Comparing and Contrasting Transformational and Transactional Leadership in Motivating Teams in an Educational Setting

COMPARING AND CONTRASTING TRANSFORMATIONAL AND TRANSACTIONAL LEADERSHIP IN MOTIVATING TEAMS IN AN EDUCATIONAL SETTING

Student’s Name

Course

Professor’s Name

Institution

State

Date

Comparing and Contrasting Transformational and Transactional Leadership in Motivating Teams in an Educational Setting

Introduction

Leadership comprises of practice or process that involves an individual engaging in practices that have the ability to influence others to achieve a common objective. The process focuses on the implementation of plans and motivating others to ensure that the set goals are achieved. Leadership plays a great role in different fields including politics, education, business, and other relevant fields. Studies have defined several leadership models that include transactional leadership, transformational leadership, and charismatic leadership, however, in this study major focus is on comparing and contrasting transactional and transformational leadership in the educational setting.

In the event of influencing performance in an educational sphere, leadership plays a major role in ensuring that the overall performance of the institution is successful. Effective leadership processes have a great influence on the individual’s performance as it encourages them to focus on their tasks enhancing their ability to achieve the set goals. In this study, research is aimed at determining the differences and similarities between transactional and transformational leadership and how both models affect leadership in an educational setting.  

Leadership

Organizations across the world seek to understand, search, and develop leadership to encourage high performance in teams. This has resulted from increasing organizational and environmental changes leading to increased challenges that leaders face (Zohar, and Polachek, 2017, p. 432). In recent times, the main aim of leadership not only focuses on the competitiveness and profitability of an organization or institution but also on ensuring that ethical standards, civic commitments, and a safe and equitable environment are achieved. Hence effective leadership requires an individual to be perceived and accepted by the followers and provide the followers with the requirements to achieve the set goals. In the education sector, leadership has been determined to be second among all school-related factors (Hoch, Bommer, Dulebohn, and Wu, 2018, p. 505). Research indicates that effective leaders can spread best practices in the process of increasing team collaboration hence encouraging professional development put more effort into specific issues.

Starting with transactional leadership, this approach involves providing something in return to motivate others. The approach engages in a system of rewards and punishments to its followers to determine motivation. In this case, when the follower engages in something good, the individuals involved are rewarded and in the case followers engage in something wrong they are punished (Mahdinezhad, and Suandi, 2013, p. 31). However, focusing on transformational leadership, the leader aims at stimulating and inspiring his or her followers to be in a position to achieve better outcomes. A major focus is on the developmental needs of the followers as they try to ensure that their followers can develop new perspectives in solving problems that already exist. This may be done through inspiration or encouraging them to put extra effort into achieving the intended objective.  

The Issues of Motivation in Education

Determining a leadership approach that conforms to the requirements of an educational institution is very important. From this perspective, the leader has the responsibility to ensure that the style can incorporate cultural aspects in a way that adopts the institution's structure and customs (Kareem, 2016, p. 18). Due to increased assessment and scrutiny, the styles of leadership adopted by educational institutions face continued criticism. Hence the process of leadership in an educational setting engages in several tests that proved to be tedious (Choi, Kim, and Kang, 2017, p.381). However, this ensures that the leaders can satisfy and support the ever-changing policies in the education sector as provided by the government.

Due to the increased awareness of the importance of working under well-developed leaders, the choice of leaders has been a major factor in determining success in educational institutions (Balwant, 2016, p. 32). This has in return influenced the choice of leadership to be adopted as it plays an important role in determining organizational success. Additionally, more research has recently been focused on developing strategies that motivate team performance through engaging in effective leadership (Jing, and Avery, 2016, p. 107). From studies conducted, the process has proved to be effective in encouraging performance in educational institutions. This requires stakeholders to establish the best approach to be utilized in motivating their team.

In recent years, studies on education and leadership have focused on two major approaches that determine the leader's influence on his or her team. The first approach involves the awareness of the leaders to establish conditions that are significant and can fit the team while the second approach focuses on the leader’s fashions that involve a benefits method (Tabrizi, 2018, p. 29). The first approach is called transformational leadership and the second is known as transactional leadership both are developed to motivate team members. In this case, the major focus is aimed at determining how they influence the teams in an educational setting.  

The transactional leadership approach was first developed by Max Weber and further defined by Bernard Bass. According to Bass, transactional leadership encompasses behaviors that depend on the reward to affect individual and team motivation. Transactional leadership comprises the central feature that keeps an organization in check by achieving a plan and ensuring all programs are running (Al-Husseini, and Elbeltagi, 2016, p. 163). Studies indicate that, as opposed to transformational leadership, transactional leadership has no direct influence in improving the team's overall performance although it focuses on addressing the needs and demands needed by the team to ensure the set goals are obtained. On the other hand, transformational leaders engage in aspects that enable the team to interpret each activity to enable them to achieve meaning helping them understand the future picture (Anderson, 2017, p. 4). As transformational leaders ensure that there is a link between daily activities and the overall objective of the effort, transactional leadership engages in activities that are aimed at overseeing routines that must be upheld and views problems as a disruption to the required routine.

Providing different situations that comprise success and failure in both transactional and transformational leadership, the following examples will help determine a general view of how institutions can motivate their team members and ensure success. Concerning transactional leadership, leaders in successful situations will engage in different forms of appreciation such as monetary awards. This approach utilizes incentives or exceptions that are ever-changing according to performance as established by the leader (Sayadi, 2016, p. 59). However, in transformational leadership, leaders focus on providing similar rewards but utilize the opportunity to ensure that the team members are encouraged, and motivated and their performance state is improved. The approach ensures that team members are publicly acknowledged and motivated to even perform better. In this case, the success of the team becomes part of their effort in achieving their set objectives (Moolenaar, and Sleegers, 2015, p. 28). Engaging in a transformational approach, leaders ensure that the team has shared interests that promote unity among team members. On the contrary, transactional leadership stimulates, inspires, and considers each team member where the emphasis is based on the team’s immediate needs.

In the event of failure, both forms of leadership engage in punishing team members through different approaches. Transformational leaders usually ensure that the punishment given has no negative impact on the team’s belief in their competencies. The form of punishment, in this case, will instead provide a lesson that promotes the bigger picture by guiding the leader’s actions (Mattar, 2016, p. 1053). Focusing on transactional leadership, major emphasis is put on the mutual benefit existing between the leader and the team that is aimed at meeting the immediate needs. An assessment that is directed at individual performance is entirely dependent on the individual assessed. In a case where individuals assessed were compensated for their performance, those individuals will support this kind of leadership (Al-Husseini, and Elbeltagi, 2016, p. 169). However, in cases that individuals assessed were subjected to disapproval, individuals involved will view this approach as ineffective, and one that does not support development and progress in the institution.

Transformational Leadership

Although this form of leadership theory was first developed in reference to political and business aspects, recent studies have identified substantial similarities in the education sector (Berkovich, 2016, p. 617). Studies indicate that transformational leadership engages in a series of actions that enhance high degrees of morality and motivation among leaders and team members to encourage transformational change (Mathew, and Gupta, 2015, p. 75). Some of the major elements that have been established to determine basic transformational leadership states include intellectual stimulation, inspirational motivation, idealized influence, and individual consideration. This approach is concerned with the team’s emotions, values, standards, and long-term goals including assessing the team’s motive and satisfying their needs (Afsar, Badir, Saeed, and Hafeez, 2017, p. 317). Research indicates that transformational leadership ensures motivation by ensuring increased team consciousness, encouraging team members to surpass their own interests to achieve a more common objective, and encouraging the team to address higher-level goals.

As a leadership approach, transformational leadership engages in a broad set of generalizations of what is expected from leaders who focus on transformation. Unlike other approaches to leadership, the transformational style has no clear guidelines on how leaders should approach a given situation to ensure success (Tabrizi, 2018, p. 53). However, it provides a general approach on how leadership can emphasize models, and inspire and develop individual concerns. The approach ensures that leaders understand how their behavior affects the team and the changing process in an institution. From this perspective, all levels in an organization need to adopt transformational leadership as it has a positive influence on performance (Sun, Chen, and Zhang, 2017, p. 15). It can also be utilized to ensure team development regarding decision-making, quality initiative, and reorganizations. In motivating teams in an educational setting, the approach ensures that the institution's values can engage in a more human standard of fairness and justice ensuring a strong and higher set of moral values.

Idealized Influence

From this aspect, leaders are admired, respected, and trusted and the team wants to identify and follow them. In this case, leaders focus on the needs of the team over their own and in the process share the risks involved with the team and conform to the institution's set ethics, principles, and values. Studies indicate that transformational leaders receive genuine respect from the team as they believe the leader has the necessary competence and character that can ensure the set objective is attained (Riaz, and Haider, 2010, p. 32). The team is motivated by the leaders to work harder to reach their full potential ensuring that they achieve the best at the same time ensuring the institution achieves its goals. Leaders in this approach set an example that the team members who want to identify with them need to follow.

Idealized influence has more in common with personality however, being a leader requires more than personality. More especially, transformational leaders encourage confidence and commitment to given team objectives through their contributions and efforts confirming a charismatic existence (Mittal, 2015, p. 26). In the event personality becomes adopted in an educational institution that believes in a shared vision or mission, there is a chance of achieving even better results in motivating the team members. This encourages team performance within any institution and has an added advantage as it is possible to learn and develop a personality.

Intellectual Stimulation

Transformational leaders, in this case, focus on ensuring that the team members can develop innovative skills and become creative by developing new strategies to engage existing situations, being able to question assumptions, and redefining problems (McCarley, Peters, and Decman, 2016, p. 337). Mistakes made by an individual team member are not publicly criticized and development of new ideas and creative solutions are developed by the team as they are included in the process of addressing and coming up with solutions. According to Bass, intellectual stimulation focuses on the ability of leaders to enable the team to develop intellectual curiosities (Hoch, Bommer, Dulebohn, and Wu, 2018, p. 513). He established that transformational leaders have the ability to inspire and challenge team members in an intellectual perspective providing a component of leadership that has been otherwise overlooked by other leadership theorists. Utilizing this leadership approach enables the team to shift their model and engage in more creative ways to solve problems (Alonderiene, and Majauskaite, 2016, p. 152). Hence in regard to this approach, problems are viewed as challenges or opportunities that require different strategies to solve.

Due to the transformational leader’s intellectual stimulation, the team’s arousal and change engage in problem-solving through thought and imagination and in beliefs and values rather than involving immediate action. Intellectual stimulation in this approach is evidenced in the team’s conceptualization, comprehension, and discernment of the nature of the problems faced and their relevant solutions (Gkolia, Koustelios, and Belias, 2018, p. 183). Instead of focusing on short-term operations, the management team in organizations in this case educational institutions need to focus on strategic thinking. The major focus should be on intellectual activities that engage in subordinate tasks of analysis, formulation, implementation, interpretation, and evaluation (Echevarria, Patterson, and Krouse, 2016, p. 31). From this perspective, transformational leaders have the ability to direct the team and motivate them toward determining opportunities and threats that an institution is facing. In the process, this will help in the location and innovation of alternative strategies and their evaluation may lead to organizational transformation.

Individual Consideration

In transformational leadership, each team member's need is taken into consideration to ensure proper motivation. The team is developed to successfully higher potential levels and new learning opportunities are developed with a supportive climate that ensures growth (Caniëls, Semeijn, and Renders, 2018, p. 57). Additionally, individual differences in regard to needs and desires are identified. The approach utilizes two different perspectives in establishing the relationship between the team and the leader (Li, Mitchell, and Boyle, 2016, p. 71). First, each situation is reviewed individually due to the differences in circumstances hence measuring the leader’s willingness and ability to deal with the situation. From this view, individually considerate leaders need to be active listeners and try to understand the team’s perspective. Secondly, there is the personal development of each team member and this requires transformational leaders to identify each team member’s weakness and help them improve and attain their objectives.     

Transactional Leadership

Contrary to transformational leadership, transactional leadership engages in an exchange for things of value with subordinates that is aimed at advancing the team and leader's agenda. In transactional leadership, the team is motivated by end achievement when they engage in what the leader wants (Deng, 2017, p. 87). The approach defines the team’s expectations and promoting performance plays a key role in ensuring that higher levels are achieved. Motivating the team requires identifying an individual’s capabilities and ensuring that compensation and rewards are expected after the successful completion of set goals are specified (Khan, 2017, p. 18). In this leadership style, the corrective form more focus is on standard setting, the passive form waits for mistakes to occur before acting and the active approach engages in close monitoring for any occurrence of mistakes. Transactional leadership engages in two major team motivation approaches that include contingent reward and management-by-exception approach.

Contingent Reward

In this form of transactional leadership, the leader and the team agree on what the team should engage to be rewarded or avoid being punished. Studies indicate that the approach has proved to be reasonably effective in motivating other individuals enabling them to achieve higher levels of development and performance, however, its results are relatively lower than any of the transformational approaches (Black, 2015, p. 54). Contingent reward leadership requires the leader to obtain an agreement from the team on what needs to be achieved at the end of the task being performed (Bachrach, Lewis, Kim, Patel, Campion, and Thatcher, 2019, p. 464). After completion of the task as agreed, there is a corresponding actual reward to be offered in exchange for the successful completion of the task as promised. The approach involves the leader making it clear what is to be expected after the set goals are achieved (Urick, 2016, p. 163). The contingent reward is transactional in the event the reward offered is a material one such as a given amount of money. At some point, the contingent reward can be transformational when the reward is psychological such as praising the team.   

Both contingent reward and penalization represent characteristics of transactional managers unlike transformational leaders, transactional leaders majorly focus on efficient processes instead of sustentative ideas (Adserias, Charleston, and Jackson, 2017, p. 327). The main interest is on what will work and not what is true and in the process display flexible tactics by use of their power to reward or punish improving what is deemed as satisfactory in regard to institutional arrangements (Zacher, and Johnson, 2015, p. 1218). In this approach, requirements are specified by transactional leaders, the conditions to be met and rewards to be earned after fulfilling the requirements. In the event of performance, the rewards are given thus withholding punishment. In accordance with the model, the transactions can enhance positive effects and in the process motivate the team towards better performance.

Management-by-Exception

Transactional leadership that utilizes management-by-exception focuses on corrective criticism, negative feedback, and negative reinforcement. This approach takes two forms which include active and passive management by exception (Avci, 2015, p. 2763). Leaders engaging in active management by exceptions watch the team closely with an aim to identify mistakes and violations of the set guidelines and then correct any mistake made (Martin, 2015, p. 338). Passive management by exception, on the other hand, requires the leader to intervene only when the set goals have not been met or when a problem has occurred. In this transactional leadership approach, leaders intervene when something is not right but as long as the team is meeting the set objectives, the leaders remain quiet (Koeslag-Kreunen, Van der Klink, Van den Bossche, and Gijselaers, 2018, p. 198). In any event, the minimum threshold has been passed, and the negative feedback received may include clarification and encouragement if the leader involved values contingent reward, however, others may accompany the feedback with disapproval, warning, or even worse.

This approach tends to be more ineffective than contingent reward in motivating the team towards achieving the set goals. However, it can prove to be useful in the event of managing some situations such as when safety is paramount and in the event, that a large number of teams are supervised by the leaders involved (Lamm, Lamm, Rodriguez, and Owens, 2016, p. 23). This requires the leaders to focus on failures to ensure that they are motivated towards achieving the set standards in active management by exception and engage in no action until he or she receive complaints about passive management by exception. The exchange that is experienced between leaders and the team comprises more traditional forms of management by intentions and represents transactional leadership.

Comparing and Contrasting Transformational and Transactional Leadership

From the discussions above, it is evident that transformational leadership enables leaders to become role models through idealized influence. This is achieved by acquiring trust and respect from the team as the members become loyal and in the process internalizing the values and ideologies. In the event the needs and aspirations of the team are given priority, powerful and strong emotion is established towards the leader (Afsar, Badir, Saeed, and Hafeez, 2017, p. 325). This in the process encouraged transformational leadership and developed its ability to motivate the teams. In this approach, school leaders play a key role in guiding and motivating their team and the kind of leadership style they adopt will determine the team’s behavior in the institution (Hoch, Bommer, Dulebohn, and Wu, 2018, p. 511). Although most educational institutions utilize transactional leadership as teachers are placed on merit, there is also a need to adopt transformational policies.

Transformational leadership engages in three main objectives which include fostering teacher development, enabling teachers to be in a position to resolve problems, and helping them create and maintain a collaborative culture. A collaborative culture helps resolve problems more effectively as it ensures that teachers can speak, observe, evaluate, and plan together (Martin, 2015, p. 342). This process encourages collaborative accountability and continued institutional development. Studies also confirm that transformational leadership encourages staff inclusion and a more collective goal-setting approach hence motivating teacher development as it reduces teacher isolation and bureaucratic approaches to initiate institutional change.

Moreover, some of the transformational leadership elements provide strategies that allow teachers to try out new ideas, conduct a survey in regard to the new needs, and find better ways to publicly recognize their work as teachers (Northouse, and Lee, 2018, p. 47). Since transformational leadership has a great influence on teacher collaboration and the development of significant relationships between transformational leadership and individual reports, it helps in changing both attitudes in relation to school improvement and altered instructional behavior (Day, Gu, and Sammons, P., 2016, p. 232). As some of the transformational practices help motivate teams towards school success it should also be viewed as a component that motivates teams to boost performance in schools.

Since transformational leaders can inspire and make a difference in their teams, they have a better chance of motivating teams in an educational setting and promoting communication among teachers. From this perspective, transactional leadership portrays a defensive culture however, transformational leadership has been established to positively enhance constructive culture in educational institutions (Riaz, and Haider, 2010, p. 36). Research indicates that engaging transformational leadership in an educational setting has a positive influence on motivating teachers as it enhances self-drive. Although, it should be noted that this approach is characterized by increased fatigue as it engages in a continuous process.

Leadership comprises an active process that is aimed at motivating individuals to achieve their set objectives over a given period of time. In recent days, leadership style has been considered to be an integral aspect in influencing task completion in different aspects including schools (Amanchukwu, Stanley, and Ololube, 2015, p. 11). In regard to continuous success, studies have identified transformational leadership to be more effective as it can motivate teams to accomplish better than anticipated and function more effectively as compared to other styles of leadership (Nyenyembe, F.W., Maslowski, Nimrod, and Peter, 2016, p. 983). This style of leadership tries to fulfill Maslow’s hierarchy of needs which is key to understanding human motivation. However, it is important to note that transformational leadership should not be used as a replacement for transactional leadership or other forms but be used together with other styles to develop a more appropriate approach to leadership.

Conclusion

From the discussions, it is evident that transformational leadership has more influence on organizational aspects than transactional leadership. From the discussions, transformational leadership affects the progress and functioning of a school and the processes involved in teaching more effectively than how transactional leadership does. In addition, leaders with moral values engage more in transformational leadership, however, those with a more rational approach adopt a transactional leadership style. In relation to the constant change in organizations, there is an increasing need for leaders with special leadership traits. This is also evident in the paper as transformational leadership provides better approaches to motivating teams than transactional leadership. Hence, transformational leadership proves to be more appropriate in an educational setting as it emphasizes efficiency by its ability to bring change, personality, character, and commitment to vision and objectives rather than engaging in a give-and-take relationship.  

Reference List

Adserias, R.P., Charleston, L.J. and Jackson, J.F., 2017. What style of leadership is best suited to direct organizational change to fuel institutional diversity in higher education? Race Ethnicity and Education, 20(3), pp.315-331.

Afsar, B., Badir, Y.F., Saeed, B.B. and Hafeez, S., 2017. Transformational and transactional leadership and employee’s entrepreneurial behavior in knowledge-intensive industries. The International Journal of Human Resource Management, 28(2), pp.307-332.

Al-Husseini, S. and Elbeltagi, I., 2016. Transformational leadership and innovation: a comparison study between Iraq's public and private higher education. Studies in Higher Education, 41(1), pp.159-181.

Alonderiene, R. and Majauskaite, M., 2016. Leadership style and job satisfaction in higher education institutions. International Journal of Educational Management, 30(1), pp.140-164.

Amanchukwu, R.N., Stanley, G.J. and Ololube, N.P., 2015. A review of leadership theories, principles, and styles and their relevance to educational management. Management, 5(1), pp.6-14.

Anderson, M., 2017. Transformational leadership in education: A review of existing literature. International Social Science Review, 93(1), p.4.

Avci, A., 2015. Investigation of Transformational and Transactional Leadership Styles of School Principals, and Evaluation of them in Terms of Educational Administration. Educational Research and Reviews, 10(20), pp.2758-2767.

Bachrach, D.G., Lewis, K., Kim, Y., Patel, P.C., Campion, M.C. and Thatcher, S., 2019. Transactive memory systems in context: A meta-analytic examination of contextual factors in transactive memory systems development and team performance. Journal of Applied Psychology, 104(3), p.464.

Balwant, P.T., 2016. Transformational instructor‐leadership in higher education teaching: a meta‐analytic review and research agenda. Journal of Leadership Studies, 9(4), pp.20-42.

Berkovich, I., 2016. School leaders and transformational leadership theory: time to part ways? Journal of Educational Administration, 54(5), pp.609-622.

Black, S.A., 2015. Qualities of effective leadership in higher education. Open Journal of Leadership, 4(02), p.54.

Caniëls, M.C., Semeijn, J.H. and Renders, I.H., 2018. Mind the mindset! The interaction of proactive personality, transformational leadership, and growth mindset for engagement at work. Career Development International, 23(1), pp.48-66.

Choi, S.B., Kim, K. and Kang, S.W., 2017. Effects of transformational and shared leadership styles on employees' perception of team effectiveness. Social Behavior and Personality: an international journal, 45(3), pp.377-386.

Day, C., Gu, Q. and Sammons, P., 2016. The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), pp.221-258.

Deng, J., 2017. Leadership in Education Abroad Office: A Case Study Based on the Interactional Framework of Leadership and the Transformational-Transactional Leadership Theory (Doctoral dissertation, the State University of New York at Binghamton).

Echevarria, I.M., Patterson, B.J. and Krouse, A.M., 2016. The relationships among education, leadership experience, emotional intelligence, and transformational leadership of nurse managers.

Gkolia, A., Koustelios, A. and Belias, D., 2018. Exploring the association between transformational leadership and teacher’s self-efficacy in the Greek education system: a multilevel SEM model. International Journal of Leadership in Education, 21(2), pp.176-196.

Hoch, J.E., Bommer, W.H., Dulebohn, J.H. and Wu, D., 2018. Do ethical, authentic, and servant leadership explain variance above and beyond transformational leadership? A meta-analysis. Journal of Management, 44(2), pp.501-529.

Jing, F.F. and Avery, G.C., 2016. Missing links in understanding the relationship between leadership and organizational performance. The International Business & Economics Research Journal (Online), 15(3), p.107.

Kareem, J., 2016. The Influence of Leadership in Building a Learning Organization. IUP Journal of Organizational Behavior, 15(1).

Khan, N., 2017. Adaptive or transactional leadership in current higher education: A brief comparison. The International Review of Research in Open and Distributed Learning, 18(3).

Koeslag-Kreunen, M.G., Van der Klink, M.R., Van den Bossche, P. and Gijselaers, W.H., 2018. Leadership for team learning: the case of university teacher teams. Higher Education, 75(2), pp.191-207.

Lamm, A.J., Lamm, K.W., Rodriguez, M.T. and Owens, C.T., 2016. Examining Leadership Style Influence on Engagement in a National Change Process: Implications for Leadership Education. Journal of Leadership Education, 15(4).

Li, V., Mitchell, R. and Boyle, B., 2016. The divergent effects of transformational leadership on individual and team innovation. Group & Organization Management, 41(1), pp.66-97.

Mahdinezhad, M. and Suandi, B., 2013. Transformational, Transactional Leadership Styles and Job Performance of Academic Leaders. International Education Studies, 6(11), pp.29-34.

Martin, J., 2015. Transformational and transactional leadership: An exploration of gender, experience, and institution type. Portal: Libraries and the Academy, 15(2), pp.331-351.

Mathew, M. and Gupta, K.S., 2015. Transformational leadership: Emotional intelligence. SCMS Journal of Indian Management, 12(2), p.75.

Mattar, D.M., 2016. Lebanese cherish a transformational educational leader. International Journal of Educational Management, 30(6), pp.1045-1071.

McCarley, T.A., Peters, M.L. and Decman, J.M., 2016. Transformational leadership related to school climate: A multi-level analysis. Educational Management Administration & Leadership, 44(2), pp.322-342.

Mittal, R., 2015. Charismatic and transformational leadership styles: A cross-cultural perspective. International Journal of Business and Management, 10(3), p.26.

Moolenaar, N.M. and Sleegers, P.J., 2015. The networked principal: Examining principals’ social relationships and transformational leadership in school and district networks. Journal of Educational Administration, 53(1), pp.8-39.

Northouse, P.G. and Lee, M., 2018. Leadership case studies in education. Sage Publications.

Nyenyembe, F.W., Maslowski, R., Nimrod, B.S. and Peter, L., 2016. Leadership Styles and Teachers' Job Satisfaction in Tanzanian Public Secondary Schools. Universal Journal of Educational Research, 4(5), pp.980-988.

Riaz, A. and Haider, M.H., 2010. Role of transformational and transactional leadership on job satisfaction and career satisfaction. Business and Economic Horizons, 1(1), pp.29-38.

Sayadi, Y., 2016. The effect of dimensions of transformational, transactional, and non-leadership on the job satisfaction and organizational commitment of teachers in Iran. Management in Education, 30(2), pp.57-65.

Sun, J., Chen, X. and Zhang, S., 2017. A review of research evidence on the antecedents of transformational leadership. Education Sciences, 7(1), p.15.

Tabrizi, S., 2018. A Comparison of Educational Leadership in Islamic and Western Countries and a Suggestion of a Model for a Global Society.

Urick, A., 2016. Examining US principal perception of multiple leadership styles used to practice shared instructional leadership. Journal of Educational Administration, 54(2), pp.152-172.

Zacher, H. and Johnson, E., 2015. Leadership and creativity in higher education. Studies in Higher Education, 40(7), pp.1210-1225.

Zohar, D. and Polachek, T., 2017. Using event-level data to test the effect of verbal leader behavior on follower leadership perceptions and job performance: A randomized field experiment. Group & Organization Management, 42(3), pp.419-449.