Issuu

Scholarly Research Journal for Humanity Science & English Language, Online ISSN 2348-3083, SJ IMPACT FACTOR 2017: 5.068, www.srjis.com PEER REVIEWED & REFERRED JOURNAL, JUNE-JULY, 2019, VOL- 7/34

RELATIONSHIP BETWEEN TRANSFORMATIONAL LEADERSHIP OF SCHOOL PRINCIPALS AND PROFESSIONAL DEVELOPMENT AS PERCEIVED BY SECONDARY SCHOOL TEACHERS Mr. Domaciano V. Colaco1 & Kunal D. Jadhav2, Ph. D. 1 Research Scholar, Department of Education, Maulana Abdul Kalam Azad Bhavan, University of Mumbai, Vidyanagari, Santacruz (East), Mumbai, Maharashtra, India- 400098 2

Associate Prof., Department of Education, Maulana Abdul Kalam Azad Bhavan, University

of Mumbai, Vidyanagari, Santacruz (East), Mumbai, Maharashtra, India- 400098

Abstract The aim of this research is to ascertain relationship between perceived transformational leadership of secondary school principals and professional development as perceived by secondary school teachers. Survey correlational method was employed. 774 secondary school teachers from Mumbai were the respondents. For gathering data rating scales were used. The obtained data were analysed using the MS Excel and Vassar stats. The findings from the research revealed that there is a direct positive relation between transformational leadership and professional development as perceived by secondary school teachers on the basis of school type and gender. Keywords: Transformational Leadership, Professional development, Aided and Unaided school.

Scholarly Research Journal's is licensed Based on a work at www.srjis.com Introduction Leaders and leadership are important because they serve as anchors, provide guidance in times of change, and are responsible for the effectiveness of organizations (Hoy & Miskel, 2008). Leadership is essentially about designing, managing and energizing the right connections, and untying the wrong ones, in order to make schools successful, equitable happier places. (Walker, Allan 2012). The role of the principal changed once again in the 1990s to require the transformational approach to leadership (Johnson, 1996). Leithwood et al. (1999) also considers the transformational leader as having the power to persuade others to change. By acting as a change agent, a shared vision is created for the school (Howell & Avolio, 1993). Additionally, Sergiovanni (1995) notes that transformational leadership motivates staff members to have a higher level of commitment to the organization. The principal‟s role as instructional leader includes attention to and support of teachers‟ professional development (Glanz, 2005; Holland, 2004), Lieberman and Miller (1990) described the importance of principals‟ active involvement in teachers‟ development in professional Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

Mr. Domaciano V. Colaco & Dr. Kunal D. Jadhav (Pg. 9017-9025)

9018

practice schools. Liethwood (1992) described teacher development as “arguably the most central function of educational leadership” (p. 86). Professional development is a lifelong collaborative learning process that nourishes the growth of educators both as individuals and as team members to improve their skills and abilities (Speck, 2001, p.4). Bredeson, (1999, p. 4) refers „Professional development as learning opportunities that engage teachers‟ creative and reflective capacities to strengthen their practice‟. Fullan (1995, p.265) defined professional development as “ The sum total of formal and informal learning pursed and experienced by the teacher in a compelling learning environment under conditions of complexity and dynamic change.” Joyce and showers (2002) emphasize that teachers need to persist in practicing new skills. In other words, professional development has to be considered within a framework of social, economic and political trends and events (Woods, 1994). REVIEW OF THE RELATED LITERATURE According to Limbare, S. J. (2014) Positive Leadership Styles of Managers. In the era of globalization and recession the managers were under tremendous pressure in India. Niti. S.A. and Venkat, R. K. (2005) points towards understanding transformational Leadership in India. According to Garg and Krishna (2003) studied transformational leadership and organizational Structure: The Role of Value-Based Leadership.” The importance of values-based leadership in transforming organizations and individuals is highlighted. Pan Xiaoxia and Wu Jing (2006) studied on transformational leadership which influence major changes in the attitudes and assumptions of organizational members and focus on building commitment in teachers. Robert Quinn (2000) studied the power of transformational leadership and the impact that individuals in all positions can have on those around them and the organization. Transforming a human system usually requires that we transform ourselves, and this is a key to the process.” Quinn writes, “To do that we need to go inside ourselves and ask who we are, what we stand for, and what impact we really want to have. Within ourselves, we find principle, purpose, and courage”. Saikia and Mukul (2013) studied the challenges of Higher Education in Assam for Development of Human Resources. Tyagi. (2010) studied the schoolBased Instructional Supervision and the Effective Professional Development of Teachers. Kumari and Sucheta. (2000) studied about professional Growth of Teachers. Bozkus, K. and Bayrak, C. (2019) studied on the application of the dynamic teacher professional Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

Mr. Domaciano V. Colaco & Dr. Kunal D. Jadhav (Pg. 9017-9025)

9019

development through experimental action research. Cockpim, J. Somprach, K. (2019) studied on Learning Leadership of School Administrators and Teaching Behaviour Affecting the Effectiveness of Teacher Professional Development. Eurydice, M. K. and Maria, D. (2018) studied on “Making Use of the Lesson Study Approach to Secondary Education in GreeceThe Contribution to the Professional Development of Teachers. Alibakhshi, G.; Dehvari, N. (2015) studied on EFL Teachers' perceptions of continuing professional development. Herdeiro, R; Costa e Silva, Ana, M. (2013) studied on “The Quality of Teaching and Professional Development of Teachers” After reviewing the relevant literature the researcher observed that there were no studies done on perceived transformational leadership in relation with professional development. Therefore there was a need to conduct a study of this kind. STATEMENT OF THE PROBLEM “Relationship between Transformational Leadership of School Principals and Professional Development as Perceived by Secondary School Teachers.” This study aims to ascertain relationship between transformational leadership of school principals and professional development as perceived by secondary school teachers of aided and unaided schools as well as by male and female teachers. OPERATIONAL DEFINITIONS OF THE IMPORTANT TERMS I. Transformational leadership: Transformational leadership is operationalized as given by Bass and Avolio (1994). For the study transformational leadership is studied in terms of idealized influence, inspirational motivation, intellectual simulation and individualized consideration. II. Professional Development: Professional development is studied in terms of leadership‟s/principal‟s role in encouraging activities that develop an individual‟s skills, knowledge, expertise and other characteristics as a teacher. “Professional development is important in the educational institutes. The four different aspects of professional development were emphasized in the present study: Encourage teachers to go out to attend professional development programs. Provide resources for teachers in terms of time and money. Organize in house professional development programs for teachers. Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

Mr. Domaciano V. Colaco & Dr. Kunal D. Jadhav (Pg. 9017-9025)

9020

Encourages teachers for reflection and dialogues. III. Aided School School receiving one half of its maintenance costs from public funds (Government Fund). The curriculum, study materials, syllabus, examinations, etc. for each class of education are done according to the government rules. IV. Unaided School These schools are not government funded. These schools are fully owned and controlled by the private management. But these institutions are still subject to the government rules to some extent, especially in the monetary respects, curriculum, syllabus and examination. SCOPE OF THE STUDY The present study investigates the relationship among perceived transformational leadership of secondary school principals and professional development on the basis of teachers gender and school types. There are three different types of boards for secondary schools in India. These are Central Board of Secondary Education (CBSE), Indian Certificate of Secondary Education (ICSE) and Secondary School Certificate Board (SSC). The study is confined to the teachers of English medium school affiliated to Secondary School Certificate (SSC) board schools of Maharashtra State Board and did not include those teachers in any other school board like IB, ICSE, and CBSE. The field of working is limited only to secondary schools in Greater Mumbai and does not include schools coming under the jurisdiction of Thane and Navi Mumbai. The respondents were from English medium schools of SSC board. The study excluded the other vernacular medium such as Marathi, Urdu and Gujarati. The present study is limited to secondary schools and it does not include primary or pre-primary schools. SIGNIFICANCE OF THE STUDY The application and utilization of study is the significance of that study. The strength of any profession depends upon the degree of commitment of its members. Education system of a developing country is considered to be the backbone and teachers are the central part of the education system. The capabilities and quality of principalsâ€&#x; determines the success of education system. The study will be helpful as guidelines to management about professional Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

Mr. Domaciano V. Colaco & Dr. Kunal D. Jadhav (Pg. 9017-9025)

9021

development of teachers and its relation with the transformational leadership. It will also be helpful in school administration, planning and coordinating the teaching- learning process in school culture. It will helpful for administrators or school management to make efforts to enhance the leadership quality of principals. OBJECTIVE OF THE STUDY The objective was to ascertain the relationship between transformational leadership of secondary school principals and professional development in secondary schools as perceived by secondary school teachers. NULL HYPOTHESIS It

was

hypothesised

that

there

significant

relationship

between

transformational leadership of secondary school principals and professional development in secondary schools as perceived by secondary school teachers on the basis of 

School Types (Aided and Unaided)



Gender ( Male and Female)

RESEARCH DESIGN OF THE STUDY The Methodology of the present study is co-relational. Sample used for the study, comprise of 774 secondary school teachers of 47 schools affiliated to Maharashtra State Board of Secondary and Higher Secondary Education in Greater Mumbai from North, Central and South zone. Tools to study these variables were administered to secondary school teachers from Greater Mumbai North, Central and South zone. Following tools were used by the researcher for the purpose of the present study 1. Transformational leadership Rating Scale developed by Researcher. 2. Professional Development Rating Scale developed by Researcher. Techniques of data analysis statistical technique used were coefficient of correlation. TESTING OF HYPOTHESIS Table 1 shows the r value for the relationship between transformational leadership scores with professional development in secondary schools.

Mr. Domaciano V. Colaco & Dr. Kunal D. Jadhav (Pg. 9017-9025)

9022

Table 1 Relationship between Transformational Leadership with Professional Development Group Variables

Transformatio nal Leadership with Professional Development

Aided School Types

Unaided Females

Gender Males

46 6 30 8 67 4 10 0

46 4 30 6 67 2 98

Tabl e r Valu es 0.05 0.01 0.08 0.11 0.7 8 5 4 0.09 0.12 0.7 8 8 0 0.06 0.08 0.7 2 1 3 0.19 0.25 0.7 5 4 6

Varian LOS ce r2Ă— đ?&#x;?đ?&#x;Žđ?&#x;Ž

0.01 0.01 0.01 0.01

55. 88 50. 03 54. 02 58. 19

Findings and conclusions The obtained r values in table 1 indicate direct positive relationship between Transformational leadership of secondary school principals and Professional Development in secondary school for all groups. Thus the null hypothesis is rejected and it can be concluded that there is significant relationship between transformational leadership of secondary school principals and professional development in the school. This indicates that if transformational of school principal in terms of team building, inter personal relationship, developing others, conflict management, service orientation and cultural awareness, as perceived by school teachers is better, better would be the professional development. The strength of the association or relationships between perceived transformational leadership and professional development are moderate to substantial for all groups. The relationship between transformational leadership of secondary school principals and professional development in school on the basis of school type and gender is significant at 0.01 levels indicating that out of 100 trials; 99 times the results will be similar. DISCUSSION There is a direct positive relationship between Transformational Leadership of secondary school principals and Professional Development in secondary school for all groups. Thus the null hypothesis is rejected and it can be concluded that there is significant relationship between transformational leadership of secondary school Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

Mr. Domaciano V. Colaco & Dr. Kunal D. Jadhav (Pg. 9017-9025)

9023

principals and professional development in the school. This indicates that if transformational leadership of school principal in terms of team building, inter personal relationship, developing others, conflict management, service orientation and cultural awareness, as perceived by school teachers is better, better would be the Professional development. Robert Quinn (2000) touts the power of transformational leadership and the impact that individuals in all positions can have on those around them and the organization. “We can each become transformational change agents.” he writes. “We do not need to be world leaders, leaders of an organization, or even the head of a family to do this. Each of us can make a significant contribution to positive change in ourselves, our relationships, and in any organization or culture in which we take part. Transforming a human system usually requires that we transform ourselves, and this is a key to the process.” Quinn writes, “To do that we need to go inside ourselves and ask who we are, what we stand for, and what impact we really want to have. Within ourselves, we find principle, purpose, and courage.” REFERENCES Hoy, W.K. & Miskel, C.G. (2008). Educational administration: Theory, research, and practice (8th ed.). New York: McGraw-Hill. Walker, Allan (2012), Leaders Seeking Resonance: Managing the Connectors that Bind Schools. International Journal of Leadership in Education, v15 n2 p237-253 2012 Johnson, B. J. (1996). Types of educational leadership in a post industrial society. The Urban Review, 28, 213-232. Leithwood, K.& Jantzi, D., & Steinbach, R. (1999). Changing leadership for changing times. Philadelphia: Open University Press. Howell, J. M., &Avolio, B. J. (1993). Transformational leadership, transactional leadership, locus of control, and support for innovation: Key predictors of consolidated- businessunit performance. Journal of Applied Psychology, 78(6), 891-902. Sergiovanni, T. J. (1995). The principalship: A reflective practice perspective. Massachusetts: Allyn and Bacon. Glanz, J. (2005). What every principal should know about instructional leadership. Thousand Oaks, CA: Corwin Press. Lieberman, A., & Miller, J. (1990). Teacher development in professional practice Schools. Teachers College Record, 92(1), 105-122. Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

Mr. Domaciano V. Colaco & Dr. Kunal D. Jadhav (Pg. 9017-9025)

9024

Liethwood, K. (1992). The principal’s role in teacher development. In M. Fullan & A. Hargreaves (Eds.) Teacher Development and Educational Change. London: Falmer Press. Speck, M. (2001). Professional development in schools. California: Thousand Oaks. Bredeson, P.V. (1999) Negotiated Learning: unions contracts and teacher professional development, paper presented at the Annual Meeting of the American Educational Research Association in Montreal, Canada, 20 April. Fullan, M., Hill, P., & Crevola, C. (2006). Breakthrough. Corwin Press. Joyce, B. R., & Showers, B. (2002). Student achievement through staff development (3rd ed.). St. Louis, MO:ASCD. Woods, P.1994 “ The conditions for teacher development”. New York: teachers college press. Limbare Sameer J. (2014), Positive Leadership Styles of Managers. Al-Barkaat Journal of Finance & Management Year : 2014, Volume : 6, Issue : 2 Print ISSN : 0974-7281. Online ISSN : 2229-4503 Niti. S, A. & Venkat, R.K. (2005), conducted study on “Towards Understanding Transformational Leadership in India”. The Journal of Business Perspective April 2005 vol. 9, No. 2 5-17 Garg & Krishna (2003), “A Study on Transformational Leadership and Organizational Structure:

The

Role

Value-Based

Leadership.”

https://www.researchgate.net/publication/258919400 pdf retrieved Jan 17, 2016. Pan, X., & Wu, J. (2006). The Influence of Gender and Culture on Leadership styles of SMEs in China and Sweden Quinn, R. (2000). Change the world: How ordinary people can accomplish extraordinary results. San Francisco: Jossey-Bass. Saikia and Mukul (2013) “Challenges of Higher Education in Assam for Development of Human Researches” International Journal of Humanities and social science Invention Volume 2 Issue 11 November 2013 pp. 41-44. www.Ijsrp.org. 04/01/201 Tyagi. R. S. (2010).School-Based Instructional Supervision and the Effective Professional Development of Teachers, A Journal of Comparative and International Education, v40 n1 p111-125 Jan 2010 Routledge. Taylor & Francis, Philadelphia, Pennsylvania http://www.tandf.co.uk/journals Kumari. S. (2000) “Professional Growth of Teachers and Academic Staff College”. An impact study

Kuruketra

University.

Available

Mr. Domaciano V. Colaco & Dr. Kunal D. Jadhav (Pg. 9017-9025)

9025

Bozkus, K. and Bayrak, C. (2019). The Application of the Dynamic Teacher Professional Development through Experimental

Action Research.

International Electronic

Journal of Elementary Education, v11 n4 p335-352. Cockpim, J. Somprach, K. (2019). Learning Leadership of School Administrators and Teaching Behaviour Affecting the Effectiveness of Teacher Professional Development: Hierarchical Linear Model. Turkish Online Journal of Educational Technology TOJET, v18 n2 p52-57. Eurydice, M. K. and Maria, D. (2018). Making Use of the Lesson Study Approach to Secondary Education in Greece-The Contribution to the Professional Development of Teachers. University of the Aegean, Rhodes, Greece, Online Published: November 27, 2018, URL: https://doi.org/10.5539/ies.v11n12p78 Alibakhshi, G., Dehvari, N. (2015). Study on EFL Teachers Perceptions of Continuing Professional Development: A Case Of Iranian High School Teachers. PROFILE: Issues in Teacjers’ Professional Development, v17n2p29-42 Jul-Dec2015. Herdeiro, Rosalinda; Costa e Silva, Ana Maria( 2013), conducted study on “The Quality of Teaching and Professional Development of Teachers”: A Portuguese Study. Journal Articles ,Teacher Development, v17 n2 p176-194 2013. Dr. Aglave, P.(2000). Research Methodology and Techniques. Nagpur: Vidya Publications. Best, J.W. & Khan, J.V. (2010). Research in Education (10th Edition). New Delhi: PH, Learning Private Ltd. Dr. Pandya, S.R. (2011). Education Research. New Delhi: APH Publishing. Garret, H.E. (1958). Statistics in psychology and Education. New York: Longman, Green and Co.