Transformative Leadership Conversation: A Conceptualization and Empirical Test of Its Function

Autor/inn/en	Adams, Curt; Adigun, Olajumoke Beulah; Fiegener, Ashlyn; Olsen, Jentre J.
Titel	Transformative Leadership Conversation: A Conceptualization and Empirical Test of Its Function
Quelle	In: Journal of Educational Administration, 61 (2023) 5, S.531-546 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adams, Curt) ORCID (Adigun, Olajumoke Beulah) ORCID (Fiegener, Ashlyn) ORCID (Olsen, Jentre J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-10-2022-0190
Schlagwörter	Transformational Leadership; Questioning Techniques; Listening; Language Usage; Test Validity; Test Reliability; Teacher Attitudes; Interpersonal Communication; Teacher Administrator Relationship + Suchen Sie Ihr Suchwort? Befragungstechnik; Fragetechnik; Hörvorgang; Zuhören; Sprachgebrauch; Testvalidität; Testreliabilität; Lehrerverhalten; Interpersonale Kommunikation
Abstract	Purpose: The study begins by defining and conceptualizing Transformative Leadership Conversation (TLC). The conceptualization addresses the meaning of transformation, sensemaking and learning dialogue, and the conversation structures of framing, questioning and listening, and affirming. Next, the authors build a theoretical argument from self-determination theory on the function of TLC. The study concludes with an empirical test of the structure and function of TLC. Design/methodology/approach: There were two parts to the empirical study. First, the authors designed and tested a scale to measure TLC by its structural features (e.g. questioning, listening and affirming language). Second, the authors used a correlational design with ex-post facto data to test the primary assumption that TLC activates autonomous motivation and action. Data came from a random sample of 2,500 teachers in a southwestern state. Useable responses were obtained from 1,615 teachers, for a response rate of 65%. Findings: The empirical tests reveal that the 12-item and 6-item measure of the School Leader Transformative Conversation Scale present valid and reliable evidence on the frequent use of TLC. Consistent with the hypothesized model, TLC had a direct, positive relationship with teacher vitality. It also had a negative relationship with autonomy frustration and a positive indirect effect on teacher vitality by reducing the negative effect of autonomy frustration. Originality/value: TLC advances a new conceptual lens to study school leadership as a discursive process. The concept opens lines of inquiry that have not yet been examined in school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01