Last updated on Jul 23, 2026, 1:58 AM
| Leadership Model | Positive Aspects | Negative Aspects |
|---|---|---|
| Transformational | Research by Bass and Avolio (1994) suggests that transformational leadership enhances teacher motivation, engagement, and commitment, leading to improved student outcomes and a positive school climate. “Transformational leaders motivate others to do more than they originally intended and often even more than they thought possible” (P.3). Spalding University (2023) adds more positive characteristics: -Supports colleagues' ability to participate in decision making and problem solving. -Create sense of purpose and belonging -High level of workplace integrity, honesty, and equal treatment. -Productive in achieving goals and generating positive outcomes. - positive/ open communication | Spalding University (2023), also points out potential drawbacks to this leadership style: -Prioritizes long term goals over short term goals -Potential for burnout -Slower to make decisions/ Wants input from all members of the team, resulting in varied opinions and potential disagreements. |
| Distributed | Research by Spillane et al. (2001) highlights the benefits of distributed leadership: - Fosters a sense of ownership -Leads to higher levels of motivation (P. 25). - Promotes collaboration among staff members. (P. 26). -Helps build leadership capacity (P. 27). Additionally, research by Harris (2008) highlights the benefits of distributed leadership in empowering teachers to take ownership of their professional growth and contribute to school improvement initiatives (P.178). | Spillane et al. (2001) identifies several challenges associated with distributed leadership: - Requires strong communication and collaboration skills (P. 26). *Not everyone is a clear communicator. - Ambiguity regarding responsibilities-Who is responsible for what? (P. 25). - Relies on relational trust. If trust is lacking, the effectiveness may be undermined (P. 27). |
| Instructional | According to Robinson et al. (2008), instructional leadership: -Enhances teaching practices for improved student learning outcomes (P.666). -Prioritize improving teaching practices and enhancing student learning outcomes through targeted support and resources (P. 669). - Clear vision on educational goals/ ensures team efforts align with school objectives (P. 671). | The study conducted by Robinson et al. (2008) sheds light on various obstacles linked with instructional leadership: -High Demand on Leaders: Expectations that you have deep knowledge of practices may neglect broader school improvement efforts (P. 673). -Narrow focus: May overlook important aspects of student and peer development (P.675). -Difficulty balancing duties and personal time, resulting in burn-out or reduced effectiveness (P.677). |