative inclinations of junior high school pupils. Furthermore, Mao et al. (2020) found that performance goal orientation was not connected with teachers’ transformational leadership or creative propensity, similar to a study in which the results were not statistically significant (Zhou, 2021). Transformational Leadership and Goal Orientation among Students
The praising approach contained in the teacher’s leadership style and the teacher’s tendency to exert control over pupils play a significant guiding function in developing students’ abilities and particular goal orientation. According to Mao et al. (2020), a teacher’s leadership style may influence students’ goal orientation by influencing the social environment of the classroom. In addition, the transformational leadership style of instructors was associated with greater degrees of students’ mastery of goal orientations (Wulandari, 2022). This result is also consistent with the study by Mao et al. (2020) by concluding that leadership styles in the corporate environment might impact workers’ goal orientations. Mao et al. (2020) determined that the teacher’s transformational leadership is also related to the mastery of goal orientation. This influences students’ goal setting through motivating vision, inspiring intelligence, and personal caring.
The relationship between junior high school student’s mastery goal orientation and their instructors’ transformational leadership is mediated by their creative propensity. Mao et al. (2020) indicate that transformational leadership may increase students’ mastery goal orientation, encourage their internal motivation, and foster their creative inclinations in schools. Furthermore, Mao et al. (2020) found that performance goal orientation was not connected with teachers’ transformational leadership or creative propensity, similar to a previous study in which the results were not statistically significant (Zhou, 2021). This outcome is consistent with earlier findings that transformative leadership increases the commitment of school community members (Imo &Ekpenyong, 2018). In this respect, this research established that people who demonstrate transformational leadership possess a significant set of personal beliefs, ideas, and behaviors such as value-orientation that drive student achievement (Imo &Ekpenyong, 2018). As such, various variables, including unique student characteristics, might impact student’s success and that student accomplishment could influence the school atmosphere.In support of the study mentioned above, Nawaz et al. (2016) showed that organizational behavior research demonstrates that leadership style, particularly transformational leadership, is a significant influence affecting subordinates’ motivations, attitudes, and actions. Therefore, K-12 school teachers should adopt transformational leadership to increase their respective student’s performance.
Teacher Perceptions on Students Performance
Transformational leadership techniques favor teachers’ internal states and students’ reading and math success. Improved teacher mental health results in enhanced school performance, including student accomplishment (Mayes &Gethers, 2018). According to Mayes and Gethers (2018), specific transformational leadership strategies, such as customized assistance, are more effective than others at fostering student performance. Individualized teacher assistance has positive and substantial effects on teacher engagement, satisfaction, and effectiveness, indirectly affecting student success (Mayes &Gethers, 2018). Therefore, transformational leadership behaviors impact teachers’ commitment to enhancing their teaching methods and classroom management skills.
The benefits of principal leadership on the school environment and teacher dedication continue to be critical components in adopting learner-centered classroom methods. In addition, many studies have related total classroom teacher performance to a school atmosphere and teacher dedication (Imo &Ekpenyong, 2018). Therefore, school atmosphere and teacher dedication play a vital role in educational quality, as they control teacher conduct under the objectives and tactics established by school leaders. Regardless of the roles of mediating factors, the vision and ultimate objective of institutions should be to work together via transformational leadership that leads all stakeholders to accomplish the institution’s aims.
As noted earlier, schools are subject to increasing scrutiny and responsibility regarding student outcomes and school development. Therefore, transformational leadership is suitable for school settings because it emphasizes building and strengthening new organizational norms. It is also suitable for establishing new meanings and ways of thinking and its efficacy as a tool for assisting leaders in breaking established norms, which translates into improved student performance.
Adedigba and Sulaiman (2020) evaluated the impact of Kwara State teachers’ classroom management on students’ enthusiasm to study and established positive academic accomplishment. Therefore, it was suggested that instructors adopt appropriate classroom management to urge students to study for enhanced educational performance (Adedigba&Sulaiman, 2020). Therefore, instructions on classroom management and leadership should be included in the curricula for teacher preparation, and frequent retraining of already employed teachers should be promoted.
Conclusion
In conclusion, transformational leaders who exhibit inspiration, encouragement, appeal, directing, and cognitive incitement correlate with understudy judgments of leader authenticity in learning, data management, and insight which is associated with challenges such as lousy class curricula, inefficient teaching methods, and teachers’ incapacity to foster a welcoming and secure learning environment. If these issues continue, the constructivist approach will not be accomplished. As such, teachers’ skills can be used to assess a lesson’s efficiency. Therefore, a professor with appropriate instructional skills will demonstrate positive pedagogical traits. Thus, successful academics are recognized for their knowledge and experiences within and outside the curriculum.
Recommendation
Concerning the limited number of research findings that have questioned the efficacy of TL, decision makers and school administrators must recognize that principals can impact student performance. However, this involvement is contingent on the cooperation of the leadership as a team effort, as opposed to an individual effort. Notably, a descriptive survey on the approach of school leadership should be employed to promote teacher leadership, and a schooling system favorable to student growth and learning.
Limitation
The research based its findings on secondary data since it is a systematic review. As such, some of the primary articles used in the review contained validity issues because of using a small number of participants. In this case, it is difficult to use this research finding in other larger population because of bias of generalisability. Therefore, future research should employ primary data findings in addressing TL for student achievements in the United States.
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Appendix A
Table 3: Studies on TL and student achievement (2017–2022)
Appendix B
Table 4: Summary table of TL on student achievement