The Impact of Transformational Leadership on Teacher Work Engagement and Creativity

• In Event: Highlighted Session: Methodological Challenges with latent constructs

Proposal

In the constantly evolving educational landscape, schools across the globe are contending with myriad challenges. One of the most pressing concerns is the need for schools to adapt and innovate. Central to this evolution is the role of internal organizational learning. Particularly, transformational leadership stands out as a key factor in guiding schools through these adaptations. Our research delves into the less-explored area of teacher leadership in Central Asia. The primary focus is on the relationship between transformational leadership and teacher performance indicators, including work engagement, creativity, and innovation, in both broader school and specific classroom settings. Our study included a representative sample of 5,052 teachers and 147 school leaders from Kyrgyzstan. Given the hierarchical structure of the data (teachers within schools), we employed a two-level structural equation model. This methodology provided us with in-depth insights into the interplay between teacher and leadership dynamics. The central findings of our research highlight a significant relationship between transformational leadership and two fundamental teacher outcomes: work engagement and creativity. Interestingly, teachers who are part of institutions that emphasize transformational leadership tend to demonstrate higher levels of engagement and exhibit greater creativity. Moreover, our data suggests that teacher creativity is not just an outcome but also acts as a mediator, fostering innovation at both collective and individual levels. Based on these findings, we advocate for the development and implementation of professional training programs designed to nurture transformational leadership skills among school leaders. Potential avenues for future research include investigating specific aspects of transformational leadership that most resonate with teachers and exploring other mediators and moderators that could influence these relationships. In summary, our study emphasizes the profound influence of transformational leadership on teacher outcomes in the Central Asian context. It underscores the vital importance of leadership models and suggests that the fostering of transformational leaders might be essential for schools navigating the complexities of contemporary education.

Author

• Julia Levin, University of Hamburg