TRANSFORMATIONAL LEADERSHIP

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TRANSFORMATIONAL LEADERSHIP

• EXTRAORDINARY LEADERS
• ABLE TO INSPIRE FOLLOWERS TO PERFORM BEYOND
  COMMONLY HELD EXPECTATION
• ALTER ENVIRONMENT
• NOT TO REACT BUT TO CREATE CIRCUMSTANCES

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CHARACTERISTICS OF TRANFORMATIONAL LEADERS

• CHARISMA LEADERS ABILITY TO AROUSE DEVOTION
  INVOLVEMENT
• 2 INSPIRATION INCREASE FOLLOWERS AWARENESS
  UNDERSTANDING OF MUTUALLY DESIRED GOALS TROUGH
  SYMBOLS

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• INDIVIDUALIZED CONSIDERATION
• LET SUBORDINATE DEVELOP CAPABILITIES
• TREAT FOLLOWERS ON ONE TO ONE BASIS
• RAISE FOLLOWERS NEEDS PERPECTIVES
• INTELLUCTUAL STIMULATION
• TAKE RISK
• CHALLENGE STATUSQUO
• FOLLOWERS ARE SUPPORTED FOR HIS CREATIVITY AND
  SELF DIRECTION

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TRANFORMATIONAL LEADERS

• CHARISMA- ADA VISI,MISI,MARUAH PEKERJA DIHORMATI
  DAN ADA RASA KEPERCAYAAN TERHADAP KEMAMPUAN
  MAREKA
• INSPIRATION- KOMUNIKASI,GUNA SIMBOL BAGI SESUATU
  USAHA
• INTELECTUAL STIMULATION- CEKAP,RASIONAL DALAM
  MENYELESAIKAN MASALAH
• INDIVIDUALIZED CONSIDERATION- PERHATIAN PERIBADI
  MEMBIMBING, MENASIHATI

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• IS DEVELOPMENT ORIENTED FOR THE PURPOSE OF CHANGE
• FOCUS ON THE INDIVIDUAL SUBORDINATE DEVELOPMENT
  TO ENHANCE THEIR PERFORMANCE. SO THE LEADER
  SHOULD FOCUS ON
• ABILITY TO SHOW CONFIDENCE
• VISION / MISION
• BEHAVE TO REINFORCE VISION AND MISION
• MAINTAIN AND CREATE POSITIVE IMAGE IN THE MINDS
  OF FOLLOWERS

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DIMENSI KEPEMIMPINAN TRANFORMATIONAL

• DEVELOPMENT OF VISION AND GOALS
• DEVELOPMENT OF COLLABORATIVE DECISION MAKING
  STRUCTURE
• SYMBOLIZING GOOD PROFESSION PRACTICE
• PROVIDING INDIVIDUAL SUPPORT
• PROVIDING INTELLECTUAL STIMULATION
• HOLDING HIGH PERFORMANCE EXPECTATION

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TRANSACTIONAL LEADERSHIP

• CONTINGENT REWARDS - BASED ON EXCHANCE
  RELATIONSHIP. FOLLOWERS COMPLIANCE IS EXCHANGED
  FOR EXPECTED REWARDS
• CONCENTRATE ON CLARIFYING, EXPLAINING AND
  IMPLEMENTING THE STATUS QUO REQUIREMENT,ROLES AND
  REWARDS OF THE TASK

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• CONTINGENT REWARDS (EXCHANGE OF APPROPRIATE
  REWARDS FOR MEETING OBJECTIVES THAT HAD BEEN
  AGREED)
• TRANSACTIONAL LEADERS PRACTICE MANAGEMENT BY
  EXCEPTION
• DO THE WORK,BILA ADA PROBLEM BARU AMBIL TINDAKAN
  

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KAITAN TRANFORMATIONAL LEADERSHIP DGN SEKOLAH

• VISION- LEADER IDENTIFY NEW OPPORTUNITY FOR HIS
  SCHOOL. HE SHOULD DEVELOP,INSPIRE AND ARTICULATE
  OTHERS ALSO - CONSENSUS ON SCHOOL GOALS AND
  PRIORITIES
• 2 COLABORATIVE DECISION MAKING. LEADER AIM TO
  INVOLVE STAFF IN DECISION MAKING AND FACILITATING
  THE DISTRIBUTION OF LEADERSHIP AMONG STAFF

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• SYMBOLIZE GOOD PRACTICE- LEADER SET
  EXAMPLE,LEADER DEMONSTRATE OPENNESS TO CHANGE
  BASED ON NEW UNDERSTANDING
• PROVIDE INDIVIDUAL SUPPORT.LEADER RESPECT
  STAFF,LEADER CONCERN ABOUT FOLLOWERS FEELING AND
  NEEDS

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• INTELECTUAL STIMULATION LEADER CHALLENGE STAFF
  TO REEXAMINE AND RETHINK TO DO WORK
• 6 HIGH PERFORMANCE EXPECTATION LEADER EXPECTS
  EXCELLENCE, QUALITY AND INCREASE PERFORMANCES

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• WHO ARE THE TRANSFOMATIONAL SCHOOL LEADERS?
• THEY ARE THOSE PRINCIPAL WHO SET HIGH STANDARDS
  OF CONDUCT AND BECOME A ROLE MODEL GAINING
  TRUST,RESPECT AND CONFIDENCE FROM TEACHER
• THEY ARTICULATE THE FUTURE DESIRE STATE AND A
  PLAN TO ACHIEVE IT

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• THOSE WHO QUESTION THE STATUS QUO AND
  CONTINUOUSLY INNOVATE, EVEN AT THE PEAK OF
  SUCCESS
• THOSE WHO ENERGIZE TEACHERS TO DEVELOP AND
  ACHIEVE THEIR FULL POTENTIAL AND PERFOMANCE

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• TRANSFORMATIONAL LEADERSHIP INVOLVES INFLUENCE BY
  A LEADER ON SUBORDINATES,BUT THE EFFECT ON THE
  INFLUENCE IS TO EMPOWER SUBORDINATES TO
  PATICIPATE IN THE PROCESS OF TRANSFORMING THE
  ORGANIZATION

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• CHARACTERISTICS OF TRANSFORMATIONAL LEADER

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IDEALIZED ATTRIBUTTES/ BEHAVIOR (CHARISMA)

• INSTILL PRIDE IN OTHERS
• GO BEYOND THEIR SELF INTEREST
• ACT IN WAYS THAT BUILD OTHERS RESPECT
• DISPLAY A SENSE OF POWER AND COMPETECE
• MAKE PERSONAL SACRIFICES
• REASSURE OTHERS THAT OBSTACLES WILL BE OVERCOME

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• TALK ABOUT MOST IMPORTANT OF HAVING A STRONG
  SENSE OF PURPOSE
• CONSIDER THE MORAL AND ETHICAL CONSEQUENCES OF
  DECISION
• CHAMPION EXCITING NEW POSSIBILITIES
• TALK ABOUT THE IMPORTANCE OF TRUSTING OTHER

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INSPIRATIONAL MOTIVATION-INSPRING OTHER

• TALK OPTIMISTICALLY ABOUT THE FUTURE
• TALK ENTHUSIASTICALLY ABOUT WHAT NEED TO BE
  ACCOMPLISHED
• ARTICULATE A COMPELLING VISION OF THE FUTURE
• PROVIDE AN EXCITING IMAGE
• TAKE A STAND ON CONTROVERSIAL ISSUE

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INTELLECTUAL STIMULATIONS-STIMULATE OTHERS

• REEXAMINE CRITICAL ASSUMPTION
• GET OTHERS TO LOOK AT PBROLEMS FROM MANY
  DIFFERENT ANGLES
• SUGGEST NEW WAYS IN LOOKING AT HOW TO COMPLETE
  ASSIGNMENTS
• ENCOURAGE NON- TRADITIONAL THINKING TO DEAL WITH
  TADITIONAL PROBLEMS
• ENCOURAGE RETHINKING - THOSE IDEA WHICH HAVE
  NEVER BEEN QUESTIONED BEFORE

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INDIVIDUAL CONSIDERATION COACHING AND
DEVELOPEMENT

• SPEND TIME TEACHING AND COACHING
• TREAT OTHERS AS INDIVIDUALS RATHER THAN JUST
  MEMBER OF THE GROUP
• CONSIDER INDIVIDUALS AS HAVING DIFFERENT NEEDS,
  ABILITIES, ASPIRATION
• HELP OTHERS TO DEVELOP THEIR STRENGTHS
• LISTEN ACTIVELY
• PROMOTE SELF DEVELOPMENT

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• LEADERS ARE CHANGE AGENTS LEADERS ARE SEEN AS
  ONE WHO CAN RESPOND TO CHANGE POSITIVELY AND ONE
  WHO ACTIVELY CREATES CHANGE , THEY ARE
  TRANSFORMATIONAL LEADERS
• FOLLOWERS ARE ELEVATED FROM THEIR EVERYDAY
  SELVES TO THEIR BETTER SELVES
• THESE LEADERS CAN BE ANYBODY IN THE ORGANIZATION
  IT INVOLVED PEOPLE INFUENCING PEERS OR
  SUPERIORS AS WELL SUBORDINATES. COACH THEM TO
  DEVELOP THEIR FULL CAPABILITIES.

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• TRANSFORMATIONAL LEADERS AND
• EFFECTIVNESS
• TRANSFORMATIONAL LEADERSIP HAS BEEN SHOWN TO HAVE
  A DIRECT POSITIVE RELATIONSHIP WITH PERFORMANCE
• TRANFORMATIONAL LEADERSHIP MAY RESULT IN HIGHER
  LEVEL OF SATISFACTION AND EFFECTIVENESS AMONG THE
  FOLLOWERS

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• U.S MARINE OFFICERS WERE MORE PRODUCTIVE WITH
  THIS TRANSFORMATIONAL LEADERSHIP
• FINANCIAL PERFRMANCES OF 27 BUSINESS FIRMS WAS
  HIGHER WHEN THE 27 PRESIDENTS WERE EVALUATED AS
  TRANSFORMATIONAL
• THERE WAS A SIGNIFICANT RELATIONSHIP BETWEEN
  TRANSFORMATIONAL LEADERSHIP AND TEACHERS
  ATTITUDES TOWARDS SCHOOLS IMPROVEMENT

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• TRANSFORMATIONAL LEADERSHIP IS THE MOST
  APPROPIATE STYLE OF ACHIEVING TEACHERS
  PERFORMANCES BEYOND THEIR USUAL LIMITS, AND IN
  DEVELOPING TEACHERS POTENTIAL.
• EMPLOYEE OF A MANUACTURING FIRM HAVE GREATER
  SATISFACTION WITH TRANSFORMATIONAL LEADERSHIP AND
  VIEWED THE APPROACH AS MORE EFFECTIVE

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• TRANSFORMATIONAL LEADER BEHAVIOUR HAS INFLUENCE
  ON SUBORDINATESTRUST AND SATISAFCTION. THE CORE
  CHARACTERISTIC OF TRANSFORMATIONAL BEHAVIOUR
  INDIVIDUAL CONSIDEATIONAND INTELECTUAL
  STIMULATIONARE THE KEY DETERMINANTS OF TRUST AND
  SATISFACTION
• LEADERS WHO EXHIBITS IDEALIZED ATTRIBUTES ALSO
  REPESENT THE HIGHEST LEVEL OF TRANSFORMATIONAL

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• LEADERSHIP BECAUSE THEIR ASSOCIATES HAVE TRUST
  IN SUCH LEADERS, THEY EMULATE THE LEADERSS
  BEHAVIOUR,THEY ASSUME THE VALUES THE LEADER
  PORTRAY, AND THEY ARE COMMITTED TO ACHIEVING THE
  LEADERS VISION, EVEN IF SACRIFICES AE NECESSARY.
• (MEMERLUKAN CONTOH DAPATKAN KAJIAN SEKITAR THN
  1990-an)

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• RUMUSAN
• BURNS (1978) DAN BASS (1985) PREFERED TO
  STUDYEXTRA ORDINARY LEADERS
• THE LEADERS FOCUS ON THE INDIVIDUALS DEVELOPMENT
  OF SUBORDINATES, EXNCHANGE THEIR PERFORMANCES
  WHICH INTURN LEADS TO ORGANIZATION GROWTH

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WHAT ARE THE RESULT OF THIS KIND OF LEADERSHIP?

• Evidence of the effect transformational
  leadership, according to Leithwood, is uniformly
  positive. He cites two findings from his own
  studies (1) transformational leadership
  practices have a sizable influence on teacher
  collaboration, and (2) significant relationships
  exist between aspect of transformational
  leadership and teachers own reports of changes
  in both attitudes toward school improvement and
  altered instructionl behavior.
• Segiovanni suggest that student achievement can
  be remarkably improvedby such leadership.

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• EXAMPLES OF STRATGIES TO PRACTICE TRANFORMATIONL
  LEADERSHIP
• Visit each classroom everyday assist in
  classroom ,encourage teachers to visit one
  anothers classes.
• Help teachers work smarter by seeking different
  interpretations and checking out assumptions
  place individual problems in the larger
  perspective of the whole school avoid commitment
  to preconceived solutions clarify and summarize
  key points during meeting and keep the group on
  task but do not impose own perspective.

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• Use action research teams or school improvement
  teams as a way of sharing power. Give everyone
  responsibilities and involve staff in governance
  functions. For those not participating, ask them
  to be in charge f a committee.
• Find the good things that are happening and
  publicly recognize the work of staff and students
  who have contributed to school improvement. Write
  private notes to teachers expressing appreciation
  for special efforts.

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• Survey the staff often about their wants and
  needs. Be receptive to teachers attitudes and
  philosophies. Use active listening and show
  people you truly care about them.
• Let teachers experiment with new ideas. Share and
  discuss research with them. Propose questions for
  people to think about.
• Bring workshops to your school where its
  comfortable for staff to participate. Get
  teachers to share their talents with one another.
  Give a workshop yourself and share information
  with staff on conference that you attend.

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• When hiring new staff, let them know you want
  them actively involved in school decision
  making hire teachers with a commitment to
  collaboration.
• Have high expectations for the teachers and
  students, but dont expect 100 percent if you
  arent also willing to give the same. Tell
  teachers you wan them to be the best teachers
  they possibly can be.

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• Use bureaucratic mechanism to support teachers,
  such as finding money for a project or providing
  time for collaborative planning during the
  workday. Protect teachers from the problems of
  limited time, excessive paperwork, and demands
  from other agencies.
• Let teachers know they are responsible for all
  students, not just their own classes.